Specific Objectives

At the completion of the rheumatology fellowship training, the fellow should have mastered the following Specific Objectives as they pertain to each of the specific goals of the curriculum:

  1. Clinical competence in a Variety of clinical settings:
    1. All fellows should have mastered those specific clinical objectives for the majority of diseases seen in the practice of rheumatology, including the uncommon and complicated diseases.
    2. Demonstrate proficiency as a consultant and/or leader of a multidisciplinary health care team.
    3. Possess communication skills that will allow the fellow to perform as the health care team leader with peers and professionals.
    4. Qualities of professionalism and humanistic skills will be demonstrated at a level which serves as a model for trainees at a junior level.
    5. The clinical proficiency of the fellow will be mastered at a level where they not only demonstrate their proficiency, but are capable of teaching these skills to trainees at junior levels.
     
  2. Ability to work in a variety of settings (see Specific Goals)
  3. Life-long learning:
    1. Fellows will demonstrate proficiency at attending and participating in conferences, and coordinating conferences, conference topics, and conference schedules.
    2. Fellows will demonstrate mastery of teaching skills in their interaction with trainees in junior levels of training. This may include supervised teaching interactions with trainees such as junior-level fellows, residents, and medical students.
     
  4. Scholarly Activity/ Research Training: All fellows should have mastered those specific scholarly activity/research objectives outlined for the fellowship program.
    1. Those planning careers as physician-scientists, will have produced sufficient research work to enable them to submit their work for peer reviewed presentation, scientific meetings, manuscript submissions, or grant applications for research funding. Normally, a career as an independent investigator will require one or two additional years of research training.
    2. Those planning careers as a clinician-educator will have produced a teaching portfolio. There should be sufficient work to demonstrate effective teaching. Normally, a career as a clinician-educator will require an additional year of experience.
     

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