Location, Location, Location: Where We Teach Primary Care Makes All the Difference

Christine Cassel, Michael S Wilkes

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

Creating a new model to train a high-quality primary care workforce is of great interest to American health care stakeholders. There is consensus that effective educational approaches need to be combined with a rewarding work environment, emphasize a good work/life balance, and a focus on achieving meaningful outcomes that center on patients and the public. Still, significant barriers limit the numbers of clinicians interested in pursuing careers in primary care, including low earning potential, heavy medical school debt, lack of respect from physician colleagues, and enormous burdens of record keeping. To enlarge and energize the pool of primary care trainees, we look especially at changes that focus on institutions and the practice environment. Students and residents need training environments where primary care clinicians and interdisciplinary teams play a crucially important role in patient care. For a variety of reasons, many academic medical centers cannot easily meet these standards. The authors propose that a major part of primary care education and training be re-located to settings in high-performing health systems built on comprehensive integrated care models where primary care clinicians play a principle role in leadership and care delivery.

Original languageEnglish (US)
Pages (from-to)411-415
Number of pages5
JournalJournal of General Internal Medicine
Volume32
Issue number4
DOIs
StatePublished - Apr 1 2017

Keywords

  • care delivery design
  • care delivery teams
  • medical education
  • population management
  • primary care

ASJC Scopus subject areas

  • Internal Medicine

Fingerprint Dive into the research topics of 'Location, Location, Location: Where We Teach Primary Care Makes All the Difference'. Together they form a unique fingerprint.

  • Cite this