Graduate medical education reform: moving the elephant.

Frederick J Meyers,Mark C Henderson

doi:10.1007/s11606-014-2939-1

Frederick J Meyers, Mark C Henderson

Open Access

https://doi.org/10.1007/s11606-014-2939-1

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Abstract

Graduate medical education reform: moving the elephant.

Highlights

We propose that the answer lies in making our academic health centers (AHCs) more accountable—by turning them into learning health care systems (LHCS), which are integrated and aligned with graduate medical education (GME)
The culture and incentives of AHCs have a tremendous influence on GME, and so must be considered if any reform effort is to be successful
Some of the most prestigious AHCs graduate the lowest percentages of primary care (PC) physicians.[5]

Summary

Introduction

We propose that the answer lies in making our academic health centers (AHCs) more accountable—by turning them into learning health care systems (LHCS), which are integrated and aligned with GME. The LHCS model, originally proposed by the Institute of Medicine, embraces patient/family-centered care and utilizes systems engineering, decision support and payment incentives to promote continuous quality improvement (QI), reduction of waste and harm, and strong community linkages that improve population health.[4] The culture and incentives of AHCs have a tremendous influence on GME, and so must be considered if any reform effort is to be successful.

Results

Conclusion