Transitional Year Program

The Emory University Department of Medicine Transitional Year Program is a one-year position primarily reserved for applicants matching into advanced Emory residency programs including, but not limited to, Radiology, Neurology and Anesthesiology.

The program is designed to provide a well-balanced preliminary clinical year in multiple disciplines as preparation for a resident's chosen categorical residency. Residents develop fundamental clinical skills through patient care experiences that occur in several hospitals. Residents also participate in a variety of other educational activities. The goal is that residents will build a broad foundation of clinical skills as a base for future training.

Unfortunately, we do not offer separate interviews to applicants who haven’t been afforded interviews by an Emory University School of Medicine advanced program. Our applicants are all ranked based upon the feedback from the advanced programs.

Program Information

Resident Characteristics

Residents in this program are a mixture of graduates from accredited medical or osteopathic schools. The most common residents in our program are those planning to enter fields of Emergency Radiology, Anesthesia, Neurology, Dermatology, PM&R and Ophthalmology.

General Program Information

  • Specialty: Transitional Year
  • Program Name: Emory University Program
  • NRMP# 1113999P0
  • ACGME Program I.D. #9991200026
  • Program Code: 999-12-00-026

Transitional Year Program Coordinator

Kymberly McMillan
404-251-8796
Kymberly.McMillan@emory.edu

Office Location
Emory University, School of Medicine
Faculty Office Building (FOB)
4th Floor Office # 480A
49 Jesse Hill Jr. Drive, SE
Atlanta, GA 30303

Program Director, Transitional Year

Manning
Associate Professor of Medicine

Curriculum

The curriculum is designed to meet the guidelines established by the Accreditation Council for Graduate Medical Education and its Transitional Year Residency Review Committee. Each Transitional Year resident receives personalized attention from both the program director and co-director to help design a program and curriculum that will best serve his/her needs.
  1. Rotations for those entering an anesthesia residency
  2. Rotations for those entering an radiology residency
  3. Rotations for those entering an Ophthalmology, Dermatology, Neurology, or PM&R residency

The residents, using an electronic evaluation system, complete rotation and teaching evaluations monthly.  Evaluations of the resident's performance are completed monthly by the staff on each rotation, are reviewed in an on-going basis by the program director and semi-annually with the resident and the program director/co-director.

The overall objective of the Transitional Year Residency Program at Emory University School of Medicine is to produce well-rounded residents who have a balanced experience in a variety of clinical settings prior to entering advanced residency programs. This education includes monthly rotations in inpatient medicine, intensive care units, emergency medicine, ambulatory medicine, and electives in a wide variety of specialties and subspecialties. This schedule is organized according to a curriculum that is primarily driven by educational need and not by departmental service needs. The curriculum includes regular teaching conferences during Fundamental Clinical Skills (FCS) months, multiple weekly interdepartmental subspecialty conferences, a monthly Transitional Year Core Conference, and a core curriculum of general internal medicine topics during the inpatient medicine months.

During his or her training, each resident will learn how to evaluate and manage patients with common general medical conditions, gather an accurate and orderly medical history, learn how to perform a detailed and comprehensive medical examination, and integrate this information for optimal medical decision-making. This occurs in a sufficiently supervised setting with gradually increasing clinical responsibility over time.

Residents will provide patient care that is compassionate, appropriate, and effective. Residents will counsel patients in an effective and informed manner. All will incorporate a broad range of medical knowledge into the evaluation of patients and demonstrate an understanding of appropriate therapy based upon the clinical setting and evidence-based data.

During training residents will demonstrate professional behavior at all times, adhering to ethical principles and demonstrating sensitivity toward all persons they encounter. Residents will be cognizant and respectful of patient confidentiality.

The transitional year residents will learn to critically evaluate the scientific literature, apply it to daily practice and develop good habits of life-long learning. House staff will play an active role in teaching of medical students, peers, and other members of the health care team. They will demonstrate an understanding of the overall healthcare system, including hospital administration, payer reimbursement, and medical-legal issues.


By completion of the Transitional Year Program the physician should be able to demonstrate:

  • Patient Care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health
  • Medical Knowledge about established and evolving biomedical, clinical, and cognate (e.g. epidemiological and social-behavioral) sciences and the application of this knowledge to patient care;
  • Practice-Based Learning and Improvement that involves investigation and evaluation of their own patient care, appraisal and assimilation of scientific evidence, and improvements in patient care 
  • Interpersonal and Communication Skills that result in effective information exchange and teaming with patients, their families, and other health professionals
  • Professionalism, as manifested through a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population
  • Systems-Based Practice, as manifested by actions that demonstrate an awareness of and responsiveness to the larger context and system of health care and the ability to effectively call on system resources to provide care that is of optimal value