The Challenges of Teaching Ambulatory Internal Medicine: Faculty Recruitment, Retention, and Development: An AAIM/SGIM Position Paper. Fazio, S. B., Chheda, S., Hingle, S., Lo, M. C., Meade, L., Blanchard, M., Hoellein, A., Brandenburg, S., & Denton, G. D. American Journal of Medicine, 130(1):105–110, 2017. ISBN: 1555-7162 (Electronic) 0002-9343 (Linking)![The Challenges of Teaching Ambulatory Internal Medicine: Faculty Recruitment, Retention, and Development: An AAIM/SGIM Position Paper [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex AAIM is the largest academically focused specialty organization representing departments of internal medicine at medical schools and teaching hospitals in the United States and Canada. As a consortium of five organizations, AAIM represents department chairs and chiefs; clerkship, residency, and fellowship program directors; division chiefs; and academic and business administrators as well as other faculty and staff in departments of internal medicine and their divisions. Ambulatory learning in a general medicine setting is an essential element in undergraduate and graduate medical education. The majority of health care in the United States is provided in ambulatory venues, and the Affordable Care Act is further expanding this trend. According to MedPAC, inpatient admissions decreased 7.8% per Medicare beneficiary from 2004 to 2011, whereas outpatient volume increased 33.6%. 1 This transition in settings of care will almost certainly continue. At the same time, medical education has undergone its own transformation. The Carnegie report in 2010 called for better longitudinal exposure to illness and standardization of learning outcomes. 2 The Accreditation Council for Graduate Medical Education Next Accreditation System includes increased ambulatory training requirements and the need for competency assessment. With a shift in care delivery and pedagogy, high-quality student and resident education depend on a qualified and robust ambulatory faculty workforce capable of providing and teaching efficient, high-value medical care. However, expansion in this setting is difficult when the current ambulatory faculty workforce is declining. Difficulty in recruiting and retaining clinical faculty to teach learners is widely reported. 3-5 Data from the 2010 Association of Program Directors in Internal Medicine survey demonstrate that greater than 40% of programs reported difficulty recruiting core ambulatory faculty and training them in competency-based assessment. 6 Ambulatory faculty members are subject to multiple competing interests, including clinical access needs, administrative and financial requirements, and time limitations. Mechanisms to recruit and retain talented faculty to teach and mentor learners, including the provision of salary support, job security, academic advancement, and ongoing faculty development, must be addressed. A group of ambulatory teachers and educational leaders were assembled by the Alliance for Academic Funding: None.
@article{fazio_challenges_2017,
title = {The {Challenges} of {Teaching} {Ambulatory} {Internal} {Medicine}: {Faculty} {Recruitment}, {Retention}, and {Development}: {An} {AAIM}/{SGIM} {Position} {Paper}},
volume = {130},
issn = {15557162},
url = {http://dx.doi.org/10.1016/j.amjmed.2016.09.004},
doi = {10/gf5w2j},
abstract = {AAIM is the largest academically focused specialty organization representing departments of internal medicine at medical schools and teaching hospitals in the United States and Canada. As a consortium of five organizations, AAIM represents department chairs and chiefs; clerkship, residency, and fellowship program directors; division chiefs; and academic and business administrators as well as other faculty and staff in departments of internal medicine and their divisions. Ambulatory learning in a general medicine setting is an essential element in undergraduate and graduate medical education. The majority of health care in the United States is provided in ambulatory venues, and the Affordable Care Act is further expanding this trend. According to MedPAC, inpatient admissions decreased 7.8\% per Medicare beneficiary from 2004 to 2011, whereas outpatient volume increased 33.6\%. 1 This transition in settings of care will almost certainly continue. At the same time, medical education has undergone its own transformation. The Carnegie report in 2010 called for better longitudinal exposure to illness and standardization of learning outcomes. 2 The Accreditation Council for Graduate Medical Education Next Accreditation System includes increased ambulatory training requirements and the need for competency assessment. With a shift in care delivery and pedagogy, high-quality student and resident education depend on a qualified and robust ambulatory faculty workforce capable of providing and teaching efficient, high-value medical care. However, expansion in this setting is difficult when the current ambulatory faculty workforce is declining. Difficulty in recruiting and retaining clinical faculty to teach learners is widely reported. 3-5 Data from the 2010 Association of Program Directors in Internal Medicine survey demonstrate that greater than 40\% of programs reported difficulty recruiting core ambulatory faculty and training them in competency-based assessment. 6 Ambulatory faculty members are subject to multiple competing interests, including clinical access needs, administrative and financial requirements, and time limitations. Mechanisms to recruit and retain talented faculty to teach and mentor learners, including the provision of salary support, job security, academic advancement, and ongoing faculty development, must be addressed. A group of ambulatory teachers and educational leaders were assembled by the Alliance for Academic Funding: None.},
number = {1},
urldate = {2018-09-12},
journal = {American Journal of Medicine},
author = {Fazio, Sara B. and Chheda, Shobhina and Hingle, Susan and Lo, Margaret C. and Meade, Lauren and Blanchard, Melvin and Hoellein, Andrew and Brandenburg, Suzanne and Denton, G. Dodd},
year = {2017},
pmid = {27702571},
note = {ISBN: 1555-7162 (Electronic) 0002-9343 (Linking)},
keywords = {⚠️ Invalid DOI},
pages = {105--110}
}
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As a consortium of five organizations, AAIM represents department chairs and chiefs; clerkship, residency, and fellowship program directors; division chiefs; and academic and business administrators as well as other faculty and staff in departments of internal medicine and their divisions. Ambulatory learning in a general medicine setting is an essential element in undergraduate and graduate medical education. The majority of health care in the United States is provided in ambulatory venues, and the Affordable Care Act is further expanding this trend. According to MedPAC, inpatient admissions decreased 7.8% per Medicare beneficiary from 2004 to 2011, whereas outpatient volume increased 33.6%. 1 This transition in settings of care will almost certainly continue. At the same time, medical education has undergone its own transformation. The Carnegie report in 2010 called for better longitudinal exposure to illness and standardization of learning outcomes. 2 The Accreditation Council for Graduate Medical Education Next Accreditation System includes increased ambulatory training requirements and the need for competency assessment. With a shift in care delivery and pedagogy, high-quality student and resident education depend on a qualified and robust ambulatory faculty workforce capable of providing and teaching efficient, high-value medical care. However, expansion in this setting is difficult when the current ambulatory faculty workforce is declining. Difficulty in recruiting and retaining clinical faculty to teach learners is widely reported. 3-5 Data from the 2010 Association of Program Directors in Internal Medicine survey demonstrate that greater than 40% of programs reported difficulty recruiting core ambulatory faculty and training them in competency-based assessment. 6 Ambulatory faculty members are subject to multiple competing interests, including clinical access needs, administrative and financial requirements, and time limitations. Mechanisms to recruit and retain talented faculty to teach and mentor learners, including the provision of salary support, job security, academic advancement, and ongoing faculty development, must be addressed. 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