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Review
. 2019 Jul;34(7):1342-1347.
doi: 10.1007/s11606-019-04957-0.

The New Internal Medicine Subinternship Curriculum Guide: a Report from the Alliance for Academic Internal Medicine

T Robert Vu  1 , Allison H Ferris  2 , Michelle L Sweet  3 , Steven V Angus  4 , Nadia J Ismail  5 , Emily Stewart  6 , Jonathan S Appelbaum  7 , Brian Kwan  8
Affiliations
Review

The New Internal Medicine Subinternship Curriculum Guide: a Report from the Alliance for Academic Internal Medicine

T Robert Vu et al. J Gen Intern Med. 2019 Jul.

Abstract

The internal medicine (IM) subinternship has been a long-established clinical experience in the final phase of medical school deemed by key stakeholders as a crucial rotation to prepare senior medical students for internship. Medical education has changed greatly since the first national curriculum for this course was developed in 2002 by the Clerkship Directors in Internal Medicine (CDIM). Most notably, competency-based medical education (CBME) has become a fixture in graduate medical education and has gradually expanded into medical school curricula. Still, residency program directors and empirical studies have identified gaps and inconsistencies in knowledge and skills among new interns. Recognizing these gaps, the Association of Program Directors in Internal Medicine (APDIM) surveyed its members in 2010 and identified four core skills essential for intern readiness. The Association of American Medical Colleges (AAMC) also published 13 core entrustable professional activities (EPAs) for entering residency to be expected of all medical school graduates. Results from the APDIM survey along with the widespread adoption of CBME informed this redesign of the IM subinternship curriculum. The authors provide an overview of this new guide developed by the Alliance for Academic Internal Medicine (AAIM) Medical Student-to-Resident Interface Committee (MSRIC).

Keywords: acting internship; curriculum; subinternship; undergraduate medical education.

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Conflict of interest statement

Two authors disclosed the following potential conflicts of interest: Dr. Vu received an internal grant at his academic institution in 2017, and Dr. Appelbaum served as a consultant for two healthcare-related companies and received an honorarium from another healthcare-related company. The authors note that these relationships with the disclosed entities did not affect this project. All remaining authors declare that they do not have a conflict of interest.

Figures

Figure 1
Figure 1
Interrelationships of the five core skills for subinterns.
Figure 2
Figure 2
The one-page box system: a visual aid developed to guide daily workflow and assist with student organizational skills. The complete description of this system can be found in the full curricular guide.
See this image and copyright information in PMC

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