2026-2027 M3/M4 Course Syllabi

Medical Education
COURSE NUMBER:
26946480
TITLE:
Transition to Residency
The transition from medical student to resident is overwhelming and complex, yet you're expected to do it seamlessly. The Transition to Residency course is meant to assist in this vital transition, emphasizing practical skills and knowledge you might not have learned as a student. Using specialty-specific small groups as well as simulation, procedure labs, and a variety of intereactive sessions, the course is meant to help prepare students entering any specialty for the next phase of their training.
PREREQUISITES:
26920371 (FAMILY MEDICINE CORE CLKSP), 26931373 (INTERNAL MEDICINE CORE CLKSP), 26931472 (ACTING INTERNSHP-INT MEDICINE), 26940373 (NEUROSCIENCE CORE CLKSP), 26946374 (OBSTETRICS/GYN CORE CLKSP), 26961373 (PEDIATRICS CORE CLKSP), 26963371 (PSYCHIATRY CORE CLKSP), 26980373 (SURGERY CORE CLKSP)

Emergency Medicine: maximum 24 students

Pediatrics: maximum 24 students

Surgery: maximum 12 students

Adult Medicine/IM: maximum 24 studentsTo enroll and choose your track, please enroll provisionally in the course. You will receive an email from the Course Administrator, Gina Burg (burggm@ucmail.uc.edu), with a questionnaire to complete regarding your choice of track. If your preferred track is not available, you will be offered an alternative track, space permitting, or be asked to drop the course."
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GENERAL INFORMATION

COURSE YEAR:
M4
CREDIT HOURS:
8
CREDIT WEEKS:
4
DOMESTIC VISITING:
NO
INTERNATIONAL VISITING:
NO
GRADED:
Pass/Fail
COURSE QUALIFICATIONS:
STATUS:
Full-Time   
OFFERED AS FULL-TIME AND PART-TIME: NO
ALLOWS OVERLAP: NO
COURSE LENGTH:
This is a 4-week general elective. It is full time.
DIRECTOR:
Whitney Bryant, MD, MPH
bryantwy@ucmail.uc.edu
513-558-8041
MSB , 1654
ADMINISTRATIVE SUPPORT PERSON:
Gina Burg
gina.burg@uc.edu
558-8447
MSB, MSB-G453C
SITE(S):
UCMC
MAX ENROLL:
180 
ROTATIONS:
Rotation Dates Max
1 04/06/2026 - 05/01/2026 0
2 05/04/2026 - 05/29/2026 0
3 06/01/2026 - 06/26/2026 0
4 06/29/2026 - 07/24/2026 0
5 07/27/2026 - 08/21/2026 0
6 08/24/2026 - 09/18/2026 0
7 09/21/2026 - 10/16/2026 0
8 10/19/2026 - 11/13/2026 0
9 11/16/2026 - 12/11/2026 0
10 12/14/2026 - 01/08/2027 0
11 01/11/2027 - 02/05/2027 0
12 02/08/2027 - 03/05/2027 0
13 03/08/2027 - 04/02/2027 0
14 04/05/2027 - 04/30/2027 84

NOTE: If a rotation is offered in both 2 and 4 week slots, the max capacity is limited to the actual spots offered for the 4 weeks. (ie: the 2 week rotations listed share the max of the 4 week rotation)
PT Extended Electives will span the entire year, not just 4 weeks
WORKING HOURS:
Differs by specialty track, but will be four, full-time weeks.
REPORT 1ST DAY:
You will receive an email with detailed information prior to the elective.
COMMENTS:
None

INSTRUCTION

LEARNING ACTIVITIES:
  • Case-Based Instruction/Learning
  • Conference
  • Demonstration (description, performance, or explanation of a process, illustrated by examples, observable action, specimens, etc)
  • Discussion- Large Group (>12)
  • Discussion-Small Group (Small Group (=12)
  • Games
  • Independent Learning (Instructor-guided learning activities to be performed by the learner outside of formal educational settings.)
  • Journal Club
  • Lecture
  • Peer Teaching
  • Reflection
  • Role Play/Dramatization
  • Self-Directed Learning (Learners take initiative for their own learning; diagnosing needs; formulating goals; identifying resources; implementing appropriate activities; and evaluating outcomes.)
  • Simulation
 
In this course, we may cover complex health issues that often intersect with personal beliefs, societal debate, and evolving science. You will likely encounter information or perspectives that differ from your own. As physicians-in-training, your responsibility is to listen with curiosity, engage with evidence, and communicate respectfully—just as we do in patient care. Syllabi and course materials will be grounded in evidence-based medicine, scientific principles and reflect areas of ongoing scientific inquiry. In courses addressing policy, ethics, or societal issues, materials will be structured to promote evidence-based learning while transparently acknowledging where evidence is evolving or there are multiple viewpoints that may impact patient care.
LEARNING ENVIRONMENT POLICIES:
UCCOM strives to provide medical students with a learning environment that is conducive to their professional growth. All UCCOM and visiting medical students are encouraged to review the Student Handbook.

The Office of Student Affairs and Admissions is available to all UCCOM and visiting medical students to discuss any concerns/questions related to the learning environment. Please call 558-6796 to access faculty/staff that can assist you.
TEACHING:
50% Attending Physician
50% Senior Resident
FEEDBACK:
ASSESSMENT:

ASSESSMENT METHODS:
Multisource Assessment (a formal assessment of performance by supervisors, peers, patients, and coworkers)
Other: Describe other methods not listed above:
Participation
Practical (Lab)
Self-Assessment
FINAL GRADE:
GRADE ASSIGNED BY:

OBJECTIVES

Curricular Resources :
 Readings will be based on the speaker’s preference of the course directors, with some pre-readings/asynchronous assignments required.
Knowledge/Skills:
 

1.Create strategies for personal wellness and resilience, including financial, physical, and emotional.
2.Explain and demonstrate skills for teaching, including medical students, junior residents, patients, and families.
3.Demonstrate an approach and ability to communicate with patients, including delivering serious news and approaching difficult conversations including goals of care.
4.Practice and refine skills in transitions of care, with special attention to common errors.
5.Summarize the approach to the evaluation of the most common patient complaints encountered by interns, including but not limited to:

a.Chest Pain

b.Abdominal Pain

c.Fever

d.Altered Mental Status/Agitated Patients

e.Difficulty Breathing

f.Hyperglycemia



6.Demonstrate a systematic approach to the diagnosis and treatment of undifferentiated life-threatening disease processes including but not limited to:



a.Tachycardia

b.Bradycardia

c.Hypotension and Shock

d.Hypoxia/Respiratory Distress/Failure

e.Cardiac Arrest



7. Explain a systematic approach to the review of common clinical tests ordered and interpreted by interns, including but not limited to:



a.Chest X-rays and other radiographic studies

b.Common lab tests

c.Electrocardiograms



8.Evaluate a scholarly article with regard to its value in answering a defined clinical question and participate in small group discussion. Critically evaluate clinical decision-making tools including decision rules and protocols.



9.Demonstrate patient presentation in small groups with correct organization of relevant history and detailed exam findings. Lead discussion of differential diagnosis and management.



10.Practice common procedures encountered by interns in their planned specialty. Examples include, but are not limited to:



a.Suturing and wound care

b.Central Line Placement

c.Bedside ultrasound

d.Basic Airway Management

e.Lumbar Puncture



11. Demonstrate mastery of core clinical topics for interns in a specialty as well as their practical application in everyday clinical care, including documentation, and efficiency in completing clinical tasks. Examples include but are not limited to:



a.Transfusion, Blood products, and Anticoagulation:indications, risks, and common clinical scenarios

b.Antibiotic choice and stewardship

c.Electrolytes: ordering, interpretation, and the management of common emergencies

d.Symptom control for common clinical issues, with special focus on pain management

e.Ordering medications with considerations of side effects, interactions, and cost effectiveness.



12. Demonstrate the use of teamwork, collaboration, and effective communication with interprofessional team members, with a special focus on responding to team member concerns and contact.



13. Discuss the diagnosis and management of common complications for procedures and operations encountered in an intern’s specialty.
Main Course Topics :
 Transition to Residency, capstone, intern preparation, clinical decision-making, resuscitation, evidence-based medicine.
Procedures:
 N/A
Remediation Plan:
 
Remediation will be decided upon in conjunction with the course directors and will depend upon the subject(s) and format(s) missed. Remediation can include simulation, self-directed assignments, written summaries, and/or additional presentations.

SAMPLE WEEK

SCHEDULE NOTE:

 Monday through Friday, most likely 9-5.

ATTENDANCE AND ABSENCE POLICY

 

Session Attendance for M4 Students

  • Students may miss no more than two days of planned excused absences on a four week rotation without being required to make-up the work, at the discretion of the clerkship/elective/course director or his/her designee.
  • Non-AI Rotations - Per the Student Duty Hours Policy, an average of one day (24 hours) in every seven must be free of clinical responsibilities (including seminars, clinic, rounds, lectures) averaged over a four week period. These days off are assigned by the clerkship director to best align with the site schedule. Students may request to schedule 1 or more of these 4 days for planned absences that fall under 1 of the categories listed below for excused absences during non-AI rotations, in consultation with the course/elective director, who may or may not approve such planned absences.
  • AI Rotations - Per the Student Duty Hours Policy, an average of one day (24 hours) in every seven must be free of clinical responsibilities (including seminars, clinic, rounds, lectures) averaged over a four week period. These days off are assigned by the course director to best align with the site schedule. Students may request to schedule 1 or 2 of these days for planned absences that fall under 1 of the categories listed below for excused absences during AI rotations, in consultation with the course director, who may or may not approve such planned absences. Students must avoid scheduling Step 2 examinations during an Acting Internship.
  • Excused Absences - The following will be considered excused absences:
    • Diagnostic, preventative, and therapeutic health services (e.g. doctor appointments, physical therapy, counselling, etc).
    • Personal illness, accident or a major catastrophic event
    • Death or serious illness of immediate family members. Immediate family members, as defined by UC, are Grandparents, Brother, Sister, Brother-in law, Sister-in-law, Daughter-in-law, Son-in-law, Father, Mother, Mother-in-law, Father-in-law, Step-sister, Step-brother, Step-mother, Step-father, Spouse or domestic partner, Child, Grandchild, legal Guardian or other person who stands in place of parent (in Loco Parentis)
  • Whenever possible, planned absences should be requested a minimum of six weeks in advance of the start of the clerkship/elective/course in which the absence will occur; this enables the clerkship/course/elective to help plan for educational event scheduling (e.g. a known appointment could be scheduled around with enough notice and the student might not have any required coursework to make up). Absences requested less than 1 week prior to the planned absence may not be considered for a possible excused absence unless extenuating circumstances prevented the student from providing timely notification per the policy. Students should first submit their request for a planned absence to the clerkship/elective/course director using the online MSSF. All planned/excused absences for any reason should be documented on the MSSF.
  • The COM abides by the UC Religious Observance Policy that respects the religious diversity of its students by providing opportunities, where possible, for accommodation in cases where conflicts exist between students’ religious beliefs/practices and educational activities. In clinical settings, such accommodations must honor the primacy of a commitment to patient care and avoid unduly burdening faculty, staff and the general student population involved in the affected educational and/or patient care activity.
  • The following items are explained in detail in the Medical Student Handbook:
    • Excused/unexcused/unplanned absence, religious holidays, jury duty, and make-up work

See Attendance and Absences Policy, Religious Observance Policy, Medical Student Handbook.




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