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J Gen Intern Med. 2014 Jun;29(6):940-6. doi: 10.1007/s11606-013-2752-2.

Complexity in graduate medical education: a collaborative education agenda for internal medicine and geriatric medicine.

Author information

1
Division of Geriatrics, Department of Medicine, University of California San Francisco, 3333 California Street, Suite 380, San Francisco, CA, 94118, USA, anna.chang@ucsf.edu.

Abstract

Internal medicine residents today face significant challenges in caring for an increasingly complex patient population within ever-changing education and health care environments. As a result, medical educators, health care system leaders, payers, and patients are demanding change and accountability in graduate medical education (GME). A 2012 Society of General Internal Medicine (SGIM) retreat identified medical education as an area for collaboration between internal medicine and geriatric medicine. The authors first determined a short-term research agenda for resident education by mapping selected internal medicine reporting milestones to geriatrics competencies, and listing available sample learner assessment tools. Next, the authors proposed a strategy for long-term collaboration in three priority areas in clinical medicine that are challenging for residents today: (1) team-based care, (2) transitions and readmissions, and (3) multi-morbidity. The short-term agenda focuses on learner assessment, while the long-term agenda allows for program evaluation and improvement. This model of collaboration in medical education combines the resources and expertise of internal medicine and geriatric medicine educators with the goal of increasing innovation and improving outcomes in GME targeting the needs of our residents and their patients.

PMID:
24557513
PMCID:
PMC4026494
DOI:
10.1007/s11606-013-2752-2
[Indexed for MEDLINE]
Free PMC Article

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