The Challenges of Teaching Ambulatory Internal Medicine: Faculty Recruitment, Retention, and Development: An AAIM/SGIM Position Paper

Abstract

2016-11-03T14:11:40

Tackling the Problem of Ambulatory Faculty Recruitment in Undergraduate Medical Education: An AAIM Position Paper

“…In 2000, the Association of American Medical Colleges described a process of creating educational value units (EVUs), 11 and their use has become increasingly common. 5 Denton et al 4 described a successful 3-pronged model for recruitment of primary care physicians for student clinical instruction, including protected teaching time, allocation of tuition money to reimburse physicians for teaching via educational value unit tracking, and a faculty development program.…”

“…It is a casualty to internal medicine faculty as well, because the very reason many chose an academic career was a love of teaching. Faculty burnout and decreased levels of professional satisfaction are on the rise; 5 it is time we rewarded this passion rather than perpetuating a system of institutionalized disincentives for ambulatory teaching activities. Students bring a sense of enthusiasm and a thirst for learning, and sometimes even push the limits of what we know, which can be an inspiring and rewarding experience for our clinician educators.…”

“…The group proposed a model that included consideration of compensation and incentives, career and faculty development, attention to mentorship, and innovative clinical learning models. 5 Unfortunately, there is a disconnect between proposed solutions and the reality that implementation is complex and trade-offs are necessary. As such, the majority of academic health centers have yet to make much progress in this area, particularly in undergraduate medical education (UME).…”

A National Survey of Undergraduate Clinical Education in Internal Medicine

“…Ambulatory preceptor recruitment and retention has been problematic for many IM educators and clerkships. [27][28][29] Thus, in an effort to accommodate the increased capacity for ambulatory education for more students, the education has migrated from IM to interdisciplinary primary care, which includes non-IM specialties. So, although ambulatory training has increased overall, IM-specific ambulatory education has decreased.…”

Aligning Medical Student Curriculum with Practice Quality Goals: Impacts on Quality Metrics and Practice Capacity for Students

“…This curricular model, with the demonstrated outcomes and celebration of achievements, offers a potential solution for chronic shortages in ambulatory learning sites with which schools of medicine have been plagued. 2,3 One limitation of this study is that it was a single institution with course directors skilled in quality improvement teaching and practice. However, students were able to apply classroom learning into projects.…”