Academic health centers and public health departments: partnership matters.
*Interinstitutional Relations; *Public Health Administration; Academic Medical Centers/*organization & administration; Community Medicine/*education; Education; Graduate; Health Care Surveys; Humans; Medical; Medical/*organization & administration; Preceptorship/*organization & administration; Public Health/*education; State Government
BACKGROUND: The Institute of Medicine has called for increased population-based training for healthcare professions students, and particularly medical students. For this to be effective, students should receive such training in the locations where population-based approaches to care take place, such as public health departments (HDs). However, little is known about currently existing relationships between academic health centers (AHCs) and HDs. METHODS: During the spring and summer of 2003, e-mail surveys on this topic were sent to the 104 members of the Association of Academic Health Centers, and 500 members of the National Association of City and County Health Officers and the Association of State and Territorial Health Officers. Results were received from 50 AHCs and 201 HDs. RESULTS: Survey results suggest that large numbers of healthcare professions students–residents, medical students, and others–are currently being trained in many HDs nationwide. The web of relationships between AHCs and HDs extends beyond education into research, service, and other purposes. CONCLUSIONS: These preliminary results require verification. Nevertheless, they raise questions about the types and quality of the education being offered in health departments, the impact of AHC/HD relationships on both parties, and how existing relationships may be enhanced to meet current and future national needs.
Boex James R; Keck C William; Piatt Elizabeth; Nunthirapikorn Thida Nita; Blacklow Robert S
American journal of preventive medicine
2006
2006-01
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).
<a href="http://doi.org/10.1016/j.amepre.2005.08.044" target="_blank" rel="noreferrer noopener">10.1016/j.amepre.2005.08.044</a>
Understanding residents' work: moving beyond counting hours to assessing educational value.
Humans; Time Factors; Education; *Workload; Internship and Residency/*statistics & numerical data; Medicine/statistics & numerical data; Specialization; Medical; Graduate/*statistics & numerical data
PURPOSE: To begin to understand how residents' work affects their own educations and the hospitals in which most of their training takes place, the authors undertook a systematic review of the literature analyzing residents' activities. This review sought to analyze resident physicians' activities to assess the educational value of residents' work. METHOD: The published literature was searched in 2001 using the Medline and Science Citation Index databases, and the unpublished literature was searched using bibliographies and key informants. One hundred six studies were rated for methodological rigor using the Cochrane Collaboration protocol, as modified by Bland et al. for nonclinical trials. Only those studies undertaken following the Bell Commission's report in 1987 and whose methodological rigor score fell at or above the median for all studies rated were included in the data synthesis. Results data from 16 studies that included over 1,000 residents in six different specialties, were combined under the definitions of types of residents' activities: marginal, patient care, teaching and learning, and other. RESULTS: This preliminary analysis found that residents devoted approximately 36% of their effort to direct patient care necessary to achieve specialty-specific learning objectives, 15% to the residency program's organized teaching activities, and potentially as much as 35% to delivering patient care of marginal or no educational value. An additional 16% of residents' waking time on duty was spent in other, unspecified activities. CONCLUSION: It is possible and potentially valuable to consider not only the number of hours worked by residents, but the educational content of their work when considering residency work and hour reforms
Boex James R; Leahy Peter J
Academic medicine : journal of the Association of American Medical Colleges
2003
2003-09
Article information provided for research and reference use only. All rights are retained by the journal listed under publisher and/or the creator(s).