Administrative and Health Policy Training for Residents

Bischof, Ralph O.; Plumb, James; Nash, David B.

doi:10.1080/21548331.1996.11443333

Cited by 3 publications

(8 citation statements)

References 8 publications

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“…A chronic shortage of qualified instructors may be one reason the traditional residency curricula underemphasizes the development of nonclinical or “business” skills 5 . Although the majority of academic faculty are clinically astute practitioners of their specialty, fewer possess the expertise necessary to teach some of the more specialized nonclinical competencies 1,54,55,58 . For these topics, guest speakers may be preferable.…”

Section: Methodsmentioning

confidence: 99%

“…Despite these advances, graduate medical education remains heavily focused on clinical teaching. While this is not surprising given the immense volume of medical knowledge residents must assimilate prior to graduation, the current approach may underemphasize nonclinical proficiencies that are essential to their professional success afterward 1,3,6,12,26–29 …”

Section: Problem Identification and Needs Assessmentmentioning

confidence: 99%

“…The delivery of health care services has become a costly and complex industry, with practitioners of the healing arts, by virtue of their unique expertise and licensure, its de facto managers 1,2 . As with other sectors of the economy, administrative and managerial skills are an integral part of conducting the health care business.…”

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confidence: 99%

“…As with other sectors of the economy, administrative and managerial skills are an integral part of conducting the health care business. Unfortunately, some postgraduate training programs may underemphasize the nonclinical aspects of medical practice 1,3–9 . As a result, many physicians begin their professional careers with insufficient understanding of financial and operational aspects of health care delivery 10–16 .…”

mentioning

confidence: 99%

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The Business of Emergency Medicine: A Nonclinical Curriculum Proposal for Emergency Medicine Residency Programs

Falvo

McKniff

Smolin

et al. 2009

Academic Emergency Medicine

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Over the course of their postgraduate medical education, physicians are expected not only to acquire an extensive knowledge of clinical medicine and sound procedural skills, but also to develop competence in their other professional roles as communicator, collaborator, mediator, manager, teacher, and patient advocate. Although the need for physicians to develop stronger service delivery skills is well recognized, residency programs may underemphasize formal training in nonclinical proficiencies. As a result, graduates can begin their professional careers with an incomplete understanding of the operation of health care systems and how to utilize system resources in the manner best suited to their patients' needs. This article proposes the content, educational strategy, and needs assessment for an academic program entitled The Business of Emergency Medicine (BOEM). Developed as an adjunct to the (predominantly) clinical content of traditional emergency medicine (EM) training programs, BOEM is designed to enhance the existing academic curricula with additional learning opportunities by which EM residents can acquire a fundamental understanding of the nonclinical skills of their specialty.ACADEMIC EMERGENCY MEDICINE 2009; 16:900-907 ª

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Section: Methodsmentioning

confidence: 99%

Section: Problem Identification and Needs Assessmentmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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The Business of Emergency Medicine: A Nonclinical Curriculum Proposal for Emergency Medicine Residency Programs

Falvo

McKniff

Smolin

et al. 2009

Academic Emergency Medicine

View full text Add to dashboard Cite

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“…1-3 Until recently, published accounts of actual programs or outcomes at the post-graduate level have been scant, [4][5][6][7][8] although several excellent and long-standing programs exist. [9][10][11][12][13] In 1999, the Accrediting Council for Graduate Medical Education endorsed six general competencies expected of all residents, including "systems-based practice."…”

Section: Introductionmentioning

confidence: 99%

Teaching Health Policy to Residents—Three-Year Experience with a Multi-Specialty Curriculum

Greysen

Wassermann²,

Payne³

et al. 2009

J GEN INTERN MED

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Health Policy Training: A Review of the Literature

Heiman

Smith

McKool

et al. 2015

IJERPH

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The context within which health care and public health systems operate is framed by health policies. There is growing consensus about the need for increased health policy leadership and a health professional workforce prepared to assume these leadership roles. At the same time, there is strong evidence supporting the need for a broader policy lens and the need to intentionally target health disparities. We reviewed the published literature between 1983 and 2013 regarding health policy training. From 5124 articles identified, 33 met inclusion criteria. Articles varied across common themes including target audience, goal(s), health policy definition, and core curricular content. The majority of articles were directed to medical or nursing audiences. Most articles framed health policy as health care policy and only a small number adopted a broader health in all policies definition. Few articles specifically addressed vulnerable populations or health disparities. The need for more rigorous research and evaluation to inform health policy training is compelling. Providing health professionals with the knowledge and skills to engage and take leadership roles in health policy will require training programs to move beyond their limited health care-oriented health policy framework to adopt a broader health and health equity in all policies approach.

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Administrative and Health Policy Training for Residents

Cited by 3 publications

References 8 publications

The Business of Emergency Medicine: A Nonclinical Curriculum Proposal for Emergency Medicine Residency Programs

The Business of Emergency Medicine: A Nonclinical Curriculum Proposal for Emergency Medicine Residency Programs

Teaching Health Policy to Residents—Three-Year Experience with a Multi-Specialty Curriculum

Health Policy Training: A Review of the Literature

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