The Gastroenterology Fellowship Program curriculum supports the progressive development of clinical knowledge, procedural decision-making, evidence-based practice, and consultant-level clinical reasoning throughout fellowship training. This didactic series is designed to ensure comprehensive coverage of all domains outlined in the ACFME Gastroenterology Milestones and ABIM GI content specifications. The series includes:

  • Core Gastroenterology and Hepatology Education: Structured education covering the breadth of gastrointestinal and hepatobiliary disease, reinforcing knowledge gained through clinical rotations and longitudinal patient care.
  • Clinical Case-Based Education: Discussion of complex and instructive cases designed to strengthen clinical reasoning, diagnostic evaluation, and evidence-based management.
  • Journal Review and Evidence-Based Medicine: Critical review and discussion of the medical literature to develop skills in evidence appraisal and application of current research to patient care.
  • Multidisciplinary Education: Collaborative learning with specialists involved in the care of patients with complex gastrointestinal and hepatobiliary disease.
  • Endoscopy and Procedural Education: Ongoing instruction supporting progressive development in diagnostic and therapeutic endoscopy, including exposure to advanced procedures such as ERCP and EUS. The program specifically describes progressive procedural training with an emphasis on procedural competence, safety, and clinical decision-making.
  • Research and Scholarly Activity: Fellows participate in clinical research, case reports, and other scholarly activities with mentorship from experienced faculty and access to Valley Health System's research infrastructure and academic partnerships.
  • Quality Improvement and Patient Safety: Fellows engage in quality improvement initiatives designed to develop the skills necessary to evaluate and improve systems of care.
  • Teaching and Professional Development: Fellows progressively develop their skills as educators and physician-leaders through teaching opportunities, faculty mentorship, and increasing responsibility throughout training.