Internal Medicine Residency Redesign: Proposal of the Internal Medicine Working Group (original) (raw)
Related papers
Academic Medicine, 2007
* This list enumerates a number of factors that have recently stimulated discussions concerning educational redesign in internal medicine. Several factors are repeated from earlier episodes of redesign activity while others are new to this period. The recommendations of the Alliance for Academic Internal Medicine Education Redesign Task Force take into consideration these and other factors. * This list provides the major recommendations of the AAIM Education Redesign Task Force. These recommendations were approved by all of the alliance organizations in April and May 2007. The authors encourage readers to consider the total effect of the recommendations rather than the effect of individual recommendations.
Redesigning Training for Internal Medicine
Annals of Internal Medicine, 2006
The American College of Physicians supports the need for reform throughout the continuum of training in internal medicine. Today's internists must have the necessary knowledge, skills, and attitudes to meet the challenges of an expanding body of medical knowledge and a rapidly evolving system of health care delivery. Suggested priorities for undergraduate medical education include redesigning curricular experiences to afford students earlier and more exposure to career opportunities in internal medicine, improving ambulatory education, exposing students to outstanding faculty role models in internal medicine, and incorporating educational experiences during the fourth year that optimize its value and relevance to the student's future career plans in internal medicine. Internal medicine residency training should remain a 3-year expe-rience, with a component of core education common to all trainees and a component of customized training in the third year targeted toward the resident's career goals. Residency programs should be designed around educational rather than institutional service needs. The ambulatory component of training requires substantial reform in its structure, sites, content, and timing. Team-based models should be used both for patient care and for flexibility in design of residency training. Better faculty models must be developed that build on the concept of a "core faculty," improve the rewards for teaching faculty, and provide appropriate faculty development focusing on a necessary set of educator competencies.
Internal medicine training in the 21st century
2008
Abstract Many are calling for changes for internal medicine training, arguing that changes in the practice environment mandate changes in how the internal medicine residency is structured. Residency could be shorter, more conducive to role differentiation among general internists, and more supportive of subspecialization. Training could provide more experience in ambulatory care, multidisciplinary team-based care, chronic disease management, and quality improvement.
2005
T he structure, process, and outcomes of internal medicine residency training have concerned the profession for over 20 years. Over the last decade the initiative to move to outcomes-based education redefined the competencies physicians should obtain during training. The core principle of outcomes-based education is the objective demonstration that a graduating trainee, whether from medical school or a residency, possesses the knowledge, skills, and attitudes necessary to progress to the next stage of his or her professional career. The Accreditation Council for Graduate Medical Education (ACGME) and the Institute of Medicine (IOM) have defined core competencies for physicians shown in Table 1. While both the ACGME and IOM provide a framework for the desired outcomes, medical educators bear the burden of designing the structures and processes to achieve them. Educators face several key challenges in redesigning residency programs. First, residency programs must prepare trainees for ...
Reforming internal medicine residency training
Journal of General Internal Medicine, 2005
To provide recommendations for residency reform. The Society of General Internal Medicine (SGIM) convened a task force consisting of physicians representing a broad range of views within general medicine, expertise and experience in clinical education, and who represented ...
Update in Internal Medicine Residency Education: A Review of the Literature in 2010 and 2011
Journal of Graduate Medical Education, 2013
Background Evidence-based practice in education requires high-quality evidence, and many in the medical education community have called for an improvement in the methodological quality of education research. Objective Our aim was to use a valid measure of medical education research quality to highlight the methodological quality of research publications and provide an overview of the recent internal medicine (IM) residency literature. Methods We searched MEDLINE and PreMEDLINE to identify English-language articles published in the United States and Canada between January 1, 2010, and December 31, 2011, focusing on IM residency education. Study quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI), which has demonstrated reliability and validity. Qualitative articles were excluded. Articles were ranked by quality score, and the top 25% were examined for common themes, and 2 articles within each theme were selected for in-depth presentation. Resul...