Family medicine
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Family medicine residency program directors (PD) oversee the training of every new family physician in the United States. The median tenure of family medicine PDs is 4.5 years, and factors relating to length of tenure and reasons for departure are not well known. This exploratory study examined why family medicine PDs leave their position. ⋯ Family medicine PDs left the position due to multiple factors primarily related to career pathway choices and not solely due to demands of the job. Additional research with PDs of very short tenures and long tenures may yield further details about sustaining PDs in residency education to successfully train the next generation of family physicians.
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Leading medical organizations including the Accreditation Council for Graduate Medical Education (ACGME) and American Association of Medical Colleges (AAMC) espouse the value of a diverse physician workforce, including disability, yet there is a dearth of research about this population in graduate medical education (GME). More information is needed on the prevalence of disability in the resident population, plans to recruit residents with disabilities, and program perceptions of barriers to inclusion. The goal of this study was to better understand the prevalence of disability in the resident population, plans to recruit residents with disabilities, and program perceptions of barriers to disability inclusion and frequency of disability-related complaints and litigation. ⋯ Employing faculty with disabilities may be the driving force for having an active plan to recruit residents with disabilities. In order to meet the stated diversity goals of medicine, programs will need to increase professional development around disability inclusion.
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The Collaborative Scholarship Intensive: A Research-Intensive Course to Improve Faculty Scholarship.
Learning to balance the clinical, educational, and scholarly elements of an academic career is challenging for faculty. To increase research output amongst family medicine faculty with limited to no publications, we developed the Collaborative Scholarship Intensive (CSI) to provide participants with intensive instruction in research methodology coupled with structured writing support and protected time for writing. ⋯ Our CSI faculty development program successfully engaged clinical faculty in a collaborative research program. Our results suggest that a program focused on intensive instruction in research methodology coupled with structured writing support and protected writing time may be a model for faculty development in other academic departments.
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Maternity care training is a standard requirement for all family medicine residents, and family physicians play a critical role in the US maternity care workforce. In 2014, the Accreditation Council for Graduate Medical Education (ACGME) updated the required obstetrical experience during family medicine residency training from a volume-based to a competency-based requirement of 200 hours (2 months rotation). This study aimed to determine if family medicine resident maternity care training experience differed after this change in requirements. ⋯ The majority of family medicine residents are graduating with less delivery experience, and residency programs are placing less priority on continuity deliveries and modeling by family physician faculty following the 2014 ACGME Family Medicine Requirements update. This trend may have major implications on the comprehensive nature of our specialty and further widen gaps in the maternity care workforce. Further studies are needed to determine the impact on the competency of graduating family medicine residents in providing maternity care and for the long-term effects on the maternity care workforce.