The State of Graduate Medical Education Funding and Meeting Our Nation’s Health Care Needs

2015 ◽  
Vol 115 (8) ◽  
pp. 478 ◽  
Author(s):  
Betty M. Chung
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Graduate Medical Education ◽  
The State ◽  
Education Funding ◽  
Health Care Needs ◽  
Care Needs ◽  
Graduate Medical

scholarly journals Restructuring Graduate Medical Education to Meet the Health Care Needs of Emirati Citizens

2013 ◽  
Vol 5 (2) ◽  
pp. 195-200 ◽  
Author(s):  
Sawsan Abdel-Razig ◽  
Hatem Alameri
Keyword(s):  
Health Care ◽  
Medical Education ◽  
United Arab Emirates ◽  
Graduate Medical Education ◽  
Health Care Systems ◽  
Abu Dhabi ◽  
Care Needs ◽  
Graduate Medical ◽  
Comprehensive Health ◽  
The Government

Abstract Many nations are struggling with the design, implementation, and ongoing improvement of health care systems to meet the needs of their citizens. In the United Arab Emirates, a small nation with vast wealth, the lives of average citizens have evolved from a harsh, nomadic existence to enjoyment of the comforts of modern life. Substantial progress has been made in the provision of education, housing, health, employment, and other forms of social advancement. Having covered these basic needs, the government of Abu Dhabi, United Arab Emirates, is responding to the challenge of developing a comprehensive health system to serve the needs of its citizens, including restructuring the nation's graduate medical education (GME) system. We describe how Abu Dhabi is establishing GME policies and infrastructure to develop and support a comprehensive health care system, while also being responsive to population health needs. We review recent progress in developing a systematic approach for developing GME infrastructure in this small emirate, and discuss how the process of designing a GME system to meet the needs of Emirati citizens has benefited from the experience of “Western” nations. We also examine the challenges we encountered in this process and the solutions adopted, adapted, or specifically developed to meet local needs. We conclude by highlighting how our experience “at the GME drawing board” reflects the challenges encountered by scholars, administrators, and policymakers in nations around the world as they seek to coordinate health care and GME resources to ensure care for populations.

scholarly journals Changes in medical education to help physicians meet future health care needs

2017 ◽  
Vol 206 (9) ◽  
pp. 378-379 ◽  
Author(s):  
Judith N Hudson ◽  
Kathryn M Weston ◽  
Elizabeth A Farmer
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Health Care Needs ◽  
Care Needs ◽  
Future Health ◽  
Future Health Care

scholarly journals Plug the Leak: Align Public Spending With Public Need

2012 ◽  
Vol 4 (3) ◽  
pp. 293-295 ◽  
Author(s):  
Donald E. Girard ◽  
Patrick Brunett ◽  
Andrea Cedfeldt ◽  
Elizabeth A. Bower ◽  
Christine Flores ◽  
...  
Keyword(s):  
Primary Care ◽  
Health Care ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Public Spending ◽  
Education Spending ◽  
Graduate Medical ◽  
Workforce Needs ◽  
Training Physicians ◽  
And Training

Abstract We explore the history behind the current structure of graduate medical education funding and the problems with continuing along the current funding path. We then offer suggestions for change that could potentially manage this health care spill. Some of these changes include attracting more students into primary care, aligning federal graduate medical education spending with future workforce needs, and training physicians with skills they will require to practice in systems of the future.

scholarly journals Graduate Medical Education on the Frontlines during the COVID-19 Pandemic in New York City- A Response to Promote Well-being

2021 ◽  
Vol 3 (2) ◽  
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Health Program ◽  
Mental Health Program ◽  
Well Being ◽  
The United States ◽  
Personal Factors ◽  
Graduate Medical

Introduction: The COVID-19 pandemic has driven many health care institutions in the United States beyond their capacity. Physicians-in-training in graduate medical education programs have suffered the strain of providing patient care during this unprecedented time of crisis. The significant prevalence of pre-existing resident and fellow burnout and depression makes the need for action by institutions to support the well-being of residents and fellows even more urgent. We aim to describe innovative adaptations our Office of Graduate Medical Education implemented with the support of institutional leadership as responses to promote the well-being of residents and fellows on the frontlines during the COVID-19 pandemic. Methods: The Office of Graduate Medical Education (GME), in collaboration with the Office of Well-being and Resilience, developed a set of resources and interventions to support trainees during the pandemic based on four major categories: workplace culture, personal factors and health, mental health support, and workplace efficiency and function. Examination of the capacity of existing services and gaps that needed to be filled in the rapidly evolving early days of the COVID pandemic led to a robust growth in resources. For example, the already established Student and Trainee Mental Health program was able to expand and adapt its role to serve trainee needs more effectively. Results: We expanded resources to target trainee well-being across a broad array of domains within a short time frame. With investment in access to the Student and Trainee Mental Health program, utilization increased by 25.7%, with 1,231 more visits in 2020 compared to the number of visits in 2019, prior to the COVID-19 pandemic. The creation of Recharge Rooms had a positive impact on the well-being of health care workers. After a single fifteen-minute experience in the Recharge Room, an average 59.6% reduction in self-reported stress levels was noted by users. Other interventions were noted to be helpful in regular town hall meetings with trainees. Conclusion: Addressing trainee well-being is an essential aspect of a crisis response. The Mount Sinai Health System was able to care for the physical, mental, psychosocial, and safety needs of our trainees thanks to the collaborative effort of a pre-existing institutional well-being program and the GME Office. The ability to implement such a response was enabled by our well-being foundation, which allowed leadership at the highest institutional level and the Office of GME to provide support in response to this unprecedented crisis.

The “Every Child Deserves a Medical Home” Training Program: More Than a Traditional Continuing Medical Education Course

PEDIATRICS ◽  
2004 ◽  
Vol 113 (Supplement_4) ◽  
pp. 1479-1484
Author(s):  
Bob Moore ◽  
Thomas F. Tonniges
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Training Program ◽  
Medical Home ◽  
Special Health Care Needs ◽  
Health Care Needs ◽  
Care Needs ◽  
Special Health Care ◽  
Home Training ◽  
Special Health

Objectives. 1) To develop and implement an innovative, interactive, and nontraditional continuing medical education (CME) curriculum to educate primary care physicians, pediatric office staff, child health advocates, allied health care professionals, and parents of children with special health care needs (CSHCN) about the medical home concept of care and 2) to identify key partners in communities to plan the CME program and ultimately plan for fostering medical homes at the community and state levels. Methods. Participant outcomes for the CME program and planning process include 1) explaining the elements of the medical home concept as applied to their practice environment or child’s care; 2) understanding the concepts, skills, and information necessary to care successfully for CSHCN who are enrolled in managed care organizations; 3) accurately describing trends and developments in caring for CSHCN; 4) identifying programs in the community that serve CSHCN; and 5) assessing and, if necessary, improving pediatric office practices to ensure that they are sensitive to families of children and youths with special health care needs. Conclusion. A diverse national committee that included physicians, nonphysicians, and family members developed the Medical Home Training Program curriculum. The medical home curriculum was written to meet the needs of the local community. The training program can offer CME credit and use a direct, outcome-based adult learning technique (eg, determine short- and long-term goals). Furthermore, the program parallels and complements the Healthy People 2010 goals and objectives.

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