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 Salary and Benefits FY 2009-2010 |
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First Year
| Salary* | $48,880 | | Relocation allocation | $1,000 | | Vacation | Three weeks | | CME/book allowance** | $1,500 |
Second Year
| Salary* | $50,564.80 | |
| Vacation | Three weeks | | CME/book allowance** | $1,500 |
Third Year
| Salary* | $52,603.20 | |
| Vacation | Three weeks | | CME/book allowance** | $1,500 |
* Salary includes $1,000 food allowance and $1,500 subsidized housing cost; also includes health, dental, life, disability, and malpractice insurance.
** Each resident is allowed one week of paid Continuing Medical Education.
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| Documents |
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Sample UPMC Family Medicine Residency Contract FY2010
UPMCMEP Post Graduate Training Benefits Summary FY 2010
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| Family Medicine Global Health Track |
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Program Mission:
We aim to provide an excellent, well rounded global health experience and curriculum that will prepare residents to serve as leaders in high quality, cost effective local and international community based medical solutions for defined populations.
Specific Goals:
Provide mentorship and support for residents to attain career goals in caring for the community they choose to serve as a family physician.
Advocacy for underserved communities both domestic and international.
Improved cultural competency
Train future leaders in global/domestic health program administration and advocacy, effecting change in health/social policy, and coalition building/funding procurement.
Structure:
Residents in the track will be provided two weeks during the first year and four weeks during second and third year for global health experiences. They will participate in a year long global health seminar from the University of Pittsburgh School of Medicine and the Graduate School of Public and International Affairs which will begin the middle of the internship year. The required Longitudinal Practice Improvement rotation and scholarly project will be based on a patient population outside the United States. The global health track director will mentor residents in the track. All residents will have the option of taking electives in global health and the global health didactic sessions are available to all. Residents can use their CME funds to pay for the Global Health Seminar series. Global Health track residents will be provided up to $1,500 per year to defray the cost of the international rotation and airfare.
How to apply:
UPMC Shadyside will have up to two positions per year
Applicants who are interested in the Global Health Track should provide a brief (one to two paragraphs) statement of their career goals, reason for wanting to enter the track, and ability to meet the track requirements by January 30, 2010.
Following the NRMP match the Global Health academic committee, which includes the integrated Family Medicine program director and family medicine faculty members from each family medicine residency site within UPMC, will review applicants and select those who will participate in the track. Criteria considered in selection are:
Career goals
Prior experience demonstrating competency in cross cultural medical care
Academic performance which demonstrates ability to handle the demands of the global health track in addition to the family medicine core requirements
University of Pittsburgh School of Medicine and the
Graduate School of Public and International Affairs
Global Health Seminars
The Curriculum
A core group of GSPIA faculty developed the syllabus for each seminar and facilitate the seminar discussions. The seminar topics identify the key themes in international development policy and practice. The seminar format is similar to GSPIAs doctoral seminars where students synthesize and critique an extensive and diverse range of literature relevant for understanding major perspectives and research methods that guide policy, program and institutional design, and performance monitoring and evaluation activities. Case studies are used to stimulate discussion, emphasize key themes from the readings, and engage students in planning and problem solving in diverse country settings, and when working with various sub-populations.
Faculty will supervise each student in choosing a country and developing a research topic for investigation over the year-long course of study. Students are expected to develop and present several short policy briefing papers, and to produce and present a comprehensive policy paper or research design by the end of the year. Upon completion of the year-long plan of study, students will have achieved the following learning objectives:
Assessed the political, economic and socio-cultural determinants which influence health policy and practice in diverse developing country settings;
Demonstrated the application of diverse research and analysis tools and techniques used in facilitating problem-solving and decision making in resource-scarce environments;
Investigated the structural and systemic weaknesses that underlie many of the key institutional, regulatory and governance mechanisms necessary for conducting and monitoring public health interventions and outcomes;
Acquired a mastery of the complex problems and barriers to ensuring effective health outcomes for population groups such as women and children, and the challenges involved in health service delivery and management in situations affected by conflict, repressive governments, and environmental crises.
Global Health Seminars (partial listing)
Seminar 1 -Power, Politics and Policy: The Influence of Global, National and Local Agendas on Poverty, Development and Health
A broad and comprehensive introduction to health policies, interventions and outcomes from an international development perspective, and as the result of the complex interplay between power, politics and the unequal distribution of resources at multiple levels of society.
Seminar 2-Health Systems and Health Policy Planning and Design: Determining Needs, Framing Problems, Setting Priorities and Designing Interventions
Introduces the student to quantitative and qualitative research methods in the social sciences, including a brief review of statistics. Commonly used frameworks such as participatory strategies for data collection and analysis, and the policy analysis framework, logic model and stakeholder analysis are also introduced. Students also will identify health systems requirements, operating principles, infrastructure and personnel needs.
Seminar 3-Health Systems Financing: The Interplay of Governments, Markets and International Aid
Comparative survey of the various health financing models in developing countries, including review and assessment of the emerging models used by international donors, and the economics of heath systems financing. (more complete description not available at this time).
Seminar 4 Health and Human Rights
Examines how human rights are linked with development and health. Human rights standards, civil and political rights, and economic and social rights - including the right to the highest attainable standard of health - are increasingly being drawn on to shape social policy in fields such as health. The seminar will examine key principles of the human right to health, and test the implications for health care policy, resource allocation and the practice of health care.
Seminar 5 Health, Conflict and Population Displacement
Review and assessment of the challenges in providing health care and services as a component of humanitarian interventions, and the long-term effects on the health of refugees and the internally displaced as a result of protracted conflict situations where torture, deprivation, psychological trauma and sexual exploitation may affect large numbers of the population. Also covered are the challenges of re-building health care systems in post-conflict societies.
Seminar 6 - Health Systems and Health Policy Implementation: The Interplay of Corruption, Capacity and Governance Constraints
Review and assessment of the self-reinforcing and cumulative effects of corruption, weak capacity, and poor governance and regulatory regimes in three critical areas: health systems performance, service delivery, and health outcomes, especially for poor and marginalized groups. The seminar will also review ethics and accountability frameworks for assessing and monitoring transparency in public sector governance.
Seminar 7 Gender and Health
Review and assessment of the theoretical and conceptual frameworks for understanding the ways in which health policies and practice in diverse socio-cultural contexts result in unequal health outcomes for men and women, and boys and girls, together with a review of gender mainstreaming approaches to health intervention planning used in international development activities.
Seminar 8 Children, Development and Health
Comprehensive survey of the innovative programmatic interventions in support of child health and child development, especially programs that emphasize the socio-cultural dimensions of child health, development and welfare in developing countries and efforts to support special target groups such as treatment-rehabilitation of child soldiers, and AIDs orphans and children with HIV/AIDs as heads of households. (more complete description not available at this time).
Seminar 9 - Health Systems and Health Policy Performance: Measuring Impact, Efficiency, Effectiveness and Organizational Performance
A comprehensive survey of assessment and evaluation concepts and models, organizational learning models, including the standards approach and evidence-based models, and traditional and participatory approaches to measuring and evaluating health policy and community health outcomes. The seminar will also consider strengths and weaknesses of strategies currently in use by major global health organizations and the donor community.
Seminar 10 - Health Systems Change: Data Collection and Information Management Systems for Monitoring, Evaluation and Advocacy
Review of current and emerging models and frameworks for measuring and monitoring risk and vulnerability of both systems and populations, including network analysis, early warning systems, vulnerability assessments, and disease surveillance models. Also reviews the challenges of data generation and collection in developing countries.
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| Family Medicine Teaching Service and Family Health Center Service |
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Throughout residency training at UPMC Shadyside, residents will spend time caring for adults on the inpatient services. The patients cared for on these services are drawn from the admissions of the 100 family physicians in our department, one of the largest in the region.
Family Medicine Teaching Service
During this rotation, residents will evaluate and care for patients admitted by private medicine family physicians. At the time of admission, the team of residents determines whether a patient is placed on the teaching service. This helps ensure that a wide variety of patients and illnesses are seen and managed by each resident.
Residents at UPMC Shadyside are proud that they are able to follow patients on any unit in the hospital. For example, when their patients whom they follow at the Family Health Center are admitted or transferred to an intensive care unit, they will continue to be followed by the same residents.
Another special feature is our Family Medicine Unit (3 East). This floor is dedicated to the Family Medicine teaching service and Family Health Center service. Because the majority of patients are admitted to this floor and 4-East, residents enjoy efficient rounding and a team approach develops between the attending physicians, residents, case coordinators, and nurses. The floor includes 23 patient beds, 16 of which can be monitored beds. The goal of this unit is to provide cohesive care to family medicine patients, in a setting that promotes learning and teamwork among all involved.
Family Health Center Service
The Family Health Center Service comprises UPMC Shadyside Family Health Center patients requiring hospitalization. The resident follows patients during hospitalization and acts as the primary care provider at the Family Health Center, with supervision from the chief resident and a faculty member.
The chief resident position at UPMC Shadyside is a monthly rotating position held by a third-year resident. The duties of the chief are to round on all patients on the Family Health Center Service, discuss all admissions to the service with the interns, and supervise the Family Health Center Laboratory.
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| Longitudinal Experience in Ambulatory Practice (LEAP) |
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| LEAP provides resident education in community-based office practices to supplement the educational experience and expose the resident to the role of the family doctor in his or her practice community. Residents have the opportunity to practice primary care in an ambulatory environment that offers exposure to a variety of management styles, patient mixes, office procedures, and patient flow. Practitioners, on the other hand, may become educational resources for the residency and can receive practice coverage and even future practice partners through LEAP. |
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| Call Schedule |
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* The call schedule is flexible and created by the residents themselves; it is not a rigid "q4" system.
* One second-year resident and two first-year residents are on call every day until 9:30 P.M. The number of admissions is capped to five patients on these shifts.
* On Mondays and Thursdays there only needs to be one second year and one first year resident on call as the cap on admissions is lowered to three patients.
* Night float coverage allows on-call residents to go home after 9:30 P.M. Sunday Thursday.
* One second-year resident and one first-year resident are on call Friday and Saturday nights.
* Generally, the third year includes one to two months of call, which is taken from home.
* An exercise room and a lounge equipped with a plasma TV, coffee machine and large sofas for use by residents only are located near the call rooms.
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| How to Apply |
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The UPMC Shadyside Family Medicine Residency Program and the UPMC Osteopathic Family Medicine Residency Program accept applications and supporting documents only via the Electronic Residency Application Service (ERAS) of the Association of American Medical Colleges. We ask that all of these materials be submitted electronically prior to your interview. The application deadline for our program is December 31, 2008. To process your application, we require the materials listed below:
1. Common ERAS application form
2. Medical school transcript
3. A passing score on USMLE or COMLEX Step 1 or equivalent Canadian licensing examinations and provide Step 2 scores when available
4. Three letters of recommendation (prefer two from Family Physicians)
5. Dean's letter of recommendation
6. Personal statement regarding selection of Family Medicine
If you are selected to interview with our program, you will receive an invitation. Interviews will be conducted Monday, Wednesday and Friday from 7:30 a.m. to about 1:30 p.m. on most weeks beginning October 20 through mid-January. We invite you to have dinner with some of our current residents the evening before your interview.
International Medical Graduates
International Medical Graduate (IMG) applicants must be ECFMG certified, have a complete ERAS file and have graduated from medical school within the past 2-3 years (earlier if have been in clinical training or practice following graduation). Traditionally, applicants who have USMLE Step 2 Two-Digit Scores over 90 with prior clinical training in the United States or who have graduated from a school using US style training have been most successful.
UPMC Medical Education Program sponsors J-1 or H-1 Visas for qualified candidates. Criteria for H-1 visa include commitment to complete three years of Family Medicine training, good credentials from medical school, strong inter-personal and communication skills, and a passing score on USMLE step 3 by March 19, 2009.
For more information, visit the ERAS website. |
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| Contact Information | Tara Redwing
Recruitment Coordinator
412-623-6630
ShadyFamMedRes@upmc.edu
UPMC Shadyside Family Medicine Residency,
5230 Centre Ave,
Pittsburgh, PA 15232 |
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