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Recruiting and retaining clinician-educators

1997; Springer Science+Business Media; Volume: 12; Issue: S2 Linguagem: Inglês

10.1046/j.1525-1497.12.s2.12.x

1525-1497

Lucy M. Osborn, Michael Sostok, Penny Ž. Castellano, Wayne Blount, William T. Branch,

Innovations in Medical Education

Market-driven reform of the health care system in the United States has led to a demand for changes in medical education. The Sixth Report of the Council on Graduate Medical Education (COGME) states: “The growth of managed care will magnify the deficiencies of the current educational system, yet will also provide new and essential educational opportunities to improve the preparation of physicians for their future roles.”1 The report defines competencies for primary care and managed care practice, then recommends curricular reforms, including changes in the sites used for training. The COGME report further recommends: “The size, composition and competencies of the full-time faculty at medical schools and residency programs must be reviewed in order to assure that they are appropriate to train physicians for their future roles.”1 As Dr. Evan Charney points out, medical education uses an apprenticeship model.2 Specialists and subspecialists have been well served by a system that uses trained, experienced physicians who practice their specialties in appropriate settings, usually within teaching hospitals. These same elements are essential for training generalist physicians, creating the need for community-practice settings as training sites and practicing physicians as clinician-educators. As medical schools and residency training programs attempt to adapt to the nation's demand for changing the physician workforce, it is evident that nowhere is the balance between specialists and generalists more skewed than in academic health centers.3 Changes in medical practice as well as medical education now mandate that more community physicians and full-time academic generalist clinician-educators be successfully incorporated into the faculty. This article outlines lessons learned in the recruitment and retention of clinician-educators using different strategies at three medical centers: the University of Utah, Emory University, and the University of Cincinnati.