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Practice transition in graduate medical education
Author(s) -
Shaffer Robyn,
Piro Nancy,
Katznelson Laurence,
Gephart Melanie Hayden
Publication year - 2017
Publication title -
the clinical teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.354
H-Index - 26
eISSN - 1743-498X
pISSN - 1743-4971
DOI - 10.1111/tct.12593
Subject(s) - curriculum , attendance , medical education , session (web analytics) , negotiation , likert scale , medicine , debt , family medicine , psychology , pedagogy , political science , business , developmental psychology , finance , advertising , law
Summary Background Debt repayment, professional negotiation and practice management skills are vital to a successful medical practice, yet are undervalued and seldom taught in graduate medical education. Medical residents need additional training to confidently transition to independent practice, requiring the development of novel curricula. Medical residents need additional training to confidently transition to independent practiceMethods We developed a trial practice management curriculum to educate senior residents and fellows through voluntary workshops. Topics discussed in the workshops included debt repayment, billing compliance, medical malpractice, contract negotiations, and lifestyle and financial management. Resident self‐confidence was assessed, and feedback was obtained through voluntary survey responses before and after attendance at a workshop, scored using a Likert scale. Results Twenty‐five residents from 20 specialties attended a 1‐day session incorporating all lectures; 53 residents from 17 specialties attended a re‐designed quarterly session with one or two topics per session. Survey evaluations completed before and after the workshop demonstrated an improvement in residents' self‐assessment of confidence in contract negotiations (p < 0.001) and their first year in practice (p < 0.001): after the curriculum, 94 per cent ( n = 42) of respondents felt confident participating in contract negotiations, and 93 per cent ( n = 38) of respondents felt confident about their first year in practice. One hundred per cent of respondents agreed that the presentation objectives were relevant to their needs as residents. Discussion Participant responses indicated a need for structured education in practice management for senior trainees. Senior residents and fellows will benefit most from curricula, but have high familial and professional demands on their schedules.