What's New A distinguishing feature of our program is our continuous effort to improve. We use feedback from the residents to identify improvement opportunities. The Residency Steering Committee, made up of elected representatives from each residency class, develops proposals for improvement or new initiatives which are then presented to the residents at large for feedback before implemetation. Below are three of this year's innovations: The Block Model We successfully converted to our "6+2" block model in June 2014. Our residents have indicated that this change has had substantial beneficial effects on their experiences in their continuity clinic, in ambulatory subspecialty training, on the floor teams' continuity, on education, and on their quality improvement training. We surveyed our residents before and after 1 year in the Block Model. Some survey highlights include: Overall Satisfaction with Ambulatory Training Improved: 86% of our interns (who experienced their first year in the Block structure) agreed with the statement “I am very satisfied with my training in ambulatory medicine.” In a survey of our R2s and R3s (who worked in both structures), 90% answered “strongly agree” to the following statement: “overall I prefer the Block Model structure over the old structure (1/2 day per week clinic).” Ability to Focus on Ambulatory Education Improved: Before the Block Model, only 29% of residents agreed that they were able to focus on their outpatient education while in the clinic; in the Block Model, 85% agreed with the same statement. Ambulatory Subspecialty Training Improved: Prior to implementation of our Block Model, 31% of our R2s and R3s agreed with the statement “I am satisfied with my ambulatory training in subspecialty medicine.” After 1 year in the Block Model, 82% agreed with this statement. Fewer Handoffs and Higher Quality Care of Inpatients: Before the Block Model, 73% of residents felt that their continuity clinic resulted in additional handoffs in their inpatient experiences, and 46% indicated that their continuity clinic duties interfered with their ability to provide high quality care to patients on their inpatient teams; in the Block Model, however, only 12% of residents agreed with those statements.” The Medical Educator Pathway We began offering an optional Medical Educator Pathway in the 2013-2014 academic year for residents who envision teaching as a major component of their future careers. The University of Rochester Internal Medicine Residency Program has a long tradition of emphasizing a resident’s role as teacher. The Medical Educator Pathway advances this tradition for participating residents, helping them build an even stronger foundation in educational theory and practice to serve as a springboard for a career as leaders in internal medicine education.The program is directed by Dr. Donald Bordley, Associate Department Chair for Education and former director of the residency program. Community Service Elective St. Joseph's Neighborhood Health Center Interested PGY2's and PGY3's have been able to supervise and teach University of Rochester medical students as they care for uninsured patients at the St. Joseph's Neighborhood Health Center through the medical school's UR Well program.