UCF provides an academic framework for your post-graduate medical training and supports current strategies in adult education to maximize your growth. North Florida Regional Medical Center, as our primary training site, is a community-based, academic internal medicine residency training hospital dedicated to training physicians for careers in hospital medicine, outpatient medicine, traditional internal medicine or fellowship training. The program has developed some unique curricular learning models that emphasize developing a clear understanding and appreciation for the natural history of disease, appropriate and cost-effective use of diagnostic tests and knowledge of “best practice” and evidence-based treatment.
Our program supports independent learning and research. Research in GME is broadly defined as all scholarly activity, including case reports, case series, book chapters, review articles, retrospective research and prospective research. Residents are also tasked with various quality improvement projects. These projects, which often operate internally, can also go through an approval process allowing that effort to transform into external publication. Residents will benefit from our dedicated GME Office of Research, monthly resident research education and collaboration sessions. HCA has access to one of the largest clinical databases in the country. Residents access this data for research purposes with IRB approval and with the help biostatisticians and an on-site research fellow. The training and resources provide both experienced and less experienced learners with the opportunity to engage in clinical research. Residents will acquire knowledge of research performance and develop skills required to accurately assess, critically analyze and fluently discuss the medical literature.
The program has adopted a 4+1 teaching block model design. Residents will spend four weeks of each block rotating on an inpatient, emergency medicine, or elective service. During one week of the five week block the resident will rotate in the continuity clinic.
  • Ability to carry out the duties as required by the internal medicine residency program.
  • Proficiency in the English language.
  • Meet one of the following qualifications:
    1. Graduate of a medical school in the US or Canada accredited by the Liaison Committee on Medical Education (LCME), or
    2. Graduate of a college of osteopathic medicine in the US or Canada accredited by the American Osteopathic Association (AOA).
    3. Eligible for temporary resident licensure in the state of Florida. Eligibility requirements are listed here.
    4. Medical school graduation within two years of potential start date.
The 18-month curriculum emphasizes the medical, pathological, psychosocial, radiologic and in some cases the preoperative and surgical management of disease. Cost-effective management of certain aspects of chronic disease may also include lifestyle or psychosocial strategies. Evidence behind this approach will be analyzed and incorporated into treatment algorithms where compatible with standard of care. We believe that it is important for our learners to have an in-depth appreciation and understanding of the natural history, pathophysiology, and psychosocial aspects of disease and to learn the skill of clinical reasoning and forming patient partnerships through effective communication and management. Our inpatient and outpatient curriculum includes education on common, straightforward disease processes as well as the less common or more ambiguous disease processes. Residents will be exposed to each key topic through multiple modalities of learning during their training, reinforcing key concepts, recall and application of information.
The purpose of this conference is for residents to develop the skills necessary to practice evidence-based medicine. Prior to the conference, two teams of residents will select a topic in medicine that has recently been challenged by new practices or new data. Each group of resident presenters will be expected to describe evidence from the literature supporting their differing positions. Residents will be expected to provide source of information, quality of information and the potential impact that a recommendation has on his/her patient. Resident groups will have up to 20 minutes to present the evidence. This conference represents the skills to be able to perform an in-depth review of current medical literature and translate new information into a succinct format. The debate format sharpens the analytical skills of the audience-learners in identifying bias and clinical validity. The EBM conference is one of 4 reoccurring conferences including morbidity and mortality, journal club and grand rounds.
The simulation lab provides a structured, low-risk environment to train certain aspects of physical examination, clinical reasoning and procedural skill. The simulation lab includes physical exam components that might be difficult or uncomfortable to learn on real patients – such as breast exam, prostate exam, or cervical exam. Our computerized simulation manikin allows us to recreate emergency cardiopulmonary scenarios, which require rapid diagnosis and intervention to prevent serious harm or death. Other equipment allows residents to gain basic knowledge and skill with performing key procedures such as vascular lines, thoracentesis, lumbar puncture and joint injection. An investment of more than $1 million dollars has been made to facilitate this phase of your learning.
We have at least two morning reports per week. One is from our general internal medicine or ICU teams. One is from our subspecialty teams. Morning report involves a case presentation by the junior resident. Topics can include common or rare disease presentations. The presentation should be interactive and focus on real-time audience engagement, recreating the thought process necessary to step through the case. An upper level resident and faculty member are involved in fostering appropriate differential diagnosis, determining a cost-effective workup, and arriving at the final diagnosis (or consensus). The upper level resident then promotes an interactive summative discussion about the topic, including diagnosis and treatment.
Up to 15 positions are available annually.

Yes, residents have access to an educational stipend for approved educational expenses. Residents receive a stipend budget of $3,000 per academic year (July 1st to June 30th).

Examples of allowable educational costs include scientific meetings, journal subscriptions, professional dues, books, and computer software in accordance with UCF/HCA GME Consortium policy governing physician educational funds.