Primary Care and TEACH Tracks

  • In addition to the Categorical Program , we have a longstanding Primary Care Program  (since 1979) with specialized training in ambulatory medicine competencies.

  • In 2005, with a HRSA Title VII grant from the US Department of Health and Human Services, we opened a track for residents interested in caring for urban underserved populations – the TEACH Program  – which has been very successful.

  • Since 2016, the County of Sacramento expanded services to provide primary care undocumented residents of the county, with the TEACH Program leading the way in caring for this community.

Research Track

  • In 2005, we pioneered a structured Research Curriculum for all interns to help them get an early start on their scholarly work, which is especially important for those applying to fellowship.

  • In 2015, we made it elective, and renamed it the Research Track  (RT). 

  • Any intern can elect to participate, and they get dedicated time and guidance in their internship year to develop a scholarly project.

    • This prepares them for research block electives (up to one month per year) in their second and third years.

    • Interns decide if they want to participate in the Research Track in the Fall of their intern year.

    • They then start the research curriculum during their ambulatory time during the year.

  • The Research Track residents gain structured research experience and individualized mentoring with feedback on their projects.

    • Many work with subspecialty research mentors in their area of fellowship interest.

    • This structured process has been instrumental to residents accomplishing scholarly activity and publications, which makes them much stronger fellowship applicants.

    • It also helps them decide whether to pursue a scientific career in the long term.

Medical Education, Quality Improvement, and Leadership Tracks

  • These three one-year tracks were established to augment residents' training in these areas of common interest.

  • By design, they do not require huge time commitments, so are do-able for everyone. They are elective, but most residents choose to do one or two over their last two years.

  • In the Spring, interns and second-year residents are asked to sign up for the QI, Medical Educator, and Leadership Tracks. These tracks are not mutually exclusive, and residents may elect to participate in several during their residency. Again, our goal is to set residents up for success in their careers after residency. 

  • We have an established Medical Education Track  (MET), which includes supplemental training and mentorship experiences for residents seeking a clinician-educator career. While all residents attend advanced teaching skills seminars in their R1 and R2 years (based upon the Stanford Faculty Development Program), the MET residents receive expanded teaching skills training.

  • Our Quality Improvement Track provides additional training in hospital medicine skills, particularly in the areas of leadership and quality improvement.

  • We also have a Leadership Track, which provides supplemental training on key aspects of being a leader in medicine, including developing a vision, managing change, mentoring, communicating effectively in challenging situations, and developing your team members.