UME/GME Program Resources


This site provides access to tools developed by AAIM or its constituent organizations that will help academic faculty and staff with the development of educational programs for physicians-in-training.

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AAIM-ACP High Value Care Curriculum

Version 3.0 is now available with updated slides, all-new cases, and small group activities!

AAIM and the American College of Physicians (ACP) have developed a high value care curriculum to help train internal medicine residents about how to avoid overuse and misuse of tests and treatments that do not improve outcomes and may cause harms.

The free curriculum is available for download to engage internal medicine residents and faculty in small group activities organized around actual patient cases that require careful analysis of the benefits, harms, costs, and use of evidence-based, shared decision making. The revised flexible curriculum consists of six one-hour interactive sessions that can be incorporated into the existing conference structure of a program as well as a new and expanded program director's toolbox with a pre-post survey and tools to assess competence.

What Is High Value Care?

High value care means that a test or treatment has benefits that make its potential harms and costs worthwhile. Some expensive tests and treatments have high value because they provide high benefit and low harm. Conversely, some inexpensive tests or treatments have low value because they do not provide enough benefit to justify even their low costs and may even be harmful.

Because misuse and overuse of medical interventions that do not improve patient health contribute significantly to the unsustainable growth of health care spending, ACP launched a high value, cost-conscious care initiative in 2010 to help physicians and patients understand the benefits, harms, and costs of tests and treatment options for common clinical issues.

Learn More

HVC Students

AAIM-ACP-MedU High Value Care Course for Students

The High Value Care (HVC) course is the result of the collaboration among MedU, the American College of Physicians (ACP), and the Alliance for Academic Internal Medicine (AAIM). Medical students need to understand how their decisions about diagnostic testing, care management and other interventions affect the costs and efficacy of care. Including the HVC curriculum in every medical student’s education is a step to making high value care a reality in clinical practice.

These six innovative online case-based modules have been adapted from the ACP-AAIM’s HVC Resident Curriculum to begin teaching the fundamentals of value in healthcare to medical students and all health care professionals. Modules include short interactive virtual patient cases, brief instructional videos, and embedded links so that students can apply principles from the HVC modules to other cases, and key teaching points.

The HVC course can be accessed by any school or student with a subscription to any MedU course. This course can also be made available to any medical professional school or student that does not have a subscription to MedU by contacting The HVC course is an excellent learning tool that can be used alone or in conjunction with other MedU courses.

MedU will expand this curriculum to other specialties outside internal medicine and is creating an editorial board to lead this effort. The editorial board is chaired by former CDIM President Heather E. Harrell, MD.

See It in Practice

AIMW13 Joint Workshop Session 109. Less Is More 2.0: Developing Your Faculty to Implement the High Value Care Curriculum

AIMW12 Joint Workshop Session 113. Less is More: Developing Your Faculty to Implement the High-Value, Cost-Conscious Care Curriculum

Residents as Teachers Curriculum Modules

CDIM and APDIM created the joint Residents-as-Teachers Task Force to provide program directors and clerkship directors with practical and efficient strategies to help residents become more effective teachers in the course of their normal work duties.

The modules were developed based on feedback from members. The modules emphasize the teaching of medical students, though they can be applied to other learners as well. Each module includes a brief (10 to 15-minute) introductory PowerPoint presentation that highlights the key teaching strategies. Modules are supplemented with additional cases or teaching tools, which can be used to expand the experience to the needs of the program while allowing maximal flexibility.

Module Categories:

View Modules

AAIM Internal Medicine Sub-Internship Curriculum 2.0

This new sub-internship curriculum is a practical evidence-based curricular toolkit to improve intern readiness. Developed by the AAIM Medical Student to Resident Interface Committee, the curriculum integrates internal medicine program director perspectives to prioritize core skills and EPAs most relevant to internal medicine residency. Each chapter provides literature reviews, learning objectives, and tools for sub-internship directors. First published in 2002, this revised document reflects the most salient issues in medical school to residency transitions.

Complete Curriculum:

Share Insight on Usefulness:

Insight and feedback on the usefulness of the curriculum at your institution is encouraged. Please email Robert Vu, MD to share your thoughts and practices.

View Teaching Cases

CDIM-SGIM Core Medicine Clerkship Curriculum

Version 3.0 addresses new issues that have emerged since the last guide was published and expands on areas from the previous version, including:

  • Updates of the clinical content.
  • Expansion of the description of prerequisites.
  • Alignment of the guide’s competencies with those instituted by the Accreditation Council for Graduate Medical Education.

Download the Complete Core Medicine Clerkship Curriculum Guide (PDF)

Put the Curriculum in Your Pocket


The third version of the Core Medicine Clerkship Curriculum Pocket Guide is available from CDIM and Society of General Internal Medicine (SGIM).

The pocket guide provides easy access to the two areas of the medicine clerkship curriculum: basic competencies and clinical training. It outlines the knowledge, skills, and attitudes that medical students should be able to demonstrate upon completion of the core internal medicine clerkship in an easy to carry format.

Buy this book on Amazon »

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High Value Care Curriculum Authors

Patrick C. Alguire, MD
American College of Physicians

Catherine Apaloo, MD
St. Vincent’s Medical Center

April Barbour, MD
George Washington University
School of Medicine

Cathlin Bowman
American Society of Nuclear Cardiology

Margaret Breida
Alliance for Academic Internal Medicine

Jessica Dine, MD
Perelman School of Medicine at the University of Pennsylvania

KeriLyn Gwisdalla, MD
Banner Good Samaritan Medical Center

Amber Inofuentes, MD
University of Virginia School of Medicine

Debbie Korenstein, MD
Mount Sinai Medical Center

Lia S. Logio, MD
Weill Medical College of Cornell University

Phillip Masters, MD
American College of Physicians

Chris Moriates, MD
University of California, San Francisco, School of Medicine

Darilyn Moyer, MD
Temple University School of Medicine
Cheryl O’Malley, MD
Banner Good Samaritan Medical Center

Mukta Panda, MD
University of Tennessee College of Medicine at Chattanooga

Jason Post, MD
Mayo Clinic School of Medicine

Cynthia D. Smith, MD
American College of Physicians

David Gary Smith, MD
Abington Memorial Hospital

Ryan Van Woerkom, MD
Oregon Health Sciences University School of MedicineSara Wallach, MD
Monmouth Medical Center

Residents as Teachers Curriculum Authors

Paul B. Aronowitz, MD
California Pacific Medical Center

Eric H. Green, MD
Mercy Catholic Medical Center

Paul E. Mendez, MD
University of Miami - Miller School of Medicine

Rachel Stark, MD
Cambridge Hospital

Donald C. Bordley, MD
University of Rochester - School of Medicine & Dentistry

Heather E. Harrell, MD 
University of Florida - College of Medicine

Joseph Rencic, MD
New England Medical Center

Joyce E. Wipf, MD
University of Washington - School of Medicine

Yvonne Diaz, MD
University of Miami - Miller School of Medicine

Susan T. Hingle, MD
Southern Illinois University - School of Medicine

Richard H. Simons, MD
University of Michigan - Medical School

Erica D. Friedman, MD
Mount Sinai - School of Medicine

Tayloe Loftus, MD
State University of New York - Upstate Medical University

David Gary Smith, MD
Abington Memorial Hospital

Internal Medicine Sub-Internship Authors


  • T. Robert Vu, MD

Associate Editors:

  • Jonathan S. Appelbaum, MD
  • Allison H. Ferris, MD
  • Nadia J. Ismail, MD
  • Brian Kwan, MD
  • Emily Stewart, MD
  • Michelle L. Sweet, MD

Contributing Authors:

  • Steven V. Angus, MD
  • Jonathan S. Appelbaum, MD
  • Analia Castiglioni, MD
  • Ernie L. Esquivel, MD
  • Allison H. Ferris, MD
  • Richard M. Forster, MD
  • Dan Henry, MD
  • Nadia J. Ismail, MD
  • Brian Kwan, MD
  • Mark A. Levine, MD
  • Chad S. Miller, MD
  • Alita Mishra, MD
  • Martin D. Muntz, MD
  • Kendall L. Novoa-Takara, MD
  • Cori Salvit, MD
  • Emily Stewart, MD
  • Michelle L. Sweet, MD
  • Robert Vu, MD