During the next decade, because of increasing pressures on resources, we believe there will be a selective pressure to create institutions of excellence in many of the most relevant areas of healthcare growth including science, entrepreneurship, patient safety and quality, global health, and health systems management. At the same time, an increasing number of residents are deciding early in their education to pursue specialized careers in these areas. The Osler Medical Training Program aspires to recruit and develop physicians that will become recognized leaders in these fields. Therefore, recognizing the depth of experience needed to succeed in these fields, we propose to create formal pathways to cultivate interest, develop skills, and promote career development in our residents during their internal medicine training. Our premise is that early and meaningful exposure to the tremendous resources and mentors across our health system and university will enable the ambition and development of our residents into world-class leaders.
The Osler Program launched the first phase of the Pathways Program in July 2015—an innovative approach to career development unique in graduate medical education. The Pathways Program transforms the second and third years of internal medicine training into specialized programs using curricula with unique coursework, hands-on experiences, sophisticated exposure to content and experts, and individualized mentorship. Four Pathways are being launched initially—each a formalized program to which interested residents may apply at the end of their internship. The Pathways are designed for residents in whom the selected domain is highly likely to become central to their career. This is important because of the resources that will be committed to each resident, as well as the replacement of more traditional training experiences with more focused experiences in line with their chosen pathway. As such, not all residents will become part of a pathway, and not all interested residents will be accepted into pathways.
- The Physician Scientist Pathway: Designed to enhance the recruitment and development of physician-scientists with high aspirations for scientific discovery at Johns Hopkins University. We envision a broad Society to nurture an ecosystem that inspires the “thrill of discovery” for all our trainees. The society will harness the vast pool of gifted mentors and physician-scientists to engage our trainees in various forums, including journal clubs, research seminars, and social events. Embedded within the society is a structured Pathway, which will commit resources, mentorship and opportunities to the development of individual aspiring physician scientists. Our Physician Scientist Pathway partners closely with the School of Medicine Physician Science Training Program.
- The Global Health Pathway: Designed to develop residents for diverse careers in global health. The pathway offers a portfolio (with varying degrees of engagement) of structured opportunities. The selected residents will participate in clinical and research-based global health rotations. The rotation sites will be in low and middle-income countries where Hopkins has a strong footprint and history of mentorship support. Residents would spend 4-8 weeks continuously in a country and would be introduced to relevant fellowship and faculty opportunities upon completion.
- The Patient Safety and Quality Pathway: Designed to provide residents with unique, guided education in patient safety, quality and high value medical care. Residents in this pathway will receive certificate-level training from the Armstrong Institute of Patient Safety, join institutional and departmental safety and quality committees, learn from didactic teaching, lead morbidity and mortality conferences, and complete a formally mentored capstone project.
- The Medical Education Pathway: Designed to prepare residents for a career in medical education by training participants in curriculum development, education scholarship, leadership and administration, teaching, and other relevant skills. Participants will engage in a structured longitudinal curriculum that will utilize didactics, peer coaching, direct observations and formal mentorship from medical education faculty. Participants will also rotate on medical education electives, during which they will hone the skills they have learned in the pathway, and will complete an education-focused scholarly project.