IM Residency Program
The three-year Internal Medicine curriculum is designed to prepare our residents for a variety of practice settings in primary care, academic medicine or fellowships. The program and rotations meet the Accreditation Council for Graduate Medical Education (ACGME) and American Board of Internal Medicine (ABIM) requirements.
"Excellence is an art won by training and habituation. We do not act rightly because we have virtue or excellence, but we rather have those because we have acted rightly. We are what we repeatedly do. Excellence, then, is not an act but a habit."
To train Internal Medicine Residents in culturally-competent, patient-centered, primary care for a variety of clinical settings through learner-centered education and training.
As physicians, we value everyone’s Health and Well-being; as educators, we value Learner-Centered Education; as a team, we value Patient-Centered Care, Positivity, Integrity, Trust, Transparency and Accountability.
PITA Code of Conduct
We recognize that our behavior stems from our values and so have put forth the behaviors that all faculty and residents should model.
Patient-Centered Care—We always put patients' health, well-being and experience first and foremost. We consider all patients under our care to be "our" patients whether we admitted them or are cross-covering. If we are approached by a patient for assistance, we will take responsibility to see that their needs are met.
Positivity—We maintain a positive viewpoint regarding ourselves, our situations and of all those we encounter. We maintain and presume good intentions; look for learning opportunities and teachable moments; and always work toward a greater good.
Integrity—We recognize that a strong moral character is the foundation of the honor of our chosen profession. We strive to do the right thing – even when no one is watching – and to be honest in our words and deeds.
Transparency—We recognize that we have intertwining roles and responsibilities within a complex healthcare system and that by being clear about our intentions and actions, we allow ourselves and others to perform optimally. We recognize that reporting safety errors allows the system to correct the errors, correct us and protect our patients.
Trust—We trust that our colleagues, faculty and healthcare teams recognize that we are "works in progress", are here to learn and will constructively act to help us improve ourselves as professionals. We reciprocate these ideals in turn.
Accountability—We take responsibility for our actions and for what we are supposed to do. We act within the scope of our training, know our own limits, and always seek assistance when needed. We actively seek to identify safety errors or their potential, and acknowledge when we might be involved.