Abstract
Because of numerous criticisms of the content and structure of residency training, redesigning graduate medical education (GME) has become a high priority for the internal medicine community. From 2005 to 2007, the leadership of the internal medicine community, working under the auspices of the Alliance for Academic Internal Medicine Education Redesign Task Force, developed six recommendations it will pursue to improve residency education: (1) focus education around a "core" of internal medicine, which provides the framework for both the structure and content of residents' educational experiences, (2) fully adopt competency-based evaluation and advancement, which will enhance training by focusing on individual learners' needs, (3) allow for increased, resident-centered education beyond the internal medicine core, because different types of practice require customized knowledge and skills, (4) improve ambulatory training by providing patient-centered longitudinal care that addresses the conflict between inpatient and outpatient responsibilities, (5) use new faculty models that emphasize the creation of a core faculty, and (6) align institutional and programmatic resources with the goals of redesign, balancing the clinical mission of the institution with the educational goals of residency training.Adoption of these recommendations will require significant efforts, including pilot projects, faculty development, changes in accreditation requirements, and modifications of GME funding systems. Opportunities are ample for individual programs to develop creative approaches based on the framework for educational redesign outlined in this article, and for these educational and clinical redesign initiatives to work hand-in-hand for the benefit of patients, faculty, trainees, and institutions.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1211-1219 |
| Number of pages | 9 |
| Journal | Academic Medicine |
| Volume | 82 |
| Issue number | 12 |
| DOIs | |
| State | Published - Dec 2007 |
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ASJC Scopus subject areas
- Nursing(all)
- Public Health, Environmental and Occupational Health
- Education
Cite this
Redesigning residency training in internal medicine : The consensus report of the Alliance for Academic Internal Medicine Education Redesign Task Force. / Meyers, Frederick J; Weinberger, Steven E.; Fitzgibbons, John P.; Glassroth, Jeffrey; Duffy, F. Daniel; Clayton, Charles P.
In: Academic Medicine, Vol. 82, No. 12, 12.2007, p. 1211-1219.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Redesigning residency training in internal medicine
T2 - The consensus report of the Alliance for Academic Internal Medicine Education Redesign Task Force
AU - Meyers, Frederick J
AU - Weinberger, Steven E.
AU - Fitzgibbons, John P.
AU - Glassroth, Jeffrey
AU - Duffy, F. Daniel
AU - Clayton, Charles P.
PY - 2007/12
Y1 - 2007/12
N2 - Because of numerous criticisms of the content and structure of residency training, redesigning graduate medical education (GME) has become a high priority for the internal medicine community. From 2005 to 2007, the leadership of the internal medicine community, working under the auspices of the Alliance for Academic Internal Medicine Education Redesign Task Force, developed six recommendations it will pursue to improve residency education: (1) focus education around a "core" of internal medicine, which provides the framework for both the structure and content of residents' educational experiences, (2) fully adopt competency-based evaluation and advancement, which will enhance training by focusing on individual learners' needs, (3) allow for increased, resident-centered education beyond the internal medicine core, because different types of practice require customized knowledge and skills, (4) improve ambulatory training by providing patient-centered longitudinal care that addresses the conflict between inpatient and outpatient responsibilities, (5) use new faculty models that emphasize the creation of a core faculty, and (6) align institutional and programmatic resources with the goals of redesign, balancing the clinical mission of the institution with the educational goals of residency training.Adoption of these recommendations will require significant efforts, including pilot projects, faculty development, changes in accreditation requirements, and modifications of GME funding systems. Opportunities are ample for individual programs to develop creative approaches based on the framework for educational redesign outlined in this article, and for these educational and clinical redesign initiatives to work hand-in-hand for the benefit of patients, faculty, trainees, and institutions.
AB - Because of numerous criticisms of the content and structure of residency training, redesigning graduate medical education (GME) has become a high priority for the internal medicine community. From 2005 to 2007, the leadership of the internal medicine community, working under the auspices of the Alliance for Academic Internal Medicine Education Redesign Task Force, developed six recommendations it will pursue to improve residency education: (1) focus education around a "core" of internal medicine, which provides the framework for both the structure and content of residents' educational experiences, (2) fully adopt competency-based evaluation and advancement, which will enhance training by focusing on individual learners' needs, (3) allow for increased, resident-centered education beyond the internal medicine core, because different types of practice require customized knowledge and skills, (4) improve ambulatory training by providing patient-centered longitudinal care that addresses the conflict between inpatient and outpatient responsibilities, (5) use new faculty models that emphasize the creation of a core faculty, and (6) align institutional and programmatic resources with the goals of redesign, balancing the clinical mission of the institution with the educational goals of residency training.Adoption of these recommendations will require significant efforts, including pilot projects, faculty development, changes in accreditation requirements, and modifications of GME funding systems. Opportunities are ample for individual programs to develop creative approaches based on the framework for educational redesign outlined in this article, and for these educational and clinical redesign initiatives to work hand-in-hand for the benefit of patients, faculty, trainees, and institutions.
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UR - http://www.scopus.com/inward/citedby.url?scp=36749025150&partnerID=8YFLogxK
U2 - 10.1097/ACM.0b013e318159d010
DO - 10.1097/ACM.0b013e318159d010
M3 - Article
C2 - 18046131
AN - SCOPUS:36749025150
VL - 82
SP - 1211
EP - 1219
JO - Academic Medicine
JF - Academic Medicine
SN - 1040-2446
IS - 12
ER -