Tracks and Certificates


Categorical Program

Categorical Program - This three-year comprehensive training pathway in Internal Medicine is for individuals destined for careers in either academic or community-based General Internal Medicine, and for individuals who will go on to seek subspecialty fellowship training. Each year the University of Michigan recruits a talented and diverse group of 44 trainees into the categorical program. The training is balanced between inpatient and ambulatory experiences and is broad-based, providing exposure to generalists, hospitalists and a wide variety of subspecialists. All of the training occurs in an academic environment, under the supervision of University of Michigan faculty members, and exposes the learners to cutting-edge technology and to world-class research. Learn more.

Primary Care Program

Primary Care Program - Residents in our Categorical Internal Medicine program can elect to participate in our Primary Care Program. Since this track is embedded within our traditional categorical training program, residents may elect to join this track either in their first or second year of residency training. Learn more.  

Physician Scientist Program

Physician Scientist Training Program (PSTP) - The Department of Internal Medicine is highly committed to the development of academic physicians and physician scientists. The Physician Scientist Training Program is offered as an option for qualified candidates to receive training in the Internal Medicine Program for two years, followed by clinical and research training in a subspecialty fellowship program. All fellowship programs within the Department of Internal Medicine participate in this program and support it enthusiastically. Learn more.  



Global Health Research Certificate Program

The Global Health Research Certificate Program is intended to help faculty, fellows and residents incorporate global health into their research portfolios, creating a foundation for meaningful collaborative relationships and research in the global health setting, and ultimately paving the way to successfully compete for extramural funding for global health research. Through a combination of mentorship, and monthly seminar events, participants will gain the tools to develop their own research activities abroad, including the skills to seek extramural funding for global health projects.

Participants will work through a customized curriculum that for most will extend over two years and include the following:

  • Active participation in at least 70% of monthly seminar sessions, to be held virtually via web conferencing until further notice.
  • Participating in other U-M/UMMS global health programming/seminars (e.g., Global Health Initiative seminars organized by Global REACH).
  • Engaging in mentorship with local and international mentors.
  • In addition to the requirements above, participants upon program completion should have a demonstrated understanding of the following key competency areas. The following competency domains are broad in nature, framed as questions participants should be able to answer. They will be customized by the faculty presenters to complement their skills and address the needs of the program learners.

Community of Medical Educators in Training (CoMet)

CoMET, or the Community of Medical Educators in Training, is a trainee-designed and trainee-led initiative sponsored by the Office of Graduate Medical Education to create a community of practice for trainees across the health system committed to medical education.  The program looks to sharpen participants’ teaching skills and develop a network of motivated colleagues that is fertile for medical education scholarship and innovation. 

Objectives of the CoMET program follow directly from its three-part mission to:

  • Teach: Participants will leverage knowledge of core teaching skills to effectively educate learners in a variety of settings including in the classroom, at the bedside, and during procedures.
  • Discover: Participants will develop the skills necessary to produce respected scholarly work in education.
  • Inspire: Participants will be prepared to transition from trainee to faculty member in order to innovate and lead the next generation of medical education.

Drawing on education theory and principles of curricular design and modeled after the successful Medical Education Scholars Program, Academy of Medical Educators, and GME Scholars Program, the community utilizes twice monthly 90-minute sessions to achieve these goals.  These twice monthly sessions consist of:

  • Teaching to Teach – Interactive didactic sessions taught by content experts within both our hospital system as well as the Department of Learning Health Sciences, home to renowned medical educators.  Sessions range from effective classroom teaching and teaching when time is limited to how to get credit for one’s work.  The goal of these sessions is to take lessons learned in a classroom setting and apply them to your own practice on the wards. There will be structured teaching opportunities with feedback from co-fellows and education experts.
  • CoMET Curriculum and Workshop – These sessions focus on the development a project of your choice.  Each session will be built around a core tenant of Kern’s Curriculum Development for Medical Education: A Six-Step Approach (a copy of which is provided upon acceptance into the fellowship). These cornerstones will then be applied in small group sessions to help guide each one of you in developing a curricular model over the course of the year. Prior participants have successfully completed and implemented educational projects ranging from redesigning specialty-specific didactics to developing required rotations for the new medical student curriculum in addition to undertaking new responsibilities in didactic and bedside teaching. 

Request for additional information and questions can be directed to

Veterans Affairs Chief Resident in Quality and Patient Safety (CRQS)

To help realize the Ann Arbor VA's vision of developing future academic leaders and educators in healthcare quality improvement (QI) and patient safety (PS), improving clinical care for veterans, and disseminating knowledge to trainees and staff, the position of Chief Resident in Quality and Patient Safety (CRQS) was created. The CRQS position is a year-long appointment to be completed after residency. 

The curriculum includes: 

  • participation in the National Center for Patient Safety Clinical Team Training (CTT) boot camp session
  • expectations to participate and complete a variety of self-directed learning activities and independent readings
  • participation in the Michigan Quality System four-day Lean Healthcare training course
  • possible participation in four key weeks of the Medical Education Scholars Program
  • possible funding to participate in the Quality and Safety Educator’s Academy
  • possible participation in four key weeks of the Patient Safety and Quality Leadership (PASQUAL) Scholars Program

Depending upon his or her area of focus, the CRQS will be expected to take advantage of the following opportunities for formal and informal CRQS education and service which will occur throughout the year:

  • participation in one of several key facility committees
  • participation in one or more leadership meetings
  • participation in regular “Scrums” at the National Center for Patient Safety
  • participation in at least one (ideally two) Rapid Cycle Improvement Workgroup of an interdisciplinary QI project sponsored by the VAAAHS Organization and Improvement Committee
  • leading and managing all stages of one QI project under the guidance of the CRQS mentor(s)
  • serving on a faculty team in Internal Medicine that will advise residents on the design of their own QI/PS projects

As the CRQS develops their interest and knowledge of QI/PS issues, they will also help develop and teach QI/PS curricula in both undergraduate and graduate medical education contexts, including:

  • Undergraduate Medical Education (UME): The CRQS will share primary responsibility (along with the section chief of hospital medicine) for teaching quality improvement to the VA hospitalist sub-internships. In addition, the CRQS may serve as a resource for the University of Michigan Medical School faculty that design and oversee the teaching and learning of QI/PS.
  • Graduate Medical Education (GME): The CRQS will lead approximately two VA morning report sessions per month with a focus on quality and safety.
  • Continuing Professional Development (CPD): The CRQS will develop education offerings for VA and UM faculty focusing on practical use of QI and safety.
  • Inter-professional Education (IPE): The CRQS will be expected to prepare educational sessions (4-6) to be delivered to the nurse residents and/or pharmacy residents.
  • Scholarship: The CRQS will be required to disseminate lessons learned and best practices via scholarship activities. Scholarship is broadly defined to include traditional outlets such as conferences and presentations but includes any activity that expands the visibility or competences associated with QI/PS.