Program Director’s Message
Welcome to the Internal Medicine Residency Program in Paris, Tennessee. We anticipate accreditation in early 2023 by the American Council for Graduate medical Education. We are a new training program and will offer six positions per year. We will soon begin recruiting for our inaugural class of residents.
This rural training program is built in collaboration with HRSA, the State of TN, and LMU DeBusk College of Osteopathic Medicine. Together we have designed a training program where internist learn to practice at the top of their scope. We train versatile physicians with academic rigor, procedural competence to graduate to make Big Impacts in Small Communities.
There is a critical need to locate and train physicians in rural areas. This training program is focused on addressing barriers and addressing local health care needs. OUR MISSION IS CRITICALLY IMPORTANT. Training as a rural physician is noble work, it is hard work.
We will train you to think creatively, solve challenges, and provide excellent health care. I truly love the energy of rural internal medicine and I am excited to train others in this exciting environment.
Amanda Finley, D.O.
“Access to health care in rural areas, the training of health professionals, the distribution of providers to areas where they are needed most, and improvements in health care delivery.”
– Health Resources & Services Administration
“Residency is an essential dimension of the transformation of the medical student to the independent practitioner along the continuum of medical education. It is physically, emotionally, and intellectually demanding, and requires longitudinally concentrated effort on the part of the resident. The specialty education of physicians to practice independently is experiential, and necessarily occurs within the context of the health care delivery system. Developing the skills, knowledge, and attitudes leading to proficiency in all the domains of clinical competency requires the resident physician to assume personal responsibility for the care of individual patients. For the resident, the essential learning activity is interaction with patients under the guidance and supervision of faculty members who give value, context, and meaning to those interactions. As residents gain experience and demonstrate growth in their ability to care for patients, they assume roles that permit them to exercise those skills with greater independence. This concept—graded and progressive responsibility—is one of the core tenets of American graduate medical education. Supervision in the setting of graduate medical education has the goals of assuring the provision of safe and effective care to the individual patient; assuring each resident’s development of the skills, knowledge, and attitudes required to enter the unsupervised practice of medicine; and establishing a foundation for continued professional growth.”
– Accreditation Counsel for Graduate Medical Education
