| Title | Redesigning Residency Training in Internal Medicine: The Consensus Report of the Alliance for Academic Internal Medicine Education Redesign Task Force. | | Author(s) | Meyers FJ, Weinberger SE, Fitzgibbons JP, Glassroth J, Duffy FD, Clayton CP, the Alliance for Academic Internal Medicine Education Redesign Task Force | | Institution | Dr. Meyers is chair, Department of Internal Medicine, and professor, Medicine, University of California–Davis School of Medicine, Sacramento, California. Dr. Weinberger is senior vice president, Medical Education and Publishing, American College of Physicians, Philadelphia, Pennsylvania. Dr. Fitzgibbons is chair, Department of Medicine, Lehigh Valley Hospital, Allentown, Pennsylvania and; professor, Medicine, Pennsylvania State University College of Medicine, Hershey, Pennsylvania. Dr. Glassroth is vice dean and chief academic officer, Northwestern University Feinberg School of Medicine, Chicago, Illinois. Dr. Duffy is senior advisor to the president, American Board of Internal Medicine, Philadelphia, Pennsylvania. Mr. Clayton is vice president for policy, Alliance for Academic Internal Medicine, Washington, DC. | | Source | Acad Med 2007 Dec; 82(12):1211-1219. | | 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. | | Language | ENG | | Pub Type(s) | JOURNAL ARTICLE
| | PubMed ID | 18046131 |
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