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Phase 3 of the MD curriculum builds upon the foundational skills developed during Phase 1 and Phase 2 to prepare IUSM graduates for supervised clinical practice, scholarship, and service in residency and beyond. This phase includes required core clinical rotations, tailored electives and the residency-preparation course, Transitions 3.

Quick Resources

Important Reminders for Students and Faculty:

  • For up-to-date information about IUSM’s COVID-19 response and student guidelines, please refer to this IUSM COVID-19 webpage.
  • Grades for Phase 3 students are Satisfactory/Fail for all Clerkships, Selectives, and Electives for the 2020-2021 Academic Year.
  • If rotating at the Roudebush VA Medical Center, students are required to contact the VA Education Office ( a minimum of 30 days, but no more than 60 days, before their rotation in order to schedule and complete all the onboarding steps required to rotate at the VA. This 30-day minimum applies to all students, even if they have rotated at the VA previously.
  • The full details of the VA Onboarding process are available on this MedNet site.

Graduation Requirements

The core curriculum in the clinical years has been gradually transitioning as IUSM adapts to meet the changing needs of future physicians. IUSM’s training program allows students to customize their education while enhancing their preparation for and easing the transition into residency. IUSM’s curriculum provides enhanced clinical training through a combination of best practices and unique innovations, all made possible by the rich framework of our statewide system. In addition to providing a robust core training curriculum and tailored electives experience, Phase 3 provides ample time for preparing for board examinations (e.g. USMLE Step 2), residency program selection, professional development, research, and vacation and wellness.

University Enrollment Requirements

In addition to graduation requirements, there are also minimum enrollment requirements for each term. Students should work closely with their lead advisors to ensure that they meet expectations both for enrollment and for graduation. Students are enrolled in the summer session, fall semester, and spring semester. 

The School’s flat rate tuition is divided across those three enrollment terms. IUSM students are expected to be enrolled as full-time students in each term over the course of the year; this is also a requirement to receive financial aid as a full-time student. Most students will exceed minimum enrollment requirements in order to complete their graduation requirements within the 4-year curriculum.  Some students may have additional standards set by the school based on personalized circumstances.

Class of 2021
  • May – June 2020 Courses: (NEW)
    • COVID-19 Course (2 weeks)
    • Transition to Advanced Clinical Practice (2 weeks)
    • Radiology Course (2 weeks)
    • Introduction to Emergency Medicine, Critical Care, and Sub-Internship (2 weeks)
  • 8 weeks of Core Rotations
    • Emergency Medicine Clerkship (2 weeks)
    • Sub-Internship Selective (2 weeks)
      • Select from one of: Internal Medicine Sub-I, Pediatrics Sub-I, Family Medicine Sub-I, Surgery  Sub-I, or OB-GYN Sub-I
    • An additional two weeks of either Emergency Medicine, Sub-Internship or Critical Care
  • Electives: A minimum of 6 months (24 academic credits)
    • A minimum of three elective months (12 academic credits) must be established courses (non-special electives) listed in the Elective Catalog.
    • Must include at least three clinical electives (Clinical Practice/Advanced Clinical electives)
    • Students must complete clinical electives from a minimum of two different departments
    • A maximum of two career exploration electives (4 academic credits) may be used to fulfill graduation requirements
    • One elective taken during April/May/June will count toward graduation requirements
    • An Advanced Science or Professional Development elective is highly recommended
Class of 2022 and Beyond
  • Emergency Medicine Clerkship (4 weeks)
  • Sub-Internship Selective (4 weeks) 
    • Internal Medicine, Pediatrics, Family Medicine, Surgery or OB-GYN 
  • Critical Care Selective (4 weeks) listed in the Critical Care Selectives Catalog
  • Electives: A minimum of five months (20 academic credits)
    • A minimum of three elective months (12 academic credits) must be established courses (non-special electives) listed in the Elective Catalog
    • Electives must include three clinical electives (Clinical Practice/Advanced Clinical electives). 
    • Students must complete clinical electives from a minimum of two different departments
    • A maximum of two career exploration electives (4 academic credits) may be used to fulfill graduation requirements.
    • An Advanced Science or Professional Development elective is highly suggested.
  • Transitions 3

See T3 FAQ below for further information about the course and specialty focus for each month of Transitions 3.

Vacation Time

Phase 3 students can schedule three four-week vacation periods in addition to winter break. Many students choose to take electives or use those blocks to interview.

Required Phase 3 Rotations

  • One Sub-Internship Selective
    • Internal Medicine, Family Medicine, Pediatrics, Surgery or Obstetrics & -Gynecology

Emergency Medicine and Radiology

The emergency medicine and radiology rotations build upon the clinical and professional skills developed during Phase 2 of the curriculum. These required rotations offer broad exposure to key areas of medicine, allowing students to develop skills across a breadth of topics. Students work with a health care team, sharing a high level of responsibility and actively participating in the care of undifferentiated patients.

Emergency Medicine

Students on the emergency medicine rotation develop critical competencies in diagnosis, management and communication required to care for patients with urgent and emergent conditions in a complex and ever-changing medical system. Autonomy and responsibility are essential for the student to learn fundamental approaches to patients with undifferentiated urgent or emergent conditions.

Emergency medicine students function as the primary caregiver for their patients, working closely with supervising board-certified emergency medicine faculty and senior emergency medicine residents to develop and implement management plans. Students are required to diagnose patients with a focused history and physical examination, taking into consideration not only the patient’s medical condition, but also the psychosocial aspects of the problem. Students implement solutions to these problems under direct supervision of expert clinical educators. Preparation for these advancing levels of responsibility include intensive didactic and high-fidelity simulation training at the beginning of the clerkship, as well as high quality asynchronous online learning.

As primary caregivers, students are expected to:

  • Place orders pending faculty co-signature
  • Call consultants as indicated
  • Arrange patient dispositions and transfers of care
  • Follow results of diagnostic testing
  • Document patient progress notes in the medical record

It is difficult to imagine practicing medicine today without radiology. Therefore, it is vital that students understand how to effectively use radiology in patient care. The radiology rotation is required during the Clinical Phases of the educational program and may be taken in Phase 2 or Phase 3. This rotation provides students an opportunity to review and integrate key lessons from the first two phases of medical school in subjects such as anatomy, physiology and pathology. 

Radiology is also the context in which students will most often visualize the inner structure and function of their patients. Students who study radiology gain an opportunity to form indelible images of disease processes and their treatment including fractures, infections, vascular occlusions, neoplasms and more. Radiology ties together the basic sciences and clinical disciplines in a particularly effective manner, and plays a major role in answering basic medical questions: Is my patient sick?  What is the diagnosis?  How far has the disease progressed?  Is it responding to therapy?  Has it recurred?

Through this rotation, students learn:

  • How to determine what imaging studies to order
  • How to integrate imaging results effectively into patient care
  • What basic pathologies in key organ systems look like from the vantage points of different imaging modalities

Sub-Internship Selective

The Sub-Internship, or Sub-I, is a rotation during which a fourth-year medical student takes on an advanced role in direct patient care, attending to progressive frontline duties and responsibilities regarding patient admission, diagnosis, treatment and discharge under close supervision. This experience is an exciting step forward for students and an excellent opportunity to practice and display maturing clinical skills. Students often request letters of recommendation from faculty they work with during these Sub-I rotations so they can comment on the student’s patient care skills at the level expected of a first-year resident.

As recently as 2016, internal medicine was the only Sub-I offered at IU School of Medicine. The school introduced family medicine and pediatric options in 2016 and continues to grow the number of locations and opportunities in those areas. In 2019, in response to student requests, the school added options for Sub-I’s in general surgery as well as OB-GYN. Each of these specialties are united by a common core curriculum and a focus on teaching senior medical students to perform the core functions of a physician under close supervision prior to entry into residency. Specialty choices can be guided by each student’s own lead advisor, career mentor, the Career Development Office or any other Medical Student Affairs Office resources.

Each Sub-Internship specialty allows IUSM students fulfill their requirement to complete a Sub-Internship in Phase 3 of the IUSM curriculum in one of several highly rated teaching teams that can provide close supervision for advanced inpatient care responsibilities. Some Sub-I teaching teams consist of a faculty member paired 1:1 with a Sub-I student, whereas other services incorporate senior residents and interns into a traditional academic teaching team. This close supervision and supportive learning environment allow Sub-I students to demonstrate competency with all components of hospital admission, reassessment, team changeovers, and hospital discharge or transfers between inpatient services.

In order to be successful on the Sub-I rotation, all students expect to have developed the following skills during Phase 2:

  • Consistently and actively participate in the care of their assigned patients as well as during rounds; the latter activity requires students to speak up and convey their ideas and thought process to their supervising teachers.
  • Perform an appropriate history and physical examination
  • Devise a prioritized, patient-centered differential diagnosis and reasonable plan of care.
  • Possess working familiarity with common Hospital EMRs.
  • Work appropriately with medical interpreters in hospital settings and practice patient-centered communication, including use of appropriate language, taking responsibility for daily updates, calling families or surrogate historians as appropriate, and working to achieve patients’ healthcare goals.
  • Communicate patient information during rounds (oral presentations) and in written documentation.
  • Demonstrate strong professionalism skills involving team work, punctuality and timeliness of completion of tasks.
Internal Medicine Sub-Internship

Internal medicine is a specialty that focuses on comprehensive medical care (diagnosis, treatment and prevention) for adult patients. Before an appropriate treatment plan of care can be rendered, health care providers must first determine a correct diagnosis. Thus, this field of medicine requires clinicians to apply scientific knowledge and clinical expertise in the care of adult patients.  Therefore, the primary goal of this sub-internship is to improve medical students’ capacity to think and function like clinicians in supervised clinical settings. To this end, heavy emphasis is placed on developing the student’s skills at hypothesis-driven data gathering and diagnostic reasoning skills.  As the primary goal implies, this Sub-Internship prepares students for residency by fostering independence in supervised settings.

Family Medicine Sub-Internship

During the Family Medicine Sub-Internship, students will acquire the skills needed for residency within an inpatient family medicine experience. This Sub-Internship is a robust hospitalist opportunity that incorporates the family medicine philosophy of interprofessional collaboration with all hospital services. Students are assigned to inpatient medicine teams that care for patients in a ward setting. Students are given primary patient care responsibilities with a closely guided experience in diagnostic and therapeutic decision-making.

To be successful in the Family Medicine Sub-I, students must have a strong knowledge of chronic medical conditions, diagnosis, and treatment plans. Students will build on these skills to demonstrate the ability to begin managing exacerbations of and interactions with complex chronic conditions under appropriate faculty supervision.

Pediatrics Sub-Internship

The primary goal of this Sub-Internship is to improve medical students’ capacity to think and function like a clinician in supervised inpatient pediatric settings. To this end, heavy emphasis is placed on developing students’ skills at hypothesis-driven data gathering and diagnostic reasoning skills. This rotation fosters students’ growing independence in supervised settings at Riley Hospital for Children at IU Health, one of the nation’s top children’s hospitals. By actively participating in the care of their patients and interdisciplinary patient-centered rounds, students gain exposure to a wide variety of pediatric pathology and world-renowned clinician educators.

Surgery Sub-Internship

This Sub-Internship is an advanced experience in general surgery that continues the development of clinical skills for Phase 3 medical students. The curriculum of this Sub-I is relevant to senior students entering future surgical disciplines. These skills include problem-focused history and physical examination, application of medical knowledge to perioperative care, as well as technical proficiencies in surgical clinics, both on hospital wards and in the operating room. Students are given increased responsibilities with the aim of fostering growing independence as they prepare for residency. Students are evaluated clinically by faculty and resident preceptors, with computer-based simulated patient cases, a transitions of care module, a clinical presentation to their surgical teams and basic technical skills.

OB-GYN Sub-Internship

The OB-GYN Sub-Internship provides students who are interested in women’s healthcare the opportunity to gain necessary knowledge and procedural skills to be successful in their intern year. Students work closely with a team of residents and faculty in both inpatient and outpatient settings, in the operating room, on labor and delivery, and in antepartum and postpartum units of selected high volume academic hospital services associated with the OB/GYN residency program. Students are encouraged to actively engage in all aspects of clinical care, and are expected to demonstrate the skills necessary to assume primary patient care responsibilities upon entry to residency. During resident didactic times, when residents are relieved of clinical duties, students work one-on-one with faculty and are given the opportunity to take on intern-level roles. In addition, Sub-Interns have the opportunity to step into the role of educator, using their experience and knowledge to help guide junior level students through their required clerkship rotation.

Critical Care Selectives

The Critical Care Selective rotations provide students with the opportunity to participate in a critical care environment. These rotations have been highly rated by prior students, and these experiences are designed to prepare IUSM graduates for the complex clinical challenges they will face in their first months of residency training. The trend of incorporating critical care exposure for senior students is increasingly prevalent in medical schools and this preparation is viewed as providing a valuable advantage by residency program directors. Critical care experiences allow students to develop key experiences most relevant to their future goals with selective opportunities across the state in adult general medical, surgical, pediatric, and neonatal ICU’s as well as subspecialty rotations including cardiac and neurological critical care. These rotations provide opportunities for the student to actively participate in a substantial amount and variety of patient encounters in a critical care setting with expert faculty, including opportunities for advanced care responsibilities (such as order-writing, admission, and discharge documentation) when appropriate to the setting and the level of supervision required in each patient encounter.


Electives provide students with the opportunity to individually tailor the final year of medical school to fit their goals. Electives also round out student training and experiences based on each student’s individualized clinical development and career goals. In collaboration with a career mentor and lead advisor, students select plenty of elective courses in their areas of interest.

Elective Categories

Clinical Practice Electives

Students develop patient care skills and familiarity with the fundamental principles of practicing in a particular specialty.

Advanced Clinical Electives (ACE)

Students actively participate in a robust clinical experience as an integrated member of a healthcare team. These electives also allow for reflection on professional development and career pathways.

Advanced Science Electives

Students pursue a review or scholarly research experience in the biomedical sciences and explore its relevance in clinical medicine.

Professional Development Electives

Students develop knowledge and skills outside of the traditional medical school curriculum that advance their success in medical practice

Special Electives

Students may pursue unique opportunities that are available outside of the IU School of Medicine electives catalog

Elective Requirements

  • Students are required to take a minimum number of electives, set for each graduation year
  • It is highly suggested that students also take at least one professional development elective and one advanced science elective to round out the Phase 3 experience
  • Students can also propose special electives with the special elective request form if they identify opportunities outside of the school’s elective catalog offerings. Special elective rotations may be opportunities within IUSM that are not offered in the electives catalog or opportunities at other institutions. The application process for away rotations at other institutions is complex, varying by institution and specialty. See the VSLO AAMC website to search for opportunities at other institutions.

Critical Care Selectives FAQs

What are Critical Care Selectives? 

The Critical Care Selectives are four-week rotations that give students the opportunity to participate in a critical care environment. This opportunity has been designed to improve the readiness of our IUSM graduates for the complex clinical challenges they will face in their first months of residency training. The trend of increased critical care exposure to senior students is becoming widely prevalent in medical schools and reflects an appreciation for the increasing complexity of healthcare in the 21st century and the educational value of applying foundational sciences knowledge to the care of critically ill patients. This experience is viewed as providing great preparatory value by residency program directors and may be viewed as providing an educational advantage on residency program applications. The creation of the Critical Care Selectives in the Phase 3 curriculum in 2020 marked an exciting development in the ongoing curricular transformation at IUSM for the benefit of our students.

Why has this new Selective been added to the Phase 3 curriculum?

The Critical Care Selective addresses the need for additional training in the recognition and stabilization of critically ill patients prior to assuming responsibility for this task in residency. The ability to recognize and begin addressing unexpected critical illness is considered a key professional responsibility of resident physicians and, in the absence of formal training, has previously been identified as a cause of tremendous challenges for junior physicians in the educational literature. In safely supervised critical care settings, IUSM students learn to integrate their foundational knowledge of pathophysiology and pharmacology with new skills in advanced communication, medical decision-making and team-based care. This update is designed to significantly enhance IUSM students’ preparation for residency while integrating with the complementary goals of the Sub-I, Emergency Medicine, and Transitions 3 to produce well-rounded and highly prepared graduates.

Are there Critical Care Selectives relevant to my future specialty?

Critical Care Selectives encompass all ICU specialties including medical, surgical, pediatric and neonatal, as well as subspecialty units, such as neuro-critical care and cardiac critical care. The wide array of options available generally mirror the historical distribution of IUSM students’ career preferences.

How will I choose a Critical Care Selective?

You will choose your Critical Care Selective from the Critical Care Selectives Catalog ( This catalog is designed to make it easier for students to choose a selective that aligns with their individual career goals.

Can I preference which Critical Care Selective I take? How does Phase 3 preferencing work?

Yes. You will receive detailed instructions on preferencing in late November to early December prior to the start of your Phase 3 year. The preferencing process occurs in stages. Generally, in the first stage you will preference your required clinical rotations (see list of required rotations above). (You may also preference one vacation month during the first stage.) During the next stage, you will schedule your electives and additional vacation time. During the final stage, you will schedule your Transitions 3 block. This staged process has been refined over many years and has consistently allowed our students to maximize learning opportunities and plan efficiently. Medical Student Education works to keep students updated on upcoming steps as students progress through each stage of education, and lead advisors are a valuable resource for personalized guidance as well. You will receive specific instructions from the registrar at each stage of the scheduling process. 

How will Critical Care Selectives impact my ability to schedule residency interviews?

In the rare event that an interview comes up during your Critical Care Selective, the school updated the policy for Schedule Conflicts in 2019 to support some flexibility to coordinate an interview and make up educational activities at an agreed-upon time.

Are there any more changes to Phase 3 in the works?

We anticipate that from here forward the process will be more about continuous improvement than major change. MSE is constantly evaluating opportunities to improve the opportunities, preparation and overall experience for our students. 

Who can I talk to if I have questions about the curriculum?

Please reach out to us at AskMSE. Your Lead Advisor is a fantastic resource for personalized questions, and more senior students are a great resource for student experiences. 

What if I have questions about planning for interviews, Step exams, and away rotations?

Ask MSE! You will find many answers to common questions already on the Ask MSE intranet.  If your question isn’t already there, submit it and build up the knowledge base in our community. Do you need to talk to someone in person? We are here to support you. Reach out to your Lead Advisor, the Career Development Team and the Academic Advising Team

Transitions 3

All students must take Transitions 3 during Rotations 10, 11, or 12 of their fourth year at the end of Phase 3. The topics and materials in the course cover common clinical scenarios that all residents will encounter, regardless of residency choice. Additionally, students will explore specialty-specific topics and content. Transitions 3 also includes topics identified by residency program directors as important for interns to know at the start of residency. This course was created in response to student requests, the popularity of the Surgical Bootcamp course and the growing national trend of adding a residency preparedness rotation for all students to cap off their medical school experience.

Transitions 3 FAQs

Who has to take Transitions 3? Is Transitions 3 required?

Everyone who plans on graduating in spring of 2022 and beyond will be required to take T3. Everyone should count on being in Indianapolis for the month their Transitions 3 course is scheduled (Rotation 10, 11, or 12). Housing will be provided for students who live on a campus outside of Indianapolis during their fourth year.

What is Transitions 3?

Transitions 3, or “T3” is a month-long course in spring of your final year of medical school providing opportunities for professional development, medical knowledge review, and procedural skills practice making the transition to intern year a smoother one.

When is Transitions 3?

T3 will occur over three months – Rotations 10, 11 or 12.  Our tentative calendar is below.  Please note that this is a tentative schedule and some specialties may end up transitioning to another month.

Rotation 10Rotation 11Rotation 12
Internal Medicine
*recommended for categorical medicine and prelim anesthesia
Internal Medicine
*recommended for categorical medicine and prelim anesthesia
Prelim/Transitional Year
*recommended for prelim/transitional students not matching into anesthesia and psychiatry-bound students as some specialties will offer additional specialty specific content this month
PediatricsSurgeryObstetrics & Gynecology
Emergency MedicineFamily Medicine 
What if my specialty is not listed?

If your specialty does not “fit” into one of the tracks above, please choose the track that you believe will best prepare you for residency. Example:  Ben is applying to Emergency Medicine-Pediatrics.  He has multiple Emergency Medicine rotations planned during his fourth year and decides to take the pediatrics T3 track to review this content prior to residency. 

Where does Transitions 3 happen?

There will be a mix of live and asynchronous sessions.  Due to the nature of the sessions, any in-person sessions will be held in Indianapolis.  Students whose home base is another campus will be provided with housing in Indianapolis.

How do I sign up? How will Transitions 3 be scheduled? What if I have core rotations all three of those months? What if I have a core rotation the month that I need to take T3?

You will sign up for T3 in September 2021. This course is scheduled later in the fourth-year than the other required rotations since many students are still deciding on their future specialties during the first few months of their fourth-year. More specific details about the scheduling timeline and process will be shared closer to September 2021. The registrar will do everything they can to accommodate student schedule changes. While we recommend that students take the Transitions 3 track that most closely matches their future intended specialty, all of the Transitions 3 tracks will offer residency preparation that is applicable to all students, regardless of their future specialty.

Can I switch to a different Transitions 3 track if I change my mind about my specialty?

Yes, you will able to switch to a different Transitions 3 track if you change your mind about your specialty. Final deadlines for schedule changes will be shared with you when the scheduling timeline and process information is sent out closer to September 2021. 

Will there be enough slots for all students that need to take a particular Transitions 3 track?

The Transitions 3 track numbers have been modeled using previous years’ Match data. Each track has used several years of Match data to plan for the number of students that may need to take each track so that all students can take the Transitions 3 track that most closely matches their future intended specialty. For example, most students go into Internal Medicine; therefore, the Internal Medicine track is being offered all three rotation months to accommodate the large number of learners that will need that track.

Does this count as an elective?

No, this is not an elective. This is a core required rotation.

Does this count as an electivDoes this count as 4 weeks of enrollment in the Spring?

Yes, this is a 4-week, 4 credit course which occurs in the Spring so it counts as 4 weeks of enrollment during the Spring semester.

How will the Transitions 3 be structured?

The specialty track offerings include Internal Medicine, Prelim/Transitional Year, Emergency Medicine, Family Medicine, Pediatrics, Obstetrics & Gynecology, and Surgery. The course sessions within each track will include a mix of didactics, panel-discussions, high-fidelity simulations, and asynchronous sessions. The tracks were created to include valuable sessions for the various specialties based upon feedback from residency program directors, clerkship and sub-I directors, and residents from each specialty.

You will also have the opportunity to choose areas of interest from a number of other sessions to meet the course requirements. Some sessions will require attendance in person, but several will be offered remotely so that you can take them at your convenience. The course is Pass/Fail, but the feedback you receive in the various sessions will help guide you as you are preparing to transition to your residencies. A goal of the course is for the feedback and experiences to make you more cognizant of the expectations of first year interns and more confident in your abilities as you make this challenging transition.

Will there be special training for ACLS?

Because of the wide variation in requirements for each residency program, we will not be offering dedicated time during Transitions 3 for ACLS, PALS, etc.  However, residency programs requiring such certification will generally pay for your training or include it during orientation. 

Why was the Transitions 3 course added to the curriculum?

The Transitions 3 (T3) course is designed to prepare you for the rigors of residency and the elevated level of responsibility of being a resident. It is also provides time to practice fundamental skills that are expected of you on day one of your internships. Transitions 3 is not unique to IU School of Medicine; it is part of a national trend in recognizing the challenge medical students face while transitioning from medical school to internship year.

According to the AAMC in 2018-2019, 106 medical schools indicated they offer a transition to residency course to help their students navigate the transition from medical school to residency. These transitional periods are challenging. So, schools nationwide are aiming to better support students as they navigate and prepare for the next step in their careers. These courses have received resounding positive feedback from students across the country, as well as residency program directors (see: AAMC News: Boot Camps Prepare Medical Students for Rigors of Residency and AMA News: Pre-residency boot camps prepare med school grads for new realities).

At IU School of Medicine, this type of preparatory experience has previously been available for students going into surgery. However, we wanted to make it available for all students.  In 2020 the course content for the Transitions 3 curriculum was introduced in an online virtual format for the classes of 2020 and 2021. The course content received high reviews from students, and their feedback has also been incorporated for the future of the course.  The idea is not to repeat what was covered in your four years of medical school, but to give you an opportunity to review key material from the perspective of being an intern, provide hands-on practice for various procedures, and equip you with information you will need as you transition to your exciting and challenging intern year. In this course, you will practice relevant skills necessary for all interns, as well as specialty-specific skills through high-fidelity simulations, didactics, panel-discussions, and asynchronous sessions.

General FAQs

How do I get letters of recommendation for residency programs?

Clinical experiences and opportunities for faculty reference letters may come from several sources, including Phase 2 clerkships, Phase 3 core rotations, Advanced Clinical Electives (ACE), other Clinical Practice Electives or Special Electives. Faculty often recommend asking for a letter of recommendation during a senior sub-I rotation; bear in mind that this term is often used broadly to refer to any senior clinical rotation with advanced responsibility.

The electives catalog offers a large array of options for the opportunity to get the letters you need. A particular category of electives, called Advanced Clinical electives are great options if you’re looking to actively participate in a robust clinical experience as an integrated member of a healthcare team, with a focus on progressive responsibilities, professional development, and career readiness.

Also, connect with the Career Development Team for more residency preparation guidance and resources, including suggestions for planning elective rotations for your specialty and how to ask faculty if they can write you a strong letter of recommendation.

What does a sample schedule look like?