Resident Training in Community Pediatricians' Offices

Pediatric Education in Office Settings

“…For students, Fields found no significant difference in gross charges when preceptors had students present 5. For residents, Sargent and Osborn similarly found no difference in charges or number of patients seen by practitioners precepting residents at each level 4…”

“…For students, Vinson and Paden surveyed third-year family medicine preceptors; they reported a median increase of 46 minutes in their daily work time 3. For residents, Sargent and Osborn found no significant difference in the hours worked, including when preceptors were working with PL-1 level residents 4. This is despite the fact that residents in office settings were observed by their preceptors twice as often as those in hospital-based clinics.…”

“…3 For residents, Sargent and Osborn found no signifi cant difference in the hours worked, including when preceptors were working with PL-1 level residents. 4 This is despite the fact that residents in offi ce settings were observed by their preceptors twice as often as those in hospital-based clinics. The potential cost of having learners is also a consideration for the practice.…”

“…5 For residents, Sargent and Osborn similarly found no difference in charges or number of patients seen by practitioners precepting residents at each level. 4 After reviewing the overall goals for the learner, the preceptor can take concrete steps to maximize the learner's educational experience. These steps can be grouped into three stages: 1) planning for the learner's role in the offi ce, 2) motivating the learner, and 3) refl ecting on teaching.…”

The clinician-educator—Present and future roles

“…The bad news is that physicians who teach in the office currently work longer days to offset expected income losses resulting from time spent teaching. These authors’ surprising conclusion that teaching residents costs more than teaching students in an office practice is counter to conventional wisdom, and to some of the literature 17 , 18 . The economics of teaching is crucial because, unlike research, which provides funding to institutions from indirect costs, and unlike patient care, teaching generates no income.…”