Advanced search
Publication Cover
Medical Education Online Volume 26, 2021 - Issue 1
Submit an article Journal homepage
1,422
Views
1
CrossRef citations to date
0
Altmetric
Research Article

Evaluation of a longitudinal subspecialty clinic for internal medicine residents

Martin V. Consunjia Resident Physician, Department of Medicine, Keck School of Medicine of the University of Southern CaliforniaView further author information
,
R. Jeffrey Kohlwesb Chief of the Division of General Internal Medicine, Department of Medicine, San Francisco Veterans Affairs Medical Center, University of California–San Francisco; Co-Director, PRIME Residency ProgramCorrespondence[email protected]
View further author information
&
Jennifer M. Babikc Division of Infectious Diseases, Department of Medicine, University of California–San Francisco; Associate Director for Subspecialty Education, Internal Medicine Residency Program; Assistant Director for Curriculum, Infectious Diseases Fellowship ProgramView further author information
Article: 1955429 | Received 02 Mar 2021, Accepted 09 Jul 2021, Published online: 29 Jul 2021

References

  • Meyers FJ, Weinberger SE, Fitzgibbons JP, et al. Redesigning residency training in internal medicine: the consensus report of the Alliance for Academic Internal Medicine Education Redesign Task Force. Acad Med. 2007;82(12):1211–9.
  • Accreditation Council for Graduate Medical Education. ACGME program requirements for graduate medical education in internal medicine. 2019:1–62.
  • Santhosh L, Babik J, Looney MR, et al. Whither the pulmonary ward attending? Preserving subspecialty exposure in USA internal medicine residency training. Ann Am Thorac Soc. 2017;14(4):565–568.
  • West CP, Dupras DM. General medicine vs subspecialty career plans among internal medicine residents. JAMA. 2012;308(21):2241–2247.
  • Wong RWG, Lochnan HA. A web-based simulation of a longitudinal clinic used in a 4-week ambulatory rotation: a cohort study. BMC Med Educ. 2009;9:8.
  • Bowen JL, Salerno SM, Chamberlain JK, et al. Changing habits of practice. Transforming internal medicine residency education in ambulatory settings. J Gen Intern Med. 2005;20(12):1181–1187.
  • Kahn JS, Witteles RM, Mahaffey KW, et al. A 15-year review of the Stanford Internal Medicine Residency Program: predictors of resident satisfaction and dissatisfaction. Adv Med Educ Pract. 2017;8:559–566.
  • Sisson SD, Boonyasai R, Baker-Genaw K, et al. Continuity clinic satisfaction and valuation in residency training. J Gen Intern Med. 2007;22(12):1704–1710.
  • Ambulatory and Hospital Care Statistics Branch. National summary tables. Natl Ambul Med Care Surv. 2016;38:3.
  • Hirsh DA, Ogur B, Thibault GE, et al. “Continuity” as an organizing principle for clinical education reform. N Engl J Med. 2007;356(8):858–866.
  • Thomas KG, West CP, Popkave C, et al. Alternative approaches to ambulatory training: internal medicine residents’ and program directors’ perspectives. J Gen Intern Med. 2009;24(8):904–910.
  • Hellmann DB, Flynn JA. Development and evaluation of a coordinated, ambulatory rheumatology experience for internal medicine residents. Arthritis Care Res. 1999;12(5):325–330.
  • Mylopoulos M, Mahan KK, Weyman K, et al. Same but different: exploring mechanisms of learning in a longitudinal integrated clerkship. Acad Med. 2020;95(3):411–416.
  • Hirsh DA, Holmboe ES, ten Cate O. Time to trust: longitudinal integrated clerkships and entrustable professional activities. Acad Med. 2014;89(2):201–204.
  • Snow SC, Gong J, Adams JE. Faculty experience and engagement in a longitudinal integrated clerkship. Med Teach. 2017;39(5):527–534.
  • Kohlwes J, O’Brien B, Stanley M, et al. Does research training during residency promote scholarship and influence career choice? A cross-sectional analysis of a 10-year cohort of the UCSF–PRIME internal medicine residency program. Teach Learn Med. 2016;28(3):314–319.
  • Artino AR, La Rochelle JS, Dezee KJ, et al. Developing questionnaires for educational research: AMEE Guide No. 87. Med Teach. 2014;36(6):463–474.
  • Frye AW, Hemmer PA. Program evaluation models and related theories: AMEE Guide No. 67. Med Teach. 2012;34(5):e288–e299.
  • Hsieh H-F, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res. 2005;15(9):1277–1288.
  • Swing SR, Vasilias J. Internal medicine residency education in ambulatory settings. Acad Med. 1997;72(11):988–996.
  • Randall DC, Strong J, Gibbons R. A longitudinal subspecialty experience for internal medicine residents. Mil Med. 2001;166(1):40–43.
  • Friehling E, Proud L, Nowalk A. Longitudinal subspecialty clinic for pediatric residents: enhancing preparedness for fellowship through continuity and mentorship. Pediatr Blood Cancer.2017;64:S68–S69.
  • Sambunjak D, Straus SE, Marušić A. Mentoring in academic medicine: a systematic review. JAMA. 2006;296(9):1103–1115.
  • Lave J, Wenger E. Situated Learning: Legitimate Peripheral Participation. Cambridge University Press; 1991.
  • Wosik J, Fudim M, Cameron B, et al. Telehealth transformation: COVID-19 and the rise of virtual care. J Am Med Inform Assoc. 2020;27(6):957–962.
  • Ray A, Jones D, Palamara K, et al. Improving ambulatory training in internal medicine: X + Y (or why not?). J Gen Intern Med. 2016;31(12):1519–1522.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.