PRIME-LC Residency Track

• Chicano/Latino studies seminars examining how the Latino experience of health and illness is shaped by history, culture, family dynamics and spirituality, and affected by the social determinants of health (R2/R3).
• Small group forums to improve language skills and cultural awareness, with opportunities to learn the nuances of advanced patient communication in Spanish in such areas as motivational interviewing, breaking bad news and supportive counseling.
• Participation in diabetes group visits, education classes and community health fairs for Latino patients.

Throughout the three years, residents have increasing levels of contact and involvement with local community organizations:

• Visits to community organizations (R1 year).
• Service on the board of directors for a local community nonprofit organization (R2 and R3).
• Participation in a collaborative service or research project that addresses health, social or environmental issues relevant to the local underserved community.
• Participation in community health fairs.

Second-year residents participate in a unique resident physician leadership skills course. Example topics include:

• Effective communication: how to engage in difficult conversations and negotiation, lead meetings effectively and give powerful presentations.
• Leading change in organizations: developing projects, building teams and motivating others.
• Mentoring and supervising others: giving and receiving feedback.
• Healthcare economics: understanding basic financial management tools and being able to make a business case for a change initiative.

Throughout the three years, residents complete online leadership and quality courses from the Institute for Healthcare Improvement, leading to the IHI Open School Certificate.

Meeting the needs of underserved communities often requires developing innovative systems of care that are specifically designed to address the concerns of patients in that community. Through exposure to and participation in examples of innovative care models, residents develop important tools to effectively care for underserved communities:

• Group medical visits.
• Mobile medical services.
• Telemedicine visits.

Both during residency and after graduation, PRIME-LC-trained physicians have the potential to be powerful role models, mentors and teachers. Preparation for these roles includes:

• Student mentoring, including opportunities to present to middle and high school students in underserved communities to foster interest and awareness in health professions at early ages, as well as to mentor pre-med and PRIME students interested in family medicine.
• Faculty development, which includes instruction in a variety of academic areas, including precepting, lecture presentations, leading group discussions, basic grant writing and research project development.
• Reflective sessions, titled “Stories,” involve all PRIME-LC residents meeting together as a group to share in-depth discussions about the practice of medicine.

For one month in the third year, residents have the opportunity to experience and learn about the unique health, social and environmental issues of rural, migrant or international communities in an away rotation. The month-long experience includes:

• Opportunities for direct patient care in the rural clinic and/or hospital.
• Projects involving community assessment, practice management, and home and occupational site visits.