Rich Severin on Physical Therapy Residency and Specialties: What New Grads Need to KnowThough he really requires no introduction, as you have probably seen him featured on various social media platforms, podcasts, and articles, Dr. Severin is a physical therapist and certified cardiovascular and pulmonary specialist. He completed his at the William S Middleton VA Medical Center/University of Wisconsin-Madison which he then followed up with an at the University of Illinois at Chicago (UIC). He is currently working on a PhD. In Rehab Science at UIC, with a focus on cardiovascular physiology.In addition to research, teaching and clinical practice regarding patients with cardiopulmonary diseases, Dr.
Severin has a strong interest in developing clinical practice tools for risk assessments for physical therapists in a variety of practice settings. He is an active member of the APTA and serves on the social media committee and Heart Failure Clinical Practice guideline development team for the cardiopulmonary section. The optimal time frame for pursuing a physical therapy residencyCameron: Given your background, and the fact that you have pursued two residencies, can you share your thoughts on the optimal window of opportunity when it comes to doing a residency? That is, should students be thinking ahead towards the possibility of pursuing a residency immediately after graduation?
On the other end, at what point is it probably no longer a good idea for a PT to do a residency?Rich: Quite often, students aren't certain as to what area of practice they want to pursue even after graduation, which is fine. I feel that there is a window of about three years post graduation, and if one is ready, the sooner the better. During this time one is a bit more malleable.
Up to 15% of the nursing staff in an average hospital are new graduate nurses within their first year of practice. With as many as 17% of new graduate nurses leaving their jobs within the first year and 31% within the second year, nurse leaders believe residency programs will play a huge role in improving retention.
Considering that hospitals spend $85,000 per nurse turnover annually, retention of new nurses can mean a significant healthcare cost savings.Since 2014, ANA’s American Nurses Credentialing Center (ANCC) has offered accreditation of nurse residency, RN fellowship, and APRN fellowship programs. Accreditation uses evidence-based criteria to recognize applicants who demonstrate excellence in transitioning nurses to new practice settings.Here are a few of the reasons accreditation of nurse residency programs offers great promise and value:. Accreditation Demonstrates Commitment to ExcellenceCHRISTUS St. Elizabeth, which already had a reputation for innovation and a willingness to take on challenges, chose to pursue accreditation based on their pilot of HealthStream’s Nurse Residency Program. According to Paul Guidroz, Chief Nursing Officer, they felt that “achieving accreditation would further validate the improvement we were achieving with our new graduates’ transition into practice.”.
Accreditation Confers Elite Status on an OrganizationMichelle Hammerly, Director of Education for CHRISTUS Southeast Texas Health System, saw the competitive value of accreditation. “Magnet designation provides a certain elite status because so few hospitals have achieved it. We realized even fewer hospitals had the ANCC residency accreditation.”.
Stronger Recruitment Appeal for New NursesAn accredited program adds to the reputation of an organization as a desirable place to work. Recently, “two-thirds of the local universities’ December nursing graduates applied for positions at St. We credit most of this success to our residency program. Our best ambassadors are our most recent residency nurses,” remarks Guidroz. Hammerly adds, “One of our competitors is offering sign-on bonuses.
One new graduate told us that they would be more interested in a robust residency program than a sign-on bonus. The word is out in our community that our program is good, and it’s the place to start if you’re a new nurse.”. Retention, a Major Challenge in Nursing, Sees an ImpactAn effective, supportive residency program, as required for accreditation, helps new recruits to feel more strongly that they belong to an organization. “The residency program then acculturates these new nurses with our mission and values, and they feel welcomed,” says Kristie Jones, program coordinator at CHRISTUS St. Before the residency program was established, St.
Elizabeth’s retention percentage for new nurses was in the mid-80s; the first three residency classes have a 92% retention rate. Improved Focus on Organizational CommunicationAccreditation has also had an impact on the nurse-physician dynamic and interaction. Hammerly recalls a recent meeting where the residency program came up in conversation. “The doctor who is our new vice president of medical affairs, as well as our chief medical informatics officer, asked if he could be part of our residency program. He wanted to come in and talk to new nurses about team dynamics and team structure in healthcare.”This article was based on the HealthStream eBook, Do You Do a Good Job Transitioning Nurses to New Practice Settings?
– CHRISTUS St. Elizabeth and ANCC Show Benefits of an Accredited Nurse Residency Program. The articles in this eBook document the benefits and share best practices of pursuing the accreditation from three perspectives—nurse leadership at CHRISTUS and St.
Elizabeth, leaders at ANCC, and nursing coaches at HealthStream.Articles include:. CHRISTUS Sets a High Bar for Transitioning Nurses to New Practice Settings. Nursing Transition of Practice Programs: The Value of Accreditation. Seeking Nurse Residency Accreditation: HealthStream Can HelpAccess the eBook.
Corresponding author: Peter J. Carek, MD, MS, Trident /MUSC Family Medicine Residency Program, 9228 Medical Plaza Drive, Charleston, SC 29406, 843.876.7080,Peter J. Carek, MD, MS, is Professor and Residency Program Director in the Department of Family Medicine, Medical University of South Carolina; Lori M.
Dickerson, PharmD, is Professor and Assistant Residency Program Director in the Department of Family Medicine, Medical University of South Carolina; Vanessa A. Diaz, MD, MS, is Assistant Professor in the Department of Family Medicine, Medical University of South Carolina; and Terrence E. Steyer, MD, is Associate Professor and Chair of Clinical Sciences in the Department of Family Medicine, Medical College of Georgia/University of Georgia (MCG/UGA) Medical Partnership. BackgroundScholarly activity that encompasses research and quality improvement is an integral aspect of the curriculum in residency programs across clinical specialties. The Accreditation Council for Graduate Medical Education (ACGME) common program requirements stipulate that programs in all disciplines provide education to advance residents' knowledge of the basic principles of research, including how research is conducted, evaluated, explained to patients, and applied to patient care.
Residents also must be able to “systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement.”Several programs that have successfully integrated scholarly activities, including research or quality improvement, for residents in different specialties have been described in the litearture. However, few have included information about common measures of scholarly activity, such as academic presentations or publications, to determine success of such educational interventions.The difficulty of incorporating scholarly activity into the activities of residency programs has resulted in undesired consequences. In 2008, “limited or no evidence of resident or faculty scholarly activity” was the fourth most common citation given to family medicine residency programs by the Residency Review Committee for Family Medicine. Limited evidence of scholarly activity is even more pronounced in family medicine fellowships, where “faculty and fellow scholarly activity lacking” was the second most common citation. Although the factors associated with these specific citations are not clearly known, having designated funding for resident scholarship has been associated with a reduced rate of a similar citation in internal medicine residency programs.
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A need exists for family medicine residency programs to improve the amount of scholarly activity.The specific aim of this article is to provide a model scholarly activity curriculum that has been successful in improving the quality of scholarship in a family medicine residency program, as evidenced by a record of resident academic presentations and publications. MethodsThe Clinical Scholars Program was implemented into the curriculum of the Trident/Medical University of South Carolina (MUSC) Family Medicine Residency Program in 1996.
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With the support of the department chair and program director, the program was developed to incorporate the principles and tools of quality improvement into residency training. An added aim was to foster residents' critical thinking skills through participation in a research or quality improvement project. During the initial years of the program, participation was on an elective basis. Beginning in 1999, each upper-level resident (the program has approximately 20 postgraduate year-2 PGY-2 and PGY-3 residents during any academic year) was required to participate. Since that time, 111 residents have participated in the program. Residents may work independently or in small groups of 2 to 4 individuals and must complete 1 project as a requirement for graduation.To assist the residents, 4 faculty members were selected to serve both as mentors and coinvestigators for the resident projects.
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The faculty has experience and expertise in scholarly activity, having been involved in more than 150 peer-reviewed publications and 200 academic presentations. This mentor role is assigned to the faculty members as part of the contractual time allotment and has been funded by grants as well as included as a routine operating expense of the department and program.For this program, a specific longitudinal curriculum and associated schedule have been developed. During the first several months of each academic year, the residents and faculty meet on a weekly basis for 2 hours (Thursdays from 1:00 pm to 3:00 pm) to provide didactic education regarding research and quality improvement. In addition to these sessions, 2 computer-based learning modules must be completed by each PGY-2 resident. The first module is an Internet-based primer entitled “Quality Improvement and Beyond: Achieving Excellence in Health Care.” This module was developed by faculty and provides an introduction to the principles and practice of quality improvement. The second set of modules is from the Collaborative Institutional Training Initiative and focuses on human subject protection.
F igure 1 Overview of Clinical Scholars Curriculum. AActivities completed by PGY-2 residents only.Concurrently with the educational activities described above, group discussions with the residents explore ideas for appropriate projects. The 4 faculty members assist in revising project ideas, providing additional education regarding quality improvement or research techniques, and ensuring that the projects are able to be completed during the allocated time frame. Faculty members also provide feedback to project ideas regarding ability to contribute positively to the research literature in primary care or to the quality of care provided in the associated practice.After a project idea has been reviewed and accepted by the faculty, residents are required to develop and write a concept paper that describes their scholarly activity in sufficient detail in order to address specific questions. This step allows residents to demonstrate that they have completed an appropriate literature review, can describe the methodology in sufficient detail to make the project replicable, have an appropriate timeline for completion of the project, and have identified a faculty member as a mentor for their project. These papers are read and critiqued by the other residents and the participating faculty members during group sessions. F igure 2 Components of the Concept PaperOnce the concept paper has been approved, residents are required to submit an application for research to the appropriate Institutional Review Board.
Projects involving quality improvement also undergo evaluation by the departmental Quality Council. Members of the department's leadership as well as key members of the clinical staff constitute this council. The Quality Council reviews each proposed project and is used to facilitate implementation of changes within involved patient care activities.After completing the introductory period, residents work independently for the next several months to implement the interventions and collect the data necessary for their projects.
The residents meet collectively once per month on a regularly protected afternoon throughout the curriculum and provide a written project update for review. In addition, they also meet with their mentors at least twice per month to discuss their projects, review progress, and obtain assistance as needed. This monitoring allows for the timely review of projects that are not meeting objectives and identification of appropriate interventions to ensure completion within the designated time period.Once data collection has been completed, residents perform the analysis with guidance and assistance from the faculty, using commonly available statistical software. If a project requires more complex statistical assistance, a research associate at the affiliated university is available to assist.As a final step, the resident must prepare an abstract in standardized format (IMRAD) for review by faculty as well as for submission for local and statewide resident research symposia. Residents are encouraged to submit their projects for presentation at national and international meetings, and to prepare their project in manuscript form for submission to peer-reviewed medical journals for review and possible publication.To examine the effectiveness of this program, the number of publications in peer-reviewed medical journals and the presentations during national and international medical meetings since 1999 were tracked.
ResultsDuring the most recent 10-year academic period (2000–2010), a total of 111 residents completed training and participated in the Clinical Scholars Program. This program has produced more than 24 presentations during national and international meetings of medical societies, and 15 publications in peer-reviewed medical journals. Many projects have been presented during meetings of state and regional medical organizations. Expenses for travel associated with accepted presentations are provided by the sponsoring institution as a benefit to the residents.During the last several years, several projects have been selected as award winners at the state and national levels, and several of the residents have received awards for their research at the statewide family medicine scholarship symposia. The projects and associated manuscripts have also addressed various topics in patient care and resident education. DiscussionBased on the results noted in terms of scholarly presentations and publications, the Clinical Scholars Program has successfully integrated scholarly activity into family medicine residency training while addressing the ACGME competency of practice-based learning and improvement, and the requirement for resident participation in scholarly activity.
The academic productivity of this program appears to be greater than the rate noted by Young et al for similar types of residency programs (community based, medical school affiliated). The scholarly productivity noted compares favorably with the academic productivity of departments of family medicine as described by Mainous et al.The successful integration of the Clinical Scholars Program and associated curriculum may be attributed to several factors and are consistent with the characteristics of other successful programs.
First, the support of the current program director and department chair has allowed the program to develop and become successful by allocating resources in a way that demonstrates their understanding of the value of scholarship and a commitment to teaching it. Second, the program has been integrated into the weekly schedule of the residents, and they provide allotted time to complete their projects.
Third, a core group of dedicated faculty has been involved and available to work with residents on specific projects. Fourth, a specific curriculum with a well-delineated timeline and specific task has been developed and implemented. Fifth, professional support has been made readily available for the residents.
Finally, the program, the sponsoring institution, and affiliated consortiums have provided numerous opportunities for presentation of completed resident projects.Limitations of our program include the feasibility of other residency programs to implement the specific curriculum described. The need for faculty with dedicated time and for time to be allocated for the program within the regular schedule of the residency program may present barriers to the successful replication of this intervention in other programs. Furthermore, dedicated faculty with expertise and experience in scholarship may not be available, and finally, the program must find ways to cover the clinical needs of the program during the hours residents and faculty use for scholarly activity. We addressed this by having interns and nonparticipating faculty provide patient care on the afternoons upper-level residents are involved in scholarly activity. Additional issues not addressed in this study were the ability to improve the critical thinking of participating residents and whether residents are able to incorporate the learned quality improvement activities into their future practices.The Clinical Scholars Program appears to support the characteristics of a program that successfully incorporates scholarship into family medicine residency training. This educational innovation has improved the quality of medical education and health care in the Trident/MUSC Family Medicine Residency Program, where residents learn and participate in care. Our program serves as a potential model for other residency programs to use to help meet the needs of residency training, and to promote scholarship in research and quality improvement for residents and faculty.References1.Accreditation Council for Graduate Medical Education.
Common Program Requirements. Accessed January 9, 2011.2.Holmes JF, Sokolove PE, and Panacek EA. Ten-year experience with an emergency medicine resident research project requirement. Acad Emerg Med.
2006;13(5): 575– 579.3.Hamann KL, Fancher TL, Saint S, and Henderson M. Clinical research during internal medicine residency: a practical guide. 2006;119(3): 277– 283.4.Roane DM, Inan E, Haeri S, and Galynker II. Ensuring research competency in psychiatric residency training.
2009;33(3): 215– 220.5.Ellrodt AG. Introduction of total quality improvement into an internal medicine residency. 1993;68: 817– 823.6.Coleman MT, Nasraty S, Ostapchuk M, Wheeler S, Looney S, and Rhodes S. Introducing practice-based learning and improvement ACGME core competencies into a family medicine residency curriculum. Jt Comm J Qual Saf. 2003;29: 238– 247.7.Djuricich A, Cicarelli M, and Swigonski NL.
A continuous quality improvement curriculum for residents: addressing core competency, improving systems. 2004;79(suppl 10): S65– S67.8.Weingart SN, Prince L, and Green M. Creating a quality improvement elective for medical house officers.
J Gen Intern Med. 2004;19: 861– 867.9.Ziegelstein RC, and Fiebach NH. The mirror and the village: a new method for teaching practice-based learning and improvement and systems-based practice. 2004;79: 83– 88.10.Ogrin G, Headrick LA, Morrison LJ, and Foster T. Teaching and assessing resident competence in practice-based learning and improvement. J Gen Intern Med. 2004;19: 496– 500.11.Holmboe ES, Prince L, and Green M.
Teaching and improving quality of care in a primary care internal medicine residency clinic. 2005;80(6): 571– 577.12.Canal DF, Torbeck L, and Djuricich AM.
Practice-based learning and improvement: a curriculum in continuous quality improvement for surgery residents. 2007;142(5): 479– 482.13.Oyler J, Vinci L, Arora V, and Johnson J. Teaching internal medicine residents quality improvement techniques using the ABIM's Practice Improvement Modules.
J Gen Intern Med. 2008;23(7): 927– 930.14.Voss JD, May N, Schorling JB, Lyman JA, Schectman JM, Wolf A, et al. Changing conversations: teaching safety and quality in residency training. 2008;83(11): 1080– 1087.15.Kim CS, Lukela MP, Parekh VI, Mangrulkar RS, Del Valle J, Spahlinger DA, et al.
Teaching internal medicine residents quality improvement and patient safety: a lean thinking approach. Am J Med Qual. 2010;25(3): 211– 217.16.Review Committee for Family Medicine. 2009 Program Director's Workshop. Accessed January 9, 2011.17.Levine RB, Hebert RS, and Wright SM. Factors associated with citation of internal medicine residency programs for lack of scholarly activity. Teach Learn Med.
2005;17(4): 328– 331.18.Cudnowski D, and Carek PJ. A unique leg injury in a dancer. Phys Sportsmed.
2002;30(12): 49– 51.19.Hueston WJ, Gilbert GE, Davis L, and Sturgill V. Delayed prenatal care and the risk of low birth weight delivery. J Community Health. 2003;28: 199– 208.20.Topping DB, Hueston WJ, and MacGilvray P. Family physicians delivering babies: what do obstetricians think? 2003;35(10): 737– 741.21.Wells BJ, Lobel KD, and Dickerson LM.
Using the electronic medical record to enhance the use of combination drugs. Am J Med Qual. 2003;18(4): 147– 149.22.Carek PJ, Blumer JM, Sheperd T, and Dickerson L. Factors affecting creating use in high school athletes. 2004;100(7e): 195e– 199e.23.Freedy JR.
Reflections on vulnerability within the doctor-patient relationship. 2004;32: 41– 44.24.Cataldo KP, Peeden K, Geesey ME, and Dickerson L. Association between Balint training and physician empathy and work satisfaction. 2005;37(5): 328– 331.25.Rodden AM, Spicer L, Diaz VA, and Steyer TE. Does fingernail polish affect pulse oximeter readings?
Intensive Crit Care Nurs. 2007;23: 51– 55.26.Ragucci KR, Trangmar PR, Bigby JG, and Detar TD. Camphor ingestion in a 10-year old male. 2007;100: 204– 207.27.Dickerson LM, Carek PJ, and Quattlebaum RG. Prevention of recurrent ischemic stroke. Am Fam Physician. 2007;76(3): 382– 388.28.Tucker W, Diaz VA, Carek PJ, and Geesey ME, Impact of residency training on procedures performed by SC family medicine graduates.
2007;39: 724– 729.29.Franke CA, Dickerson LM, and Carek PJ. Improving anticoagulation therapy using point-of-care testing and a standardized protocol. 2008;6: S28– S32.30.Trangmar P, and Diaz V. Investigating complementary and alternative medicine use in a Spanish-speaking Hispanic community in South Carolina. 2008;6: S12– S15.31.Busby S, Campbell J, and Steyer TE.
Attitudes and beliefs about emergency contraception among patients at academic family medicine clinics. 2008;6: S23– S27.32.Hueston WJ, Quattlebaum RG, and Benich JJ. How much money can early prenatal care for teen pregnancies save?: a cost-benefit analysis. J Am Board Fam Med. 2008;21(3): 184– 190.33.Young RA, DeHaven MJ, Passmore C, and Baumer JG. Research participation, protected time, and research output by family physicians in family medicine residencies. 2006;38(5): 341– 348.34.Mainous AG, Hueston WJ, Ye X, and Bazell C.
A comparison of family medicine research in research intense and less intense institutions. Arch Fam Med. 2000;9: 1100– 1104.35.DeHaven MJ, Wilson GR, and O'Connor-Kettlestrings P. Creating a research culture: what we can learn from residencies that are successful in research. 1998;30: 501– 507.36.Seehusen DA, and Weaver SP. Resident research in family medicine: where are we now? 2009;41(9): 663– 668.37.Senf JH, Campos-Outcalt D, and Kutob R.
Family medicine specialty choice and interest in research. 2005;37: 265– 270.
The Residency Performance Index (RPI) was developed by the Association of Family Medicine Programs (AFMRD) in 2012 to spur residency program quality improvement, using program metrics and benchmark criteria specific to family medicine training.RPI provides a “dashboard” for program directors, using criteria believed to be critical to program quality and yet measureable and/or published. Using concepts borrowed from AAFP Residency Program Solutions’ Criteria for Excellence and TransforMED MHIQ, the dashboard uses the convention of red, yellow, and green to indicate achievement of targets representing the floor, status quo, and excellence. Like the dashboard of your car, the intent of the RPI is to monitor the important functions of the program and alert the driver (program director/program evaluation committee) if maintenance is required.The development of RPI was well timed, considering the ACGME’s emphasis on conducting meaningful quality self-assessment and improvement. The RPI can summarize much of the data used internally by a program’s program evaluation committee to conduct its annual program evaluation. Consecutive annual RPI reports tracking progression from deficiency (red) to excellence (green) can be useful trending information for the 10-year self-study process.RPI is a powerful tool that can easily organize and communicate meaningful data. It can provide faculty and leadership with an at-a-glance view of current status and future needs, and convey the complicated nature of residency training and accreditation.
The visual presentation and comparison to aggregate data is appealing to data-minded individuals (DIOs, CMOs, etc) and is consistent with current business practices within and outside health care. Programs could, for example, use “red” items to advocate for corrective resources from their departments and systems, similar to the silver lining of RC citations, but with no accreditation repercussions.The RPI is available at no cost to AFMRD program directors. Those who use the RPI tool, including AFMRD itself, have a professional obligation to use it for self-improvement purposes only.
Publication or comparison of individual RPI data to that of other programs or data sets is strictly prohibited. The tool must never be used as an advertising/promotional tool. It is also not an accrediting tool (no accrediting bodies, including the RC-FM have access to the data). In a world obsessed with rankings, it should be noted that RPI does not produce or promote a ranking system of any kind.The AFMRD owns all RPI data and survey results and uses data only in an anonymous, aggregate form for the purpose of advancing the mission of the AFMRD. Aggregate data can be used as a self-improvement tool for the discipline itself by identifying gaps and potential trends in family medicine training.
Once such improvement areas are identified, national organizations such as the AFMRD can:.Tailor national education offerings to meet identified training and faculty development needs.Focus advocacy efforts with accrediting bodies, such as the RC-FM and ABFM.Focus on areas nationally that fall into yellow or red zones of metrics.Use data to bring context to discussions of training guidelines and best practicesTo our knowledge, this is the first US specialty-based comprehensive quality improvement tool for residency programs. The larger GME community has taken notice. The RPI is featured in the December 2014 issue of the Journal of Graduate Medical Education.
WelcomeOn behalf of the program directors, teaching staff and residents, it is my distinct pleasure to welcome you to learn more about Indiana University Health Ball Memorial Hospital’s Graduate Education Program.With our organization and residency programs all achieving exemplary accreditation reviews, we have a long tradition of excellence. As educators, our goal is to instruct the highest quality graduates—competent and compassionate practicing physicians who are active in our community.We look forward to another excellent year of recruiting, providing quality patient care and promoting the outstanding scholarly activity we are proud of at our unique institution.
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I hope that you will seek us out and I welcome your inquiries regarding our residencies and student clerkships.J. Matthew Neal, MD, MBA, CPE, FACP, FACE, FAAPLExecutive Medical Director, Academic AffairsIU Health Ball Memorial HospitalAssistant Dean for Educational Affairs and Faculty DevelopmentProfessor of Clinical MedicineIndiana University School of Medicine.
Residency Programs WelcomeOn behalf of the program directors, teaching staff and residents, it is my distinct pleasure to welcome you to learn more about Indiana University Health Ball Memorial Hospital’s Graduate Education Program.With our organization and residency programs all achieving exemplary accreditation reviews, we have a long tradition of excellence. As educators, our goal is to instruct the highest quality graduates—competent and compassionate practicing physicians who are active in our community.We look forward to another excellent year of recruiting, providing quality patient care and promoting the outstanding scholarly activity we are proud of at our unique institution. I hope that you will seek us out and I welcome your inquiries regarding our residencies and student clerkships.J. Matthew Neal, MD, MBA, CPE, FACP, FACE, FAAPLExecutive Medical Director, Academic AffairsIU Health Ball Memorial HospitalAssistant Dean for Educational Affairs and Faculty DevelopmentProfessor of Clinical MedicineIndiana University School of Medicine. IU Health Ball Memorial Hospital is home to the largest graduate medical education teaching program in Indiana outside of Indianapolis. We offer family medicine, internal medicine and transitional residency programs as well as a medical research department.More than 50 physicians are currently receiving residency training at IU Health Ball Memorial Hospital.
Centers Of Excellence Program
Clinics staffed by family medicine and internal medicine residents provide low-cost medical care for nearly 25,000 patient visits each year. Many of our residents also become involved with the local community through volunteer service.In addition to clinically-focused experiences, academic excellence is encouraged and supported. Our residents and faculty publish many articles in peer-reviewed journals and regularly present posters and abstracts at regional and national meetings. Each year, a research symposium held at IU Health Ball Memorial Hospital showcases original research and case studies created by our residents.In 2009, our program was accredited by the Accreditation Council for Graduate Medical Education for a five-year cycle, the maximum allowed. The gladiators members. About Our ProgramsIU Health Ball Memorial Hospital is home to the largest graduate medical education teaching program in Indiana outside of Indianapolis.
We offer family medicine, internal medicine and transitional residency programs as well as a medical research department.More than 50 physicians are currently receiving residency training at IU Health Ball Memorial Hospital. Clinics staffed by family medicine and internal medicine residents provide low-cost medical care for nearly 25,000 patient visits each year. Many of our residents also become involved with the local community through volunteer service.In addition to clinically-focused experiences, academic excellence is encouraged and supported. Our residents and faculty publish many articles in peer-reviewed journals and regularly present posters and abstracts at regional and national meetings. Each year, a research symposium held at IU Health Ball Memorial Hospital showcases original research and case studies created by our residents.In 2009, our program was accredited by the Accreditation Council for Graduate Medical Education for a five-year cycle, the maximum allowed. Office of Graduate Medical EducationJ. Matthew Neal, MD, MBA, CPE, FACP, FACE, Executive Medical Director, Academic AffairsSusan Little, Graduate Medical Education Coordinator2401 University Avenue, Muncie, IN 47303Phone:Fax:Family Medicine Residency ProgramJustin K.
Whitt, MD, Program DirectorJennifer Kurtz, Program Coordinator221 N. Celia AvenueMuncie, IN 47303Phone:Toll-Free:Fax:Internal Medicine Residency ProgramRyan M. Johnston, MD, FACP, Program DirectorSusie Tharp, Program Coordinator2401 W. University AvenueMuncie IN, 47303Phone:Toll-Free:Fax:Transitional Year ResidencyGerard Costello, MD, Program DirectorVana Dubois, Program Coordinator2401 W. University AvenueMuncie IN, 47303Phone:Toll-Free:Fax:Medical Research at IU Health Ball Memorial Hospital2401 University AvenueMuncie, IN 47303Phone. Contact Information Office of Graduate Medical EducationJ.
Matthew Neal, MD, MBA, CPE, FACP, FACE, Executive Medical Director, Academic AffairsSusan Little, Graduate Medical Education Coordinator2401 University Avenue, Muncie, IN 47303Phone:Fax:Family Medicine Residency ProgramJustin K. Whitt, MD, Program DirectorJennifer Kurtz, Program Coordinator221 N. Celia AvenueMuncie, IN 47303Phone:Toll-Free:Fax:Internal Medicine Residency ProgramRyan M. Johnston, MD, FACP, Program DirectorSusie Tharp, Program Coordinator2401 W. University AvenueMuncie IN, 47303Phone:Toll-Free:Fax:Transitional Year ResidencyGerard Costello, MD, Program DirectorVana Dubois, Program Coordinator2401 W. University AvenueMuncie IN, 47303Phone:Toll-Free:Fax:Medical Research at IU Health Ball Memorial Hospital2401 University AvenueMuncie, IN 47303Phone. Student ElectivesThank you for your interest in Medical Education at Indiana University Health Ball Memorial Hospital.
Our organization offers a variety of electives in various disciplines. Each elective allows students to experience real-world practice in a unique private community setting. We are able to achieve this through a three-part collaboration of a community hospital, medical school and strong community physicians.For further information or to register for an elective, please contact:Toll-Free:E-mail. Student Electives Student ElectivesThank you for your interest in Medical Education at Indiana University Health Ball Memorial Hospital. Our organization offers a variety of electives in various disciplines. Each elective allows students to experience real-world practice in a unique private community setting.
We are able to achieve this through a three-part collaboration of a community hospital, medical school and strong community physicians.For further information or to register for an elective, please contact:Toll-Free:E-mail.