Phase 3 of the MD curriculum builds upon the foundational skills developed during Phase 1 and Phase 2 to prepare graduates for supervised clinical practice, scholarship, and service. This phase includes required clinical rotations, electives and the residency-prep course, Transitions 3.
- Quick Resources
- Graduation Requirements
- Vacation Time
- Required Phase 3 Rotations
- Emergency Medicine and Radiology
- Sub-Internship Selective
- Elective Categories
- Elective Requirements
- Critical Care Selectives FAQs for the Class of 2021
- Transitions 3
- Transitions 3 FAQs
- General FAQs
- Phase 3 Rotation Schedule
- Elective Catalog
- : Searchable database of elective opportunities at medical schools that are AAMC member.
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 (firstname.lastname@example.org) 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: https://md.mednet.iu.edu/education-programs/phase-2-year-3/transitioning-to-clinical-training-phase-2/.
The core curriculum in the clinical years is 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 preparation for and easing the transition to residency. Our new curriculum enhances already excellent clinical training through a combination of best practices and unique innovations, all made possible by the rich framework of our statewide system.
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
- Critical Care Selective (2 weeks) (NEW)
- Select from of the rotations in the Critical Care Selectives catalog
- 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
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. Students are expected to be enrolled as full time students over the course of the year. To receive financial aid as a full time student, you must take at least one rotation in Summer (June or July) and three rotations in Fall (August – December) as well as two rotations in Spring (January – April).
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 their circumstances.
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)
- 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 Practice or Advanced Clinical electives. (a clinical elective from the Elective Catalog would meet both requirements)
- 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 (available in April only)
Phase 3 students can schedule two four-week vacation periods in addition to winter break and a two-week block before/after Radiology. Many students choose to take electives or use those blocks to interview.
Required Phase 3 Rotations
- Emergency Medicine
- Transitions 3
- One Sub-Internship Selective
- Internal Medicine, Family Medicine, Pediatrics, Surgery or OB-GYN
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.
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 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
The Sub-Internship, or Sub-I, is a rotation during which a fourth-year medical student takes on an expanded 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 from faculty they work with during these Sub-I rotations so they can comment on the student’s patient care skills at the level 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 two years ago 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 surgery as well as OB-GYN. As the school builds these new and exciting opportunities, keep in mind that there are limited slots and locations for some Sub-I rotations. Therefore, we recommend keeping limited availability in mind when discussing your preference with your lead advisor, career mentor, the Career Development Office or any other Medical Student Affairs Office resources.
Internal Medicine Sub-Internship
The Internal Medicine Sub-Internship is one of the available rotations that IUSM students may take to fulfill their requirement to complete a Sub-Internship in Phase 3 of the IUSM curriculum. 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. All students are expected to actively participate in the care of their assigned patients as well as during rounds; the latter activity will require students to speak up and convey their ideas and thought process to their supervising teachers.
Family Medicine Sub-Internship
During the Family Medicine Sub-Internship, students have family medicine resident experiences and acquire the skills needed for residency. 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. Some teams are only a Sub-Intern and faculty member (hospitalist). Other teams consist of an attending physician, a resident physician and one or two interns. 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:
- Strong knowledge of chronic medical conditions, diagnosis, and treatment plans. Students will build on their skills in ordering appropriate imaging and labs.
- Familiarity with Hospital EMRs.
- Familiarity with the use of medical interpreters in hospital settings and how to communicate patient information during rounds (oral presentations).
- Strong professionalism skills involving team work, punctuality and timeliness of completion of tasks.
The primary goal of this Sub-Internship is to improve medical students’ capacity to think and function like a clinician in supervised clinical 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.
This Sub-Internship is an advanced experience in general surgery that continues the development of clinical skills for Phase 3 medical students. These skills include problem-focused history and physical examination, application of medical knowledge to perioperative care, as well as technical proficiencies in surgical clinics, on hospital wards and in the operating room. Students are given increased responsibilities with the aim of 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.
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 Sidney and Lois Eskenazi Hospital. Students are encouraged to actively engage in all aspects of clinical care, and are expected to gain the skills necessary to assume primary patient care responsibilities. 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 rotation.
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. In collaboration with a career mentor and lead advisor, students select plenty of elective courses in their areas of interest.
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
Students may pursue unique opportunities that are available outside of the IU School of Medicine electives catalog.
- Students are required to take a minimum number of electives, set for each graduation year
- IU School of Medicine is proud to begin offering the Critical Care Selective experience for the Class of 2021; this will gradually replace the Advanced Clinical Elective requirement.
- 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 complete up to three away electives; these are considered Special Electives and require approval of a special elective request form . The application process for away rotations is complex, varying by institution and specialty. See the VSLO AAMC website to search for opportunities at other institutions.
- Students can also propose special electives with the special elective request form if they identify opportunities outside of the school’s elective offerings.
- The full elective policy is available in the student handbook.
Critical Care Selectives FAQs for the Class of 2021
What are Critical Care Selectives?
The Critical Care Selectives are four-week electives that give students the opportunity to participate in a critical care environment. The class of 2021 will be the first to benefit from this new opportunity, which will become a core component of the Phase 3 curriculum. This new and expanded 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 increasingly prevalent in medical schools and the experience is viewed as providing a competitive advantage on residency program applications. This marks an exciting development in the ongoing curricular transformation at IUSM for the benefit of our students.
As we transition into the new Phase 3 curriculum, we are piloting the option of students using a course from a select list of Advanced Clinical Electives as an acceptable alternative to the CCS clinical requirement for the class of 2021. We want to emphasize that IUSM feels strongly that the CCS will benefit all students in their preparation for internship. As such, choosing this alternative should only be considered after formal discussion with the students’ lead advisor and with the approval of the students’ Career Faculty mentor.
Why has this new Selective been added to the Phase 3 curriculum?
The new Selective addresses the need for additional training in the recognition and stabilization of critically ill patients. In critical care settings, 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 your preparation for residency while minimizing impact on complementary goals.
Will I lose vacation time due to this change? What about away rotations?
No, you will have the same number of required months, the same amount of vacation time and the same opportunities for away rotations as the class of 2020.
Will there be Clinical Care Selectives relevant to my specialty?
Critical Care Selectives will encompass all ICU specialties including medical, surgical, pediatric and neonatal, as well as subspecialty units, such as neuro-critical care. The options available should mirror the historical distribution of our students’ career preferences.
How will I choose a Critical Care Selective?
You will choose your Critical Care Selective from a unique catalog, which will be released in late fall 2019. This catalog is designed to make it easier for you to choose a selective that aligns with your career goals.
Are there enough Critical Care training sites statewide to support this new requirement? Will there be enough sites on my campus?
Yes. We have expanded Critical Care training sites on every single campus. There are now more than 40 Critical Care offerings in each rotation block. MSE expects that students who have difficulty scheduling a Critical Care Selective in their area of interest will be rare. In order to create a gradual transition in the year of 2020-21, IU School of Medicine will pilot the option to meet this curricular requirement with an Advanced Clinical Elective. Because the CCS will benefit all students in their preparation for internship, this alternative should only be considered after formal discussion with your lead advisor and with the approval of your Career Faculty mentor.
Can I preference which Critical Care Selective I take? How will Phase 3 preferencing work?
Yes. You will receive detailed instructions on preferencing in late November to early December 2019. The preferencing process will be very similar to what’s been done in previous years and will happen in stages. Generally, in the first stage you will preference your EM clerkship, Sub-I selective and Radiology rotation. (You may also preference one vacation month during the first stage.) During the next stage, you will preference your Critical Care Selective. The following stages will be for other electives and vacation time. This staged process has been refined over many years and has consistently allowed our students to maximize learning opportunities and plan efficiently. You will receive specific instructions at each stage of this process.
Do I have to take a Critical Care Selective and an Advanced Clinical elective?
Not necessarily. You have to take a Critical Care Selective, plus six additional electives (of which three must be clinical or advanced clinical). As the curriculum transitions in 2021, an Advanced Clinical Elective can also fulfill the curricular requirement. So it’s possible to take both, but only the Critical Care Selective will be required.
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 has updated the policy for Schedule Conflicts 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?
Questions on the Phase 3 curriculum can be directed to Dr. Daniel Corson-Knowles at email@example.com. Additionally, you should attend the first-annual Phase 3 Planning Meeting town hall on November 21, 2019, where there will be plenty of time for questions.
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.
All students take Transitions 3 in April 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 that residency program directors wish their interns were better versed in 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
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 time 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 2016, 83 medical schools indicated adding 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. 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.
Is Transitions 3 required?
Yes, all students in the Class of 2020 onward will be required to take Transitions 3 during the month of April. Everyone should count on being in Indianapolis for at least the first part of the month (the length of time will vary depending on your track). Indianapolis housing will be provided for students who lived on a campus outside of Indianapolis during their fourth year.
How will the Transitions 3 be structured?
Transitions 3 will start with an exciting kickoff event on March 31, 2020. This event will provide time for you to come together as a class to have some fun and celebrate embarking on your final month of medical school.
The course sessions will begin on April 1, 2020. Each specialty will have a “track” that includes required and recommended sessions for students in that specialty. 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.
Did you take away the surgical boot camp?
The surgical boot camp is not going away! It is being incorporated into Transitions 3 as the surgical track. This has been a very successful and popular program in the past and it will be expanded to accommodate increased enrollment. The surgical boot camp specifically focuses on topics and skills that are clinically relevant to students pursuing a surgical internship. The surgical boot camp involves a mix of interactive lectures, collaborative activities, group discussions, and skills sessions. These elements cover the various topics relevant to first-year interns, such as obtaining informed consent, wound assessment and care, surgically-relevant radiology, laparoscopic skills, operating room etiquette, etc. We are really excited to build upon the successes of the surgical boot camp and provide that type of experience for all of our students, regardless of their chosen residency discipline.
When will we receive the Transitions 3 Schedule?
The Transitions 3 team is in the process of finalizing the specialty-specific tracks based on feedback from program directors, clerkship and Sub-I directors, and residents. Our team anticipates having the schedule for the required portions of Transitions 3 available by this fall, at which point you will be able to build your schedule for the entire month. The goal is to offer some flexibility during the month of April so that you have time to prepare for graduation, find housing if you are moving to a new city, catch up with friends and family while also fulfilling the requirements of Transitions 3.
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. If you need to obtain this training prior to starting your residency, you will have ample time during the month to schedule this around the Transitions 3 sessions.
How do I get letters of recommendation for residency programs?
Clinical experiences and opportunities for faculty reference letters may come from several sources, including sub-Internships, other Phase 3 core rotations, Advanced Clinical Electives (ACE), other Clinical Practice Electives or Special Electives.
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.