Perspective: Is It Time for Advocacy Training in Medical Education?
Open accessAbstract
As the modern medical system becomes increasingly complex, a debate has arisen over the place of advocacy efforts within the medical profession. The authors argue that advocacy can help physicians fulfill their social contract. For physicians to become competent in patient-centered, clinical, administrative, or legislative advocacy, they require professional training. Many professional organizations have called for curricular reform to meet society's health needs during the past 30 years, and the inclusion of advocacy training in undergraduate, graduate, and continuing medical education is supported on both pragmatic and ethical grounds. Undergraduate medical education, especially, is an ideal time for this training because a standard competency can be instilled across all specialties. Although the Accreditation Council for Graduate Medical Education includes advocacy training in curricula for residency programs, few medical schools or residency programs have advocacy electives. By understanding the challenges of the health care system and how to change it for the better, physicians can experience increased professional satisfaction and effectiveness in improving patient care, systems-based practice, and public health.
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Knowledge, skills, and attitudes around advocacy should be explicitly incorporated into graduate medical education.
“It has been suggested that knowledge, skills, and attitudes around advocacy should be explicitly incorporated into graduate medical education. 4, 7”
From A Systematic Review of Advocacy Curricula in Graduate Medical Education (2019) · cites this paper as [7]
There has only recently been a push to standardize advocacy training.
“although there has only recently been a push to standardize advocacy training. 4, 7, 20, 21”
From A Systematic Review of Advocacy Curricula in Graduate Medical Education (2019) · cites this paper as [7]
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- Authors
- Croft, D., Jay, S. J., Meslin, E. M., Gaffney, M. M., & Odell, J. D.
- Affiliations
- Dartmouth–Hitchcock Medical Center (US)
- Corresponding author
- Croft, Daniel
- Venue
- Academic Medicine
- Publisher
- Oxford University Press (OUP)
- Published
- 2012-09
- Volume
- 87
- Issue
- 9
- Pages
- 1165-1170
- ISSN
- 1040-2446 (ISSN-L)
- OpenAlex
- W2050560981
- Cited by
- 69
- References
- 48
- Citations by year
- 2026: 5 · 2025: 5 · 2024: 2 · 2023: 7 · 2022: 4 · 2021: 7 · 2020: 7 · 2019: 8 · 2018: 9 · 2017: 2 · 2016: 6 · 2015: 4 · 2014: 2 · 2013: 1
- FWCI
- 2.14
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Academic Medicine (publishedVersion)
- PubMed (publishedVersion)
- IUScholarWorks (Indiana University) (submittedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Health Professions › General Health Professions › Health and Medical Education
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Health and Medical Research Impacts
- Keywords
- health care advocacy, medical curriculum, undergraduate medical education, residency training, continuing medical education, health policy advocacy, systems-based practice, job satisfaction
- MeSH terms
- Consumer Advocacy, Curriculum, Education, Medical, Graduate, Education, Medical, Undergraduate, Health Education, Health Promotion, Humans, Internship and Residency, Physician's Role, United States
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