The University of Michigan has been actively training movement disorders specialists since 1987. Since assuming the role of our program’s director in 2019, I’ve continued to build upon our program’s rich history, leveraging an abundance of resources including but not limited to a wealth of dedicated faculty, numerous opportunities for our trainees to receive instruction and advancement in research, and a wide array of clinical experiences so that our graduates are equipped to excel after their training. 

As I hope you will see herein, our program is unique, flexible, and adaptable. We’ve trained physicians for successful careers in basic science (Albin, Leventhal, Todd, Shakkottai, Chua), clinical research (Elmer, Lorincz, Dayalu, Kotagal, Wyant, Heston), and medical education (Rodrigues, Snider, Jackowiak). We’ve trained physicians who go into academics as well as those that importantly serve their local communities (Robens, Ridder, Stewart). We’ve even trained physicians for 1-year or 2-year training programs. 

All told, we are well armed to train the next generation of movement disorders specialists, regardless of your professional pathway. 

Trainee History

All our trainees are immersed in an environment of movement disorders clinics that pull from both the university and veteran affairs (VA) hospital settings. This includes required time in a continuity clinic where patients are cared for across the span of the training program, as well as more selective clinical experiences in the practice of deep brain stimulation, chemodenervation (botulinum toxin), ataxia (multidisciplinary), atypical parkinsonian disorders (coordinated care), NPH, and a world-renowned Wilson’s Disease clinic (multidisciplinary). We are fortunate to offer many optional clinical experiences (see Table 1 below) that our trainees also frequently take advantage of depending on their individual goals and interests. 

The overall structure of our curriculum is uniquely flexible - tailored to the needs and professional goals of our trainees. Those with professional ambitions where patient care will occupy a majority of their time will spend approximately 60% of time in the clinics, with all other time reserved for scholarly pursuits and didactics. Trainees in a primary research track may appropriately spend less of their time in clinic to afford more time to their research activities. Quarterly assessments and an adaptive curriculum ensure that each trainee receives the clinical expertise necessary to be a proficient movement disorders specialist upon graduation. For those trainees who exhibit clinical competency by the end of their first year of training, we foster further growth and autonomy by offering the opportunity to have a transitional continuity clinic, wherein staffing with the attending is available but optional. We also have had many trainees get a head start on segueing into clinical practice by taking on optional general neurology clinic, neuro-hospitalist, or tele-neurology responsibilities. 

In regard to didactics, all trainees attend our weekly movement disorders conference - with presentations by both trainees and faculty - as well as a bi-monthly didactic targeted distinctly to any gaps in the trainee’s knowledge. Basement rounds, in which I host our trainees and interested residents for a showcase of a movement disorders topic or phenomenology lesson, are a fun and less formal activity we are also proud to offer.