We offer two tracks: a categorical medicine residency and a preliminary medicine residency. The categorical medicine track is a three-year program that provides training in inpatient and ambulatory care for patients with medically complex conditions. NYU Grossman Long Island School of Medicine’s Internal Medicine Residency trains Internal Medicine physicians to provide the highest level of care to their patients and pursue a career in the setting of their choosing.

Our internal medicine residents (66 categorical and 16 prelim) play an essential role in our healthcare system. They provide compassionate, evidence-based medical care for all adult patients and for conditions that range from acute illnesses and urgent health needs to continuity care for chronic disease management, prevention, and wellness. Residents are prepared to become leaders in healthcare with comprehensive and outstanding clinical training.

Our one-year preliminary medicine track provides foundational education for residents seeking to complete training in internal medicine or an advanced residency program in a non–internal medicine specialty such as anesthesiology, dermatology, neurology, ophthalmology, radiology, or physical medicine and rehabilitation.

Residents who complete either the categorical medicine residency or the preliminary medicine residency have opportunities to move on to fellowships in a variety of specialties.

Our Core Pillars

We have developed a longitudinal curriculum that is guided by a series of pillars, or core values, designed to cultivate metacognition throughout residency training, particularly regarding skills commonly used in clinical environments. The goal is not only to prepare residents to successfully pass the boards and be ready for unsupervised practice, but also to increase long-term career engagement and satisfaction.

The curriculum includes conferences to improve resident understanding of medical care in clinical macro- and microsystems and covers topics such as data-driven medicine, health equity, quality improvement, and patient safety. We also host journal clubs to enhance critical appraisal skills. Educational experiences range from case discussions to interactive seminars, bedside rounds, and didactic lectures.

Our seven core pillars are below.

Clinical Reasoning

Residents learn about clinical reasoning during System 1 and System 2 Thinking, Cognitive Bias and Heuristics, and Illness Script courses.

Fundamental Medical Knowledge

Through our courses, residents gain fundamental medical knowledge, including physiology and pathophysiology of organ systems, epidemiology, social and behavioral sciences, point-of-care ultrasonography (POCUS), and evidence-based diagnosis and treatment, with the goal of lifelong learning.

Equity in Healthcare

Concepts related to equity in healthcare are taught through several conferences, including Population Health, The Patient in Social Context, Communication and Building Trust, Social Determinants of Health, and Managing Patient Bias and Discrimination. Residents obtain the interpersonal and communication skills needed to develop patient-centered relationships with patients and families.

Quality Improvement and Patient Safety

Residents learn about quality improvement and patient safety (QIPS) during sessions that cover topics such as foundational quality improvement techniques, panel management skills, patient safety ethos, transitions of care, and the communication of mistakes.

Evidence-Based Medicine

Skills in evidence-based medicine (EBM) are emphasized during conferences. These skills include critical appraisal of the medical literature, refining clinical questions and resources, clinical application of relevant medical literature, and translating the medical literature in patient discussions.

Professional Development

We emphasize professional development through courses that cover reflective practice, leadership training, and interprofessional communication skills. Residents instill continuous assessment of performance through self-assessment and feedback from supervisors to identify opportunities for improvement.

Residents as Teachers

We provide training to help residents develop skills to teach at the bedside, give short talks and lectures, and coach junior trainees.

The 6+2 Block Schedule

We use a 6+2 block scheduling model to minimize conflicts between inpatient and outpatient responsibilities and improve care transitions during ambulatory care training experiences. The model alternates between an average of six weeks of traditional inpatient rotations on the wards, on night float, and in the ICU, with two weeks dedicated to ambulatory care, electives, and core components of the residency curriculum.

This schedule, which continues throughout the three-year training experience, prevents residents from being pulled toward other patient care commitments during ambulatory blocks and allows them to focus more fully on continuity practice, ambulatory care, and electives.

Residents are assigned to ambulatory clinic multiple times throughout the year. The dedicated two-week blocks of ambulatory clinic time permit residents to focus uninterruptedly on outpatient medicine. Each clinic week consists of seeing patients with faculty preceptors and one day of didactic learning dedicated to outpatient topics.

Residents learn about evidence-based ambulatory medicine and telemedicine, as well as practical approaches to clinical practice, billing, and referrals. During the blocks, residents also receive advanced training in medical interviewing to optimize their skills in patient experience measures.

Our residents appreciate being exposed to the way office-based medicine really works. Categorical residents spend a mixture of time working with a rotating group of attendings and with a dedicated continuity attending who they follow along with for all three years. Residents also have opportunities to spend half-days in ambulatory subspecialty clinics of their choice based on their fellowship or career goals.

Throughout the three years, residents rotate on the various wards at NYU Langone Hospital—Long Island. Rotations in our medical intensive care unit (MICU), coronary care unit (CCU), telemetry, and general medicine floors provide comprehensive education. Working as a team under the supervision of an attending, residents learn the foundations of inpatient acute care.

Learn more about internal medicine residents’ rotation.

Resident Didactics

The Department of Internal Medicine is committed to providing an expansive didactic learning environment to enhance residents’ clinical experience. The didactic experience includes the following:

• core competency lectures and workshops
• Department of Medicine grand rounds
• Journal Club
• Afternoon Report Case Conference
• noon conference given by core faculty on various topics
• Morbidity, Mortality, and Improvement Conference
• simulation IMb sessions
• procedural sessions
• Quality Assurance and Improvement
• board review
• joint conferences with other departments
• a weekly full day of didactics during the ambulatory clinic blocks with presentations given by subspecialists on topics related to primary care disciplines outside of internal medicine, including dermatology, ophthalmology, podiatry, and otolaryngology.

Electives

With guidance from a faculty mentor, internal medicine residents are encouraged to tailor their elective time with an eye toward future professional interests and career goals. Elective rotations provide residents with experience in many ambulatory and inpatient subspecialty medicine areas, including anesthesia, cardiology, dermatology, endocrinology, gastroenterology, geriatrics, hematology–oncology, hospitalist medicine, infectious diseases, interventional cardiology, nephrology, neurology, palliative care, perioperative consultation, pulmonary and critical care medicine, radiology, radiation oncology, rheumatology, and sports medicine.

Disclaimer: NYU Langone’s programs do not include preferences, quotas, or set asides, or otherwise exclude anyone based on race, sex, or other protected categories.