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Program Director's Welcome

Lyndi Schwartz, MD, FACP Kettering is truly a special place to train:

As a recipient of numerous national awards for excellence in patient care and working environment including U.S. News and World Report Best Hospitals list, Kettering Hospital provides residents an opportunity to train in a highly supportive environment while ensuring robust-educational and clinical content.

Patient Care and Educational Philosophy

On inpatient services we provide care through patient-centered bedside rounds which allows patients and their families to participate in the care plan. With a separate unit (CDU) for 23-hour observation patients, the disease mix is outstanding with tremendous pathology representing the breadth and depth of Internal Medicine. Additionally pharmacists and other healthcare providers round with our physician teams in interdisciplinary rounds providing real time feedback to patients and physicians alike on issues such as drug-drug interactions or cost of medications, discharge planning, etc. We utilize a "teach-back" method assuring understanding of our clinical discussions by patients and families.

In the ambulatory clinic we have a Firm system coupled with a block schedule which minimizes conflicts between inpatient and outpatient responsibilities. The Firms allow 6 residents plus attendings to share continuity responsibilities for a set block of patients.

Our educational philosophy is first of all to identify the critical activities, the core of our specialty and secondly to define the abilities expected of IM residents as they progress through training integrating knowledge, skills, values and attitudes framed in behavioral terms and observable. We provide an academic environment where all can grow.

Teaching and Learning

At the Kettering Medical Center Internal Medicine residency we aim to produce competence in the critical activities that constitute core of the specialty of Internal Medicine - all the elements that society and experts consider to belong to the profession. However, competence entails more than simply possessing knowledge, skills and attitudes. It is the ability to apply knowledge, skills and attitudes in the clinical environment to achieve optimal results. This can only be done through a process of direct observation.

Using the model of "entrustment" where the outcome desired is a trainee's readiness to bear Professional responsibility, our Program has developed competency-based goals and objectives and an evaluation and curriculum system based on ACGME milestones and entrustable professional activities - EPA's. Faculty evaluators gauge residents via EPA's and these EPA's link to the resident learner via rotation learning objectives.

Attending physicians assess a multi-dimensional construct of "trustworthiness" as they observe, supervise and evaluate the resident. Entrustment implies a level of competence. The bottom line is that when it comes to learning we focus on what you do, not just what you know. Knowing is important, but you must be able to translate knowledge into action. So this new milestones/EPA Evaluation system measures resident skill through direct observation.

Educational Content

We have sought to improve residency education and patient care at the same time. To do so we looked at our strengths and weakness in an attempt to determine what important outcomes we wanted for our residents and their patients. We also wanted ways to measure our outcomes and ways to improve.

As such we have developed education initiatives
  1. Extended noon conference Monday thru Thursdays for 11/2 hours each session. These sessions are varied including subspecialty lectures for 50 minutes, morning report presented by residents and discussed with faculty and Harrison's discussion groups. The residents are assigned daily readings from Harrison's. The chief resident then pulls in questions on the readings from multiple sources and a resident leads the discussion.
  2. Johns Hopkins Ambulatory based curriculum
  3. Comprehensive board review conducted by an Associate Program Director
  4. Significant financial support to allow every second year resident to attend a week long update in IM - most go to a Harvard update
  5. Significant financial support to allow every third year resident to attend a formal off-site board review such as Mayo Clinic board review course
  6. Monthly test on Harrison's readings with feedback
  7. We provide MKSAP for all residents PGY1-PGY3 & UWorld for all PGY3's

Subspecialty Training

Of our residents seeking subspecialty training which generally is 50-60% of them. 90% get their first choice which include top tier programs such as The Cleveland Clinic, Baylor, Vanderbilt, Emory, University of Virginia, and University of Wisconsin etc. The remaining 10% get one of their top 3 program choices.


The research director chairs the faculty research group consisting of representatives from every subspecialty, a representative from the IRB and Library. This group is tasked with facilitating robust research, publications and presentations. There is a web-based reservoir of all work being done giving residents easy access to faculty and projects.


The Accreditation Council for Graduate Medical Education has acknowledged our reputation for excellence in residency training and our commitment to education and has given us the longest accreditation cycle possible.

Kettering truly is a special place to train and we hope to have the privilege of training you as well.

Warm Regards,
Lyndi Schwartz, MD, FACP

Program Director Internal Medicine Residency
Kettering Medical Center
Vice Chair, Department of Medicine
Wright State University Boonshoft SOM
Associate Clinical Professor
Wright State University Boonshoft SOM
Assistant Clinical Professor
Loma Linda University SOM
Phone: 937-395-8693

Dr. Shwartz

Contacts:  Email Us

Kathleen Mayer
Recruitment/Student Coordinator
Internal Medicine/Transitional
Yr Residency Programs
(800) 203-8925 - or - (937) 395-8063

Jenny Fitzpatrick
Internal Medicine/Transitional
Yr Residency Program Coord.
(937) 395-8997