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Hofstra Northwell School of Medicine Residency Program in Internal Medicine

Training sites

The program’s main training sites are North Shore University Hospital and Long Island Jewish Medical Center, where residents complete general medical ward, MICU, CCU, emergency department and most subspecialty electives.

Learn more about North Shore University Hospital here.

Learn more about Long Island Jewish Medical Center here.

Inpatient medical teams consist of one attending (a teaching hospitalist), one resident (second- or third-year), one or two interns, and several third- and fourth-year medical students. On rounds and at daily chart review sessions, all decision-making and order-writing is done as a team, with a senior resident and supervising attendings.

Teaching hospitalists round daily with the full team. A night float system handles admissions and cross-coverage from 7pm to 7am. Interns are supervised throughout the day and night, with in-house hospitalist attendings and senior residents on call.

The Medicine Admitting Resident (MAR), a third-year resident, screens newly admitted cases in the emergency department to determine which patients will be covered by medicine housestaff, increasing housestaff autonomy.

The ambulatory care programs are responsible for more than 20,000 patient visits annually. Housestaff build a continuity practice over three years and are supervised closely. Each clinic session is precepted by several fulltime ambulatory teaching attendings and a chief resident. All cases are presented to a preceptor and discussed in detail. Preceptors observe physical examinations and patient encounters, and guide decision-making.

The Division of General Internal Medicine practice at 865 Northern Boulevard provides comprehensive primary care services. It also offers preventive care with a particular emphasis on managing chronic conditions such as hypertension, diabetes, and cardiovascular disease.

The Long Island Jewish Ambulatory Care Unit provides primary care and women’s health services with the added benefit of accessibility and affordability as part of Northwell Health. There is an emphasis on continuity of care, preventive medicine, and patient education.

Housestaff education

The Continuity Model of housestaff education

A key component of the Northwell internal medicine residency program is our continuity model of housestaff education, which is based on the “Four Plus One” system, an increasingly popular strategy for compliance with ACGME duty-hour rules. The model’s core is a variation on protected time: each four-week block of inpatient duty is followed by a week dedicated to ambulatory education. This strategy eliminates pressure on trainees to be in two places at once; they no longer rush from inpatient floor to outpatient clinic. Life assumes a consistent rhythm and “sleep debt” is minimized. The system enhances clinical care as well, reducing the fragmentation and waste that sometimes accompany the traditional system, and supporting residents in building a practice over time. Didactics and subspecialty training in both settings benefit from the continuity, and research becomes a real option.

PGY-1

CCU

2-4 weeks

Elective

4-6 weeks

Internal Medicine Floors

5 months

MICU

4-6 weeks

Night Float

4 weeks

Outpatient Clinic

3 months (10-11 weeks)

Vacation

4 weeks

 

PGY-2

CCU

2-4 weeks

Elective

8-10 weeks

ER

2 weeks

ICU

4-6 weeks

Internal Medicine Floors

10-12 weeks

Night Admit

6-8 weeks

Outpatient Clinic

3 months (10-11 weeks)

Palliative Care

2 weeks

Vacation

4 weeks

 

PGY-3

Elective

8-10 weeks

ER

2 weeks

Geriatrics

2 weeks

ICU

4-6 weeks

Internal Medicine Floors

10-12 weeks

Medical Admitting Resident (Day)

4 weeks

Medical Admitting Resident (Night)

4 weeks

Neurology

2 weeks

Outpatient Clinic

3 months (10-11 weeks)

Vacation

4 weeks

 

Morning Report: Takes place Monday-Wednesday, with one or two senior residents presenting a case they have seen on the medicine wards week with accompanied evidence-based teaching points.

Intern Report: Takes place Tuesday and Wednesday, it is a similar structure to Morning Report but is only attended by interns and geared towards teaching to an intern level.

Noon Conference: Takes place daily with all residents in attendance. Different subspecialties are dedicated to each month, with experts in each field teaching didactic sessions.

Practice Based Learning Conference: Interesting cases are discussed in an interdisciplinary setting with all residents in attendance and one senior resident leading the conference.

Team Based Learning Conference: Small group interactive sessions focus on a variety of outpatient diseases, such as back pain and asthma, with each resident assigned to teach a specific aspect of the topic.

Evidence Based Medicine Course: A five-day interactive course for all categorical residents. The course provides an opportunity to refresh basic skills in biostatistics, direct mentorship from the senior librarian with regards to medical research, and refine critical reading of landmark medical trials.

Academic Half Day (Ambulatory): Takes place on Thursday mornings after Grand Rounds; high yield ambulatory topics are discussed and learners participate in didactic sessions.

Resident as Teacher Retreat: Rising second year residents meet at the start of the academic year to learn and practice teaching strategies as they make the challenging transition from intern to senior resident.

Point of Care Ultrasound: An innovative all-day course for all new interns teaching the essentials of bedside ultrasound and led by our critical care faculty, who are world leaders in ultrasound education.

Health Care Reform Week: A variety of lectures and interactive conferences focusing on the economics, politics, and policies of health care in America and how it will impact residents as they move forward in their careers.

Quality Improvement Patient Safety (Ambulatory): A year-long project led by small groups of residents for outpatient quality improvement. The groups each present their research in a General Internal Medicine Grand Rounds at the end of the year.

Board Review: Every third year resident prepares a noon conference lecture on a relevant topic for the Internal Medicine Boards.

Program tracks & special electives

Customize your learning to achieve your individual professional goals
Available tracks starting in the PGY-2 year
All by application process

Categorical

The Categorical Internal Medicine residency is a three-year program that provides a broad experience in inpatient and outpatient internal medicine. We have approximately 36 categorical interns each academic year.

Preliminary

The Preliminary Internal Medicine residency program provides one year of training in Internal Medicine in preparation for careers in Anesthesiology, Dermatology, Neurology, Radiology, Ophthalmology, and more. We have approximately 22 preliminary interns each academic year.

Research track— 3 PGY-2 and 3 PGY-3 residents

The Research Track is designed to make the process of conducting research during residency easier, more educational, and more productive. Key components of the Research Track are protected elective time for research and core research faculty support. The program is ideal for residents who would like to gain a more in-depth research experience. The Track is designed to support residents to (1) maintain a productive mentoring relationship, (2) track research project progress, and (3) complete abstract and manuscript submissions. Residents participating in the Research Track are expected to submit at least one manuscript for publication and one presentation to a professional meeting.

IMPACcT- Primary Care Interprofessional Track— 5 PGY-2 and 5 PGY-3 residents

IMPACcT (Improving Patient Care, Access, and cost through Training) is an interprofessional primary care training program in the Division of General Internal Medicine. IMPACcT focuses on team based care in primary care delivery, incorporating faculty and learners from behavioral health, pharmacy, and physician assistant studies into a medicine resident led team of providers. There is an emphasis on innovative care delivery models to enhance both patient and provider satisfaction. In addition to providing interprofessional care, participants in IMPACcT partake in regular interprofessional educational programs and enhanced mentoring for career development. Learn more

ENHANCE Community Health Track— 2 PGY-2 and 2 PGY-3 residents

Our Community Health Track ENHANCE (ENgaging in Health Advocacy through Neighborhood Collaboratives and Education) will allow residents to gain skills in population health, social determinants of health, and community engagement. The track is unique in its bringing together of trainees from the three primary care disciplines (Internal Medicine, Family Medicine and Pediatrics) to create longitudinal and meaningful partnerships with community-based organizations. ENHANCE allows our trainees to provide patient care outside the traditional four walls of a clinic, while learning to social change agents.

Clinician Educator Track— 3 PGY-2 and 3 PGY-3 residents

The Clinician Educator Track is designed to meet the needs of those residents interested in pursuing a career in medical education. It is a 2-year longitudinal curriculum for PGY2s and 3s. Interested residents will apply in the winter of the PGY-1 year. The program includes both longitudinal and immersive experiences. Participants will have 4 protected group learning retreats per year as well as woven in experiential opportunities to practice direct teaching skills. There will be a mentored longitudinal educational scholarship project that will focus on curriculum development. Those who fulfill the requirements of the track will be awarded a certificate of distinction.

Health in Uganda— 5 PGY-3 residents

Our global health opportunity is for a limited number of interested/committed residents to work in Uganda, in a remote, rural district hospital in Kisoro, kilometers from the borders of Congo and Rwanda. The hospital has few resources, almost no lab, and 1-3 Ugandan physicians covering all of Medicine, Surgery, Peds and Obstetrics, plus very busy outpatient Medicine and HIV services. This rotation is 100% dependent on clinical skills (history and physical exam); there are almost no labs, no imaging, no consultants. Montefiore residents have been rotating there (one month each) since 2006 and Northwell residents since 2014. Residents cover wards of 30-40 patients and do 3-7 admissions every day. The work day is 11-12 hours a day, 6 days a week (no night call). Supervision and teaching are provided by Montefiore faculty year round. It’s a lot of work, but for the right people, the right experience. Learn more

Health Care Reform and Advocacy— 2- PGY-3 residents

Advocacy is one of the most innate skills physicians develop over the course of their undergraduate and graduate medical training. The Health Policy & Advocacy curriculum at our institute is focused on further developing this inherent skill in our graduating residents. The curriculum is based on the premise that advocacy can be implemented at the local, regional, and federal levels. Through this elective, two senior residents (PGY-3s) experience regional policy by spending 4 weeks with the New York Chapter of American College of Physicians (NY-ACP). The elective allows residents to gain a deeper understanding about health care reform, upcoming changes in practice of medicine, as well as the most effective mechanisms to advocate at the legislative & executive level of New York State. This elective highlights the importance of physicians gaining a platform to guide our legislative colleagues as well as our communities to adopt health policies that further the tripartite mission of medicine: improving healthcare delivery to our patients and communities, training a robust and diverse healthcare workforce, and building strong partnerships between legislators, administrators, health institutes, and communities.

Read the testimonial below from one of our residents:

Ankita Sagar, MD

Specialties: Internal Medicine

When I first enrolled for my health policy elective with the New York Chapter of ACP, I knew little about the health care legislative priorities in New York State. All I knew was that the month long elective in Albany offered a unique opportunity to step outside the walls of the hospital and attempt to understand how policy affects the quality of care provided inside the hospital. However, I learned much more.

Through my time with the NY-ACP as an Advocacy Resident, I was given the opportunity to appreciate the landscape of health policy and its implications at the regional, state, and local level. It allowed me to interact with various stakeholders, including legislators, executives from the Department of Health, hospital administrators, primary care physicians, and of course patients. The plethora of legislative and budgetary items related to health care was certainly overwhelming; however, I soon realized that it was the best environment to develop the skills of analyzing proposals and predicting the effects on the population health. The elective allowed me to participate in a team of experts with extensive experience in health policy and advocacy. And thus, I was able to further hone my skills on health care advocacy. As a result of this experience, I have a unique appreciation of the way many teams come together to improve health care delivery. It also inspired me to continue engaging various stakeholders on policy discussions and innovative plans of delivering quality care to our patients. I strongly believe that the knowledge and skills I have gained through this elective, allows me to be a more effective physician, leader, and advocate