Point-of-care ultrasound, simulation training, and structured didactics form the backbone of clinical skill development at Mayo Clinic in Arizona. These three integrated components ensure residents master both procedural competency and evidence-based knowledge throughout their training. Together, they prepare you to provide excellent patient care from day one and throughout your career.

POCUS: Point-of-care ultrasound

Foundational training in PGY-1

Your intern year includes six dedicated POCUS sessions that build fundamental ultrasound skills. You'll learn scanning technique, image acquisition, basic interpretation, and clinical integration across cardiac, abdominal, vascular, and pulmonary applications. These sessions establish the foundation for skill development throughout your three years of residency.

POCUS interpretation sessions are integrated into didactics throughout all three years of residency. These regular sessions during protected conference time focus on image interpretation, clinical applications, board-relevant knowledge, and case-based learning. They reinforce your scanning skills and deepen your understanding of how POCUS informs clinical decision-making.

Ultrasound machines are available in all resident work rooms and throughout clinical spaces, allowing you to practice POCUS on the general medicine wards, intensive care rotation and cardiology rotations. This accessibility enables you to practice techniques between patient encounters, apply skills immediately to patients you're caring for, and build proficiency in diverse clinical contexts.  

All residents have the opportunity to pursue a dedicated two-week POCUS elective during PGY-2 or PGY-3. This focused rotation allows you to deepen competency in the application of ultrasound, learn advanced techniques, and complete additional scanning hours under direct faculty supervision.The elective can emphasize cardiac, abdominal, vascular, or pulmonary POCUS based on your goals.

Simulation training

Simulation training occurs once a week during inpatient medicine ward rotations, providing regular, structured practice in a realistic clinical environment. These sessions are led by chief residents and cover a range of critical skills and scenarios that residents encounter in clinical practice.

The simulation curriculum is designed and led by chief residents who bring real-world clinical experience and understanding of resident learning needs. This peer-led approach ensures the curriculum remains relevant, engaging, and focused on skills that matter most in clinical practice.

Simulation sessions enable residents to practice and master critical clinical skills in a safe, controlled environment before performing them on patients. Training includes:

• Code blue management and resuscitation protocols
• Simulated patient interactions and communication skills
• Emergency stabilization and rapid response scenarios
• High-fidelity mannequin practice for procedural skills
• Debriefing and feedback after each scenario

Didactics and conferences

Noon conference occurs Monday through Friday and provides protected teaching time. The curriculum is organized by clinical themes and covers high-yield internal medicine topics, board-relevant material, subspecialty consultation pearls, case-based learning, and interactive teaching from faculty and residents. Attendance is expected for all residents on rotations during conference hours.

Monthly Department of Internal Medicine Grand Rounds features intramural and invited expert speakers on topics spanning clinical medicine, research, quality improvement, and healthcare innovation. Residents are expected to attend.

Morbidity and mortality conference sessions are led by interns or residents with expert commentary from specialists and faculty. This forum builds critical thinking and teaches from errors.

Protected academic transitiondays are scheduled throughout the year. These half-days allow dedicated time for board review, research, professional development, and wellness. Academic transition days recognize the importance of protected learning time outside clinical duties.

Weekly dedicated and protected time for board review is provided during the second half of PGY-3.