Indeed patients often are the best teachers because they stimulate patient-centered learning. As adult-learners, residents must find the format for learning which best serves their purposes. Clinical experiences, mentoring, didactics, group discussions, and directed or independent reading each have value. The Department provides structure and support for each of these approaches to resident education. Patient-care activities with student, peer, and faculty colleagues form the essence of bedside learning recognized as so important by Sir William Osler nearly 100 years ago.
Ample opportunity exists for broad-based patient contact.
Indeed the spectrum that is internal medicine is well represented in our hospitals and clinics. Residents are allowed to work with sufficient autonomy so that they begin to develop practice patterns which will sustain them throughout their careers. But autonomy is balanced by thoughtful input from faculty functioning in their role as senior advisors. Residents have some clinical encounters observed directly by supervisory faculty in order that specific and meaningful feedback can be given. Similarly, as residents mold their own professional behavior, they have the opportunity to observe patient interaction and problem-solving by seasoned clinicians.