What Makes Us Special?
Quality Improvement Training
A year long, learn by doing, program that gives the resident skills to make important changes in the care of groups of patients. Resident teams choose their areas for process improvement and receive regular training and support to implement their projects. Learn how to make a system-wide difference with small changes in a real system.
The future of becoming an outstanding clinician requires the capacity to self-reflect on current performance and develop strategies to improve. The Reading Hospital Portfolio program helps our residents learn how to organize and monitor their accomplishments and define strategies for improvement. You are the best guide to your own self-improvement, and you and your mentor help set you on a path to become the doctor you want to be.
One of our faculty members has developed an observation tool that has been shown to out-perform the standard American Board of Internal Medicine assessment tool. Formative evaluation and feedback will be provided by highly trained physicians on multiple occasions throughout your residency, many more constructive observations than at most sites. This allows for a much more rapid rate of performance improvement on the part of the resident.
Availability of Staff
Our graduates consistently emphasize the strength of the positive mentoring relationships experienced during their training at Reading. In addition to a formal mentoring program with one of our core faculty, there are daily contacts with supportive faculty and other staff, with whom to share experiences and develop important personal and professional bonds.
No matter what level of skill the resident has gained when entering our program, opportunities exist to develop further. The science of clinical inquiry and investigation is a key skill for all residents, whether or not they plan a research career. All residents will learn the fundamentals of summarizing a key clinical issue, accurately reviewing and analyzing the literature, and addressing an appropriate research question. All residents have an opportunity to work with a mentor, a faculty research facilitator, and the head of our Research Division to support their goals in developing and implementing a research project.
The Learner-Manager-Educator Model
With competency-based progression, we have adopted the learner-manager-educator model for our general medical wards experience. At the start of your intern year, you will establish your foundational skills and medical knowledge and have close supervision. As you progress through internship and into your second year, you will transition into the role of a manager, where you will work one-on-one with a hospitalist. Here, you will build on your foundational skills, but also take part in state-of-the-art transitions-of-care and multidisciplinary team management quality improvement efforts. By adding these skills to your skillset, you will be ready to assume the role of the educator. As an educator, you will be able to achieve mastery of complex cases and teach the next generation of learners on your team.
Doctors, regardless of their level of training, are at high risk for burnout that can lead to dire consequences personally and professionally. The emphasis in most medical training has been on the technical skills of a physician, leaving emotional intelligence and resiliency development to be secondary or non-existent aspects of training. Our program values each resident as an individual and our goal is to identify what sparks joy for them in medicine while giving them tools to thrive rather than survive their chosen career. The curriculum emphasizes both mental and physical wellbeing through a series of workshops, small group didactics, and special events.