Redesigning Residency Training in Internal Medicine: The Consensus Report of the Alliance for Academic Internal Medicine Education Redesign Task Force
Abstract
Because of numerous criticisms of the content and structure of residency training, redesigning graduate medical education (GME) has become a high priority for the internal medicine community. From 2005 to 2007, the leadership of the internal medicine community, working under the auspices of the Alliance for Academic Internal Medicine Education Redesign Task Force, developed six recommendations it will pursue to improve residency education: (1) focus education around a "core" of internal medicine, which provides the framework for both the structure and content of residents' educational experiences, (2) fully adopt competency-based evaluation and advancement, which will enhance training by focusing on individual learners' needs, (3) allow for increased, resident-centered education beyond the internal medicine core, because different types of practice require customized knowledge and skills, (4) improve ambulatory training by providing patient-centered longitudinal care that addresses the conflict between inpatient and outpatient responsibilities, (5) use new faculty models that emphasize the creation of a core faculty, and (6) align institutional and programmatic resources with the goals of redesign, balancing the clinical mission of the institution with the educational goals of residency training. Adoption of these recommendations will require significant efforts, including pilot projects, faculty development, changes in accreditation requirements, and modifications of GME funding systems. Opportunities are ample for individual programs to develop creative approaches based on the framework for educational redesign outlined in this article, and for these educational and clinical redesign initiatives to work hand-in-hand for the benefit of patients, faculty, trainees, and institutions.
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Graduate medical education programs struggle to operationalize these activities and frequently lack sufficient infrastructure to support longitudinal relationships between trainees and faculty.
“However, graduate medical education (GME) programs struggle to operationalize these activities, and frequently lack sufficient infrastructure to support longitudinal relationships between trainees and faculty [13,22,23].”
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- Authors
- Meyers, F. J., Weinberger, S. E., Fitzgibbons, J. P., Glassroth, J., Duffy, F. D., & Clayton, C. P.
- Affiliations
- University of California Davis Medical Center (US)
- University of California, Davis (US)
- Corresponding author
- Meyers, Frederick J.
- ORCID
- Meyers, Frederick J.
- Venue
- Academic Medicine
- Publisher
- Oxford University Press (OUP)
- Published
- 2007-12
- Volume
- 82
- Issue
- 12
- Pages
- 1211-1219
- ISSN
- 1040-2446 (ISSN-L)
- OpenAlex
- W2167128578
- Cited by
- 141
- References
- 11
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 1 · 2023: 3 · 2022: 2 · 2021: 4 · 2020: 3 · 2019: 8 · 2018: 2 · 2017: 11 · 2016: 9 · 2015: 5 · 2014: 12 · 2013: 10 · 2012: 15
- FWCI
- 13.07
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Academic Medicine (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Medicine › Emergency Medicine › Hospital Admissions and Outcomes
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Health and Medical Research Impacts
- Keywords
- internal medicine residency, graduate medical education, competency-based evaluation, core curriculum, ambulatory training, longitudinal care, institutional alignment, accreditation
- MeSH terms
- Academic Medical Centers, Ambulatory Care, Career Choice, Curriculum, Education, Medical, Graduate, Faculty, Medical, Humans, Inpatients, Internal Medicine, Internship and Residency, Quality of Health Care, United States, Models, Educational
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