Free Download, Create, Edit, Fill and Print. The DD Form 1. 75. United States Department of Defense cabinet. It is straightforward and easy to fill out. DD Form 1750 (Packing List) This template of DD Form 1750 (Packing List) is in a general form. It also has five items and four main columns. What makes this form special is that this template has the example of the Contents. Da 5748-r pdf: Examples of lesson plans for nurse Vancouver concourse car show Lipitor vertigo Christmas trivia 3rd. Who needs a DD Form 1750? DD 1750 is the US Department of Defense form that serves as a packing list and is. Dd Form 1750 Word Format downloads at Ebook-kings.com - Download free pdf files,ebooks and documents - DD Form 1750, Packing List, September 1970. Resources, you could find Fillable Dd 1750 PDF or just found any kind of Books for your readings everyday. Dd 1750 PDF, such as; - DD Form 1750 Packing List September 1970 DTIC - Dd Form 1750 Pureedge Fillable Pdfsdocumentscom. Create dd form 1750 in minutes using a fillable PDF editor. Print and export to word or PDF in seconds. It is a packing list form used for keeping track of certain items. Despite being an easy form to fill, it is important that due diligence be taken to avoid making mistakes that would cause problems in the future. The following instructions apply to the filling of a DD form 1. The first block on the top of the form is the “Packed By” and “No boxes” blocks. Enter the name of the personnel that packed the items on the PACKED BY block and enter the figure for the number of boxes in the NO BOXES block. There are spaces for requisition number, order number and date. Ensure they are filled appropriately. Department of Defense (DD) Form 1750, Packing List. Click here to download DA-1750 in MS Excel Format. Click here to download DA-1750 in FPK format.(You must have FormFlow installed on your computer for this form to download. The third block is the END ITEM. It is the stock number, type number and categorization if it is available. It is important to understand that this is not actually important to shipments that contain just assorted repair parts and accessories for the assembly, unit or set. However, if it arises in such a case, the entry will likely have a note of information. Column a will be used when two or more boxes are needed for the equipment. This column will also determine the number of container for which items are packed. Column b is the space which tells the list of the items that are contained in a specific box which are located using the stock number and its categorization. You can use as many pages as required and number the pages according to the arrangement on block 5. It is important to note that a component part shortage due to stock out problems within the department of defense set up can be ignored by higher authority if the shortage does not raise any risk of causing concern in the operational functions. At the later stage, the shortage will be taken care of through a proper channel. Column b is where the items required for the operation of the equipment are specified. Then column e specifies the running spares of the item which are initially supplied along with the equipment as accessories and spare parts. The right end of the DD Form 1. Should there be a requirement for the addition of extra DD form 1. The DD Form 1. 75. Therefore it is expected that the personnel who packed the equipment should sign his or her signature. By signing, he specifies that the items listed on the form are within the specified boxes. The name and title of the personnel should be written before he or she signs the signature. The DD Form 1. 75. Since this form has the possibility of being detailed and long, it can help getting a legal counsel for the assistance with the packing list. The advantage of this is that you end up with a DD Form 1. For the avoidance of doubt, consignees should go through the notes at the back of the DD Form 1. All entered information must be correct and accurate in order to be valid especially when additional forms are used. Mistake or incorrect information will render the form invalid and prompt the process to start again.
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HEALTH.DATA.ny.gov - Nursing Home Profile and Nursing Home Weekly Bed Census. Leading Colleges That Offer LPN to RN Programs. NY has a lot of colleges that offer LPN to RN program throughout the. LPN to ADN Programs in District of Columbia. Explore Nursing Programs. LPN Programs; Diploma Programs. Welcome to the BSN Nursing Residency Program Resource Guide. Many hospitals provide special programs for new graduate nurses but. Use Best. Nursing. Degree. com to help find RN- BSN programs in NY, and request information from the New York nursing schools on this page. Also, you may want to consider online RN to BSN programs in New York, as they may be more flexible for working RNs. Nursing is one of New York's major professions. According to the New York Office of Professions, New York has about 2. RNs. The New York State Department of Labor projects a . The Healthcare Association of New York State's (HANYS) 2. 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Dozens of Nursing Schools Train RNs and LPNs in New York. Get Your Free Information on Nursing & Healthcare Programs. Department of Nursing 45 Ferry Street Troy, NY 12180. Nursing Programs Flat-Lining in New Jersey. The New Jersey Nursing. Includes a directory of nursing schools, nursing programs, nursing colleges and online nursing degrees. Types of Nursing Programs. What educational programs are offered? NYC Health + Hospitals facilities support continuing education, professional growth and career development. NYC Health + Hospitals nursing staff are represented as follows. BSN courses address the need for nurses to be educated in medical technologies and research literacy. The transformation of nursing responsibilities includes knowledge in nursing informatics, evidenced- based nursing research and advanced skills in diagnostics and assessment. Courses include advanced practice in the following areas of baccalaureate nursing: Nursing leadership, management and administration Management of complex health issues in populations and systems. Advanced nursing research and evidence- based practice techniques. Nursing informatics and health technology. Providing care for diverse populations Advanced pathophysiology for nurses. Diagnostic reasoning and assessment. Nurses typically complete typical RN to BSN programs in NY in about 1. The 6. 0 credits for your ADN are counted towards the BSN degree that totals between 1. New York emphasizes the clinical practicum and the required hours vary on which program you have chosen. Opportunities for the RN, Bachelor of Science in Nursing in New York. New York has a shortage of BSN nurses needed for faculty positions in community colleges, vocational schools and hospitals. Baccalaureate prepared nurses have various opportunities to begin working in advanced practice and management that include the following positions and specialties: Nurse Executives assist the facility to carry out their mission and provide policies for the nursing department in hospitals throughout NYNurse Educators are needed to teach students and patients at New York University, Colombia and Stony Brook Hospital. Nurse Researchers work in New York- Presbyterian Hospital, Quintiles Research facility and Sarah Cannon Research Institute. The Department of Veterans Affairs in NY hires and trains RNs with BSNs for oncology certification and preparation. Baccalaureate prepared nurses can treat mental health patients as an autonomous provider in facilities and home health settings. Advanced practice in wound and ostomy care is needed in healthcare facilities throughout NY, requires a BSN and includes post- op care and patient education. For those who plan to continue their careers into advanced nurse practitioner specialties, a BSN is a requirement for higher education. The Outlook for the Baccalaureate Prepared New York Registered Nurse. With the integration of new medical technologies, healthcare reform challenges and the treatment of older, sicker patients, New York has evoked legislation to require RNs to have a BSN as minimal education in the next ten years. Although this requirement may not affect current RNs, future opportunities for administration, advanced practice and technical positions may be restricted from nurses without a BSN education. RN to BSN programs in NY help meet these needs by allowing for progressive nursing education that builds on previous knowledge. Nursing Schools in New York to Consider. D'Youville College (Buffalo). Classes meet one or two days per week with campus and online courses available. Offered programs include those that move the RN to a BSN or a BSN/MS specializing in community health or family nurse practitioner. Courses include healthcare management and nursing research. Clinical sections can be taken at several affiliated locations around the state. Long Island University (Brooklyn). Flexible class scheduling offers day and evening classes to meet the needs of working RNs. Courses include issues in professional nursing; nursing research; and communication and group skills in the healthcare setting. This upper level BSN program is accredited by the Commission on Collegiate Nursing Education. Roberts Wesleyan College (Rochester). Offered at six locations in New York and online, this program proceeds in 'modules' of four- hour weekly classes for 5. The online program may be completed from any state in 1. Informational sessions are held periodically at several locations throughout New York. 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Distinguished Visiting Scholars bring new intellectual ideas and voices to campus and the community through performances, lectures, and other public events.
Karen Heist is the 2. David Cox FLAVA Excellence in Teaching K- 1. Award recipient. As the leader of the Spanish team for curriculum writing process in her division, Karen had the challenging task of keeping her team focused and mediating among equally passionate teachers with sometimes conflicting ideas. She guided the team through the process of developing thematic units, attended extra meetings to develop Essential Questions and Enduring Understandings, refined exams and performance assessments, and edited other documents. It is believed that her leadership during the writing process and her enthusiasm for the new curriculum were in large part responsible for its successful implementation throughout the division. Her outstanding classroom management, which springs from the positive relationships she builds with her students, her professional and respectful demeanor in all situations, and the high academic expectations she maintains, contribute to her effectiveness as a teacher. After 2. 5 years, she is as enthusiastic as ever about teaching the Spanish language and culture and she regularly seeks out opportunities to grow as a professional and as an individual. Over the past 2. 0 years, she has participated in summer study abroad in Spain, earned a Master. She and her husband have raised ten children and play an active role in the lives of their 2. She is involved in her community and her church, and has participated in numerous international mission trips since 2. And as Karen said in her personal statement for this award, . Harris, Specialist for Foreign Languages and International Education for the Virginia Department of Education. The Helen Warriner- Burke FLAVA Distinguished Service Award. Dr. Kathryn Murphy- Judy, the 2. Helen Warriner- Burke FLAVA Distinguished Service Award recipient, is well known to many members, and her curriculum vitae is so very impressive. Actually, it is rather daunting! Her nominator for this recognition wrote, . Murphy- Judy has been a well- respected and sought- after presenter at numerous FLAVA Conferences throughout the years. She has presented workshops through FLAVA. As president of FLAVA, she oversaw the very successful move of the FLAVA Conference from Richmond to Williamsburg, the improvement of the FLAVA website (bringing it into the 2. FLAVA treasury back into compliance, and began the process of revising the FLAVA Constitution. Under Dr. The professional development opportunities for members grew tremendously. She was instrumental in organizing VATA, the association of teachers of Arabic, and bringing it into the FLAVA umbrella. Kathryn Murphy- Judy has worked tirelessly, in sickness and in health, to provide services for world language educators, students, and the public at large. It is for these reasons that she deserves to be recognized for her invaluable contributions to our profession and to the stakeholders at large. Murphy- Judy, a French professor at VCU, was given a VDOE board resolution by Lisa A. Harris, Specialist for Foreign Languages and International Education for the Virginia Department of Education. Friend of FLAVA Award Recipient. It is a privilege to honor Dr. Walts, Superintendent of Prince William County Public Schools, as the Friend of FLAVA Award recipient for 2. In his ten years as superintendent, Dr. Walts has demonstrated how much he values the linguistic and cultural diversity of the students, staff, and parents of the Prince William County community. His nominator gave several examples to support this. For this reason, he preferred to have the program called . Walts took a huge stand in the fallout of the immigration debate and the ensuing proclamations in the county focusing on the illegal or undocumented families. He ensured all the families that schools were safe for both them and their children, as long as they lived and slept within the boundaries of PWCS. When the political scene continued to spill into the schools through 2. Dr. Walts insisted on heading to the site of the biggest protest, a local supermarket. With hundreds of protesters around the parking lot, he took a megaphone, jumped on a vehicle, and with an interpreter, begged the students to return to their schools for safety and to pursue their dreams of graduating. He urged them to voice their concerns in school using safe channels. He later provided an opportunity for the students to meet and voice their concerns. What mattered the most to the students, is that he kept his word; he listened and made them feel valued and validated, and it happened in Spanish. He was a hero to them and to many of the educators who saw the risk he took to take these actions so soon into his tenure. Third, Dr. Walts also valued having language diversity in staff which he quickly identified as an area of need after visiting all schools. He established a long- term relationship with Visiting International Faculty and announced a Division goal to have one VIF teacher in every school. Fourth, Dr. Walts sought to expand the Primary Years Program of the. Unfortunately, finances were a huge issue; however, the county has phased in world languages at three of the IBPYP schools. A fourth school wanted to phase in Chinese, but it was short about $1. The money was promptly transferred and Chinese language instruction was successfully implemented. Fifth, Dr. Walts has always supported and asked for as many language options to be offered as possible in the PWCS middle and high school programs. With over ten languages being offered, he desires to add others that reflect critical 2. Without a doubt, Dr. Walts has proven he is deserving of The Friend of FLAVA Award. College/University Student Recognition Awards. FLAVA initiated a new award last year to honor up to five college and university students who exemplify a keen interest in language study. She has excelled in class work and examinations, always asks thoughtful questions, and is able to express herself in a very developed way for her level. Hannah has always shown a keen interest in language study, and has been eager to participate in all kinds of activities, playing Cappuccetto Rosso in a department skit of Little Red Riding Hood in Italian, and attending department lectures. In addition to these activities, Caroline has worked for CVS Pharmacy for over two years, and is a licensed pharmacy technician in Virginia. Alexis Manuel, a TESL major and German minor at Longwood University. Alexis has been active in both the German and Modern Languages clubs, rarely missing an event. At Longwood she is in Peer Health Educators, where she not only advises service projects, but is also the new member chair. She is the student liaison for Modern Languages on Longwood's Student Advisory Board. As a member of Sigma Alpha Pi which is the National Society of Leadership and Success, she won the National Engaged Leader Award for going above and beyond requirements to be in the organization. In addition to her contributions to her university, Alexis is already engaged with the best practices of the language profession as she attended last year's FLAVA conference. Emily Ratay, a double major in French and International Studies at Old Dominion University. Because her nominator has taught Emily from intermediate French to French 3. Business French and Culture, he has seen her remarkable progress and dedication to the study of French. Both he and his colleagues unanimously voted her the best French major last year, and she will be inducted into Pi Delta Phi, a very selective French Honor Society this fall. She spent a semester studying in France, but her enthusiasm and commitment are not limited to the classroom. She has worked tirelessly for the Norfolk Historic Cemeteries and the Keep Norfolk Beautiful group as well as participating in food drives, etc. Why are we so bad at it? Cuidado paliativos a pacientes en etapa terminal by karla prado on Prezi. Cuidado paliativos a pacientes en etapa terminal. Resumen Un paciente en etapa terminal es quien presenta una enfermedad avanzada progresiva e incurable, sin ninguna esperanza de vida, con necesidad de atenci. Los profesionales de Enfermer. La certidumbre de la muerte es lo que humaniza, y de los aspectos m. Es entonces cuando los familiares recorren los pasillos del hospital, atormentados por la espera. En esos momentos es demasiado tarde para las palabras, y no obstante, es cuando la familia pide m. 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En cuidados paliativos COMPETENCIAS EN CUIDADOS PALIATIVOS: NIVEL B. Download En Cuidados Paliativos En Urgencias Extrahospitalarias Programas focuss 11. Open this preview in PDF. El objetivo de los cuidados paliativos domiciliarios. Recuperado de: http: //www. El resentimiento Estudios 9. Recuperado de: http: //biblioteca. Buis. Scielo Canseco B, Facundo C, Z. Apoyo emocional a la mujer en trabajo de parto proyecto de investigacion . Disponible en: http: //cdigital. Capriles R. El libro rojo del resentimiento. Cardona, D., & Agudelo, H. Scielo , 5. 41- 5. Castell. Inteligencia interpersonal: conceptos clave. Rodriguez, Entrevistador)Carreon, A., Molero R., & Gonz. Estudio de la satisfacci. Cuidado espiritual, labor del profesional de enfermer. Contreras E. 2. 00. Precisando el concepto de apoyo emocional en el quehacer de enfermer. Servicio de medicina interna 7. Universidad nacional mayor de san marcos. Cuarenta, C., & Enriquez, R. Guadalajara, Jalisco, Mexico. Dur. 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Recuperado de: http: //www. L., & Rivas- Espinosa, J. Factores motivacionales en el personal de enfermer. Recuperado el 2. 5 de septiembre de 2. Los cuidados al final de la vida de personas con c. Recuperado el 0. 6 de Marzo de 2. La. HUMANIZANDO EL CUIDADO DEL ENFERMO TERMINAL . Recuperado el 2. 4 de Septiembre de 2. EL ENFERMO TERMINAL Y SUS NECESIDADES . Ju. La importancia del cuidado de enfermer. Recuperado el 2. 2 de septiembre de 2. Lara Gonzalez, J. Sociedad del conocimiento en medio de una sociedad del desconocimiento. Internal Medicine Residency. Leadership and Faculty. Like healthcare in the United States. In the MedStar Health Internal Medicine, Baltimore, residency training program we pledge. Residency Programs » Internal Medicine Residency. Thank you for your interest in the Cedars-Sinai Medical Center Internal Medicine Residency. The Internal Medicine Residency Program at UTMB is one of the most unique and diverse programs in. We are also home to several combined specialty training programs. He completed his internal medicine residency and chief. Aronowitz was the Internal Medicine Program Director at CPMC in San. Residency Program Requirements. Choosing Residency Programs There are four different tracks within an internal medicine residency program. The current status of sports medicine training in United States internal medicine residency. Hospital Residency In The United States by Gap Medics. Some of the medical specializations options include internal medicine, surgery. Hospital residency programs in USA typically look for medical graduates who. Internal Medical Residency. The Internal Medicine residency program at St. John’s Riverside Hospital offers a three year, community- based, categorical, ACGME accredited program, designed to train knowledgeable, compassionate and efficient physicians. We also offer a one year Internal Medicine Preliminary Program, designed to provide a solid foundation in Internal Medicine to those residents whom will be entering other disciplines. Thank you for your interest in the Internal Medicine Residency Program at UT Southwestern Medical Center and its affiliated. We understand that as local and national physician demand increases, additional training programs are needed to ensure an adequate physician supply. While our program will focus on the delivery of healthcare within a community- based system, our curriculum is designed to train providers who are able to practice in any environment. The inpatient internal medicine rotations are staffed by full- time, board certified internal medicine hospitalists, who have been specifically trained to enhance healthcare delivery in an inpatient setting. The medical subspecialist experience is provided by both employed faculty and community- based providers. The experience is designed not only to address the medical topics, but to examine the challenges and barriers associated with healthcare delivery in community settings. Internal Medicine; Patient-Centered Medical Home.Our medical subspecialists are fellowship trained and board certified in their specialty – many are clinically or academically involved with large specialty institutions and incorporate those experiences into their practice and educational interactions. We understand the importance of balancing clinical, didactic and personal time –we utilize night float and “short call” systems to optimize the resident’s time management. As a community- based program, we understand the complexity of healthcare delivery in a community setting and value the services and expertise of all members of our team. Our curriculum incorporates clinical, practical and didactic input not only from our medical staff, but also from a wide array of the healthcare team, including nursing, social workers, nutritionists, administrators, physical therapists, risk management, performance improvement, medical informatics and other members. A physician should be able to articulate medical concepts to an array of audiences, including patients, healthcare teammates and colleagues. All of our residents receive teaching assignments and with the guidance of a mentor, will become a proficient educator. Finally, we understand that each individual resident may have different social or educational needs or expectations. We will work with each resident to accommodate these needs as best as possible. All residents are seen as not only members of our healthcare team, but of our community as well. John’s Riverside Hospital and thank you for allowing us to be part of your career. St. John’s Riverside Hospital, Andrus Pavilion, serves as the main campus of the Riverside Health system. Riverside Health is a 3. Andrus Pavilion, The Park Care Pavilion and The Dobbs Ferry Pavilion. John’s Riverside Hospital was Westchester County’s first hospital and has been serving the lower Hudson Valley region for nearly 1. John’s Riverside Hospital has also demonstrated a commitment to education, housing the Cochrane School of Nursing, which graduated one of the nation’s first nursing classes in 1. John’s Riverside Hospital currently serves as a regional campus for the nation’s largest medical school, The Lake Erie College of Osteopathic Medicine (LECOM). John’s Riverside Hospital remains a major academic affiliate of LECOM and a clinical affiliate of Montefiore Medical Center. Paul P. Antonecchia, MD, MBA, FACP, FACPEProgram Director Michael Corvini, MD, FACEPAssociate Program Director. Michael Di. Giorno, DO, FASNDesignated Institutional Official Richard H. Ashikari, MBAGraduate Medical Education Coordinator. Erick Lapice. Associate Program Coordinator The Sub- specialty Education Coordinators (SECs) oversee the Sub- specialty Education Coordinators and ensure that goals and objectives of each sub- specialty rotation are being met. In addition, they promote scholarly activity and design and host monthly journal club. They serve as mentors to the residents. The Core Faculty members are physicians who are involved with the education of the residents. They have protected time and are viewed as the expert competency evaluators, who work closely with the program director and associate program directors. They assist in developing and implementing the evaluation system and teach and advise residents. They also serve as mentors to the residents and provide lectures and other clinical/didactic activities. The Graduate Medical Education Committee (GMEC) The Graduate Medical Education Committee is a multidisciplinary committee which, in conjunction with the DIO, provides direct oversight of graduate medical education. The GMEC membership includes Medical Education Administration, peer- elected residents, representation from nursing and performance improvement. The GMEC will also oversee several subcommittees, including the Program Evaluation and Improvement Committee (PEC), Annual Institutional Review (AIR) Committee, Scholarly Activity and Research Sub- committee (Sc. ARS) and Clinical Competency Committee. In accordance with the ACGME guidelines, the GMEC responsibilities will include the administration and oversight of. ACGME accreditation status of the Sponsoring Institution and its ACGME- accredited programs (2) the quality of the GME learning and working environment within the Sponsoring Institution, its ACGME- accredited programs, and its participating sites(3) the quality of educational experiences in each ACGME accredited program that lead to measurable achievement of educational outcomes as identified in the ACGME Common and specialty/subspecialty- specific Program Requirements(4) the ACGME- accredited programs’ annual evaluation and improvement activities (5) all processes related to reductions and closures of individual ACGME- accredited programs, major participating sites, and the Sponsoring Institution. All program changes will first go through the GMEC, who will report to the Medical Board. GMEC Members. Paul Antonecchia, MD Richard Ashikari, MBA Phyllis Bazerman Saulat Chaudhry, MD Rolando Chumaceiro, MDMichael Corvini, MD (Vice Chair) James De. Meo, DPM Christopher Di. Giorno, DO Michael Di. Giorno, DO (Chair) Radhika Hariharan, MD Nirav Patel, DO Lenore Paterno, MSN, RN Rajendra Rampersaud, MD Beth Schorr- Lesnick, MD Michael Schreiber, MD. We have included a directory of our Program Leadership, Core faculty Members, General Internal Medicine Faculty, Subspecialty Education Coordinators and Subspecialty Faculty. While these physicians represent a large portion of the teaching faculty, there are additional physicians who provide educational opportunities and support. Program Director: Paul Antonecchia, M. D., MBA, FACP, FACPEAssociate Program Director: Michael Corvini, M. D., FACEPCardiology. Subspecialty Education Coordinator: Saulat Chaudhry, M. D. Sang Kim, M. D. Shahid Sheikh, M. D. Anthony Shih, M. D. Critical Care Medicine. Subspecialty Education Coordinator: Rajendra Rampersaud, M. D. Richard Wu, M. D. Endocrinology. Subspecialty Education Coordinator: Maggie Tavdy, M. D. Emergency Medicine. Subspecialty Education Coordinator: Raffaele Milizia, M. D. Geriatrics. Subspecialty Education Coordinator: Andrew Fader, M. D.*Gastroenterology. Subspecialty Education Coordinator: Christopher Di. Giorno, D. O. Mitchell Auerbach, M. D. Orest Kozicky, M. D. Peter Wayne, M. D., Ph. DHematology/Oncology. Subspecialty Education Coordinator: Norman Rosen, M. D. Smitha Mellacheruvu, M. D. General Internal Medicine. Anthony Darmiento, M. D. Andre Outon, M. D. Mark Sandigursky, M. D. Pushpinder Singh, M. D. Infectious Diseases. Subspecialty Education Coordinator: Peter Berkey, M. D. Steven Barry, M. D. Radhika Hariharan, M. D.*Nephrology. Subspecialty Education Coordinator: Michael Di. Giorno, D. O., FASN*Majed Samarneh, MDNeurology Faculty. Brijesh Malkani, M. D. Emad Soliman, M. D. Pulmonology. Subspecialty Education Coordinator: Rajendra Rampersaud, M. D. Joseph Brill, M. D. Robert De. Matteo, M. D. Michael Schreiber, M. D. Richard Wu, M. D. Rheumatology. Subspecialty Education Coordinator: Jacobo Futran, M. D.*Core faculty member. The Internal Medicine Program is mindful of all ACGME and New York State work hours regulations. We do not assign 2. We also stress the importance of the role of physicians as teachers and encourage all of our residents to participate in medical student and community education initiatives. The PGY - 1 Categorical schedule consists of (Read more): Inpatient internal medicine – 1. Vacation – 4 weeks. Ambulatory Block – 8 weeks. Night float – 8 weeks. Emergency medicine – 4 weeks. Elective – 2 weeks. Critical care medicine – 8 weeks. Rheumatology – 2 weeks Inpatient internal medicine – 1. Vacation – 4 weeks. Ambulatory Block – 8 weeks. Night float – 8 weeks. Emergency medicine – 4 weeks. Elective – 2 weeks. Critical care medicine – 8 weeks. Rheumatology – 2 weeks The PGY - 1 Preliminary schedule consists of (Read more): Inpatient internal medicine – 1. Vacation – 4 weeks Ambulatory Block – 4 weeks. 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