A Closer Look at Regional Medical Campuses

Carter, Lanita; Cooper, Gerry; Johns, Alan

doi:10.1097/acm.0000000000001841

Cited by 2 publications

(3 citation statements)

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“…-ArƟcles not related to regional medical campuses (7) 6 excluded aŌer reviewing full text However, the landscape of health care system partnerships is constantly changing, which has required UNC to closely monitor events at 2 of the 3 campuses. A large, for-profit health care system recently purchased a former nonprofit health care system at one campus.…”

Section: Relationshipsmentioning

confidence: 99%

“…At the regional campuses, the low clinical faculty to student ratio coupled with high patient census provides an optimal environment for apprenticeship. 7 Comparable clinical education is offered at each site; however, the campuses have different strengths allowing students to tailor their experiences. 8 We have 3 regional campuses and are likely to develop more.…”

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confidence: 99%

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Establishing Regional Medical Campuses to Ensure Comparable Experiences: Recommendations From a Narrative Review

Byerley

Foster

Dallaghan

2020

Journal of Medical Education and Curricular Development

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Background: Given increasing class sizes and desires to keep costs down, many medical schools are developing regional clinical campuses. We found our regional campus system to be very successful in allowing class size expansion, inspiring a workforce for the state, and concurrently allowing our students to individualize their experience. We desire to articulate our experience, with a review of the relevant evidence, with the goal of assisting other medical schools in their efforts to develop regional medical campuses. Methods: We conducted a narrative literature review to identify considerations for developing regional campuses, taking into consideration our experiences in the process. A medical librarian undertook a literature search for the purposes of this narrative review. Results: Of the 61 articles identified, 14 were included for full-text review. Five facets on branch campus development were identified: relationships, infrastructure, curriculum, recruitment, and accreditation. Within each of these facets we provide further details based on findings from the literature complemented by our experience. Conclusions: Launching a regional campus requires building relationships with clinical partners, ensuring an infrastructure that supports student need and accreditation, comparable curriculum with the same objectives and assessment measures, and aspects of the experience that inspire a student desire to learn in that setting. We share our experience in building successful branch campuses, which have added significantly to our large public school of medicine and its service to our state.

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Section: Relationshipsmentioning

confidence: 99%

mentioning

confidence: 99%

Establishing Regional Medical Campuses to Ensure Comparable Experiences: Recommendations From a Narrative Review

Byerley

Foster

Dallaghan

2020

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

show abstract

“…This prompted a rebuttal from the GRMC Steering Committee. 2 The University of Minnesota Medical School, Duluth Campus has had a mission to train physicians for rural and Native American communities for over 40 years. The current AAMC monograph, "Reshaping the Journey: American Indians and Alaska Natives in Medicine" lists the University of Minnesota Medical School as the second highest producer of Native American physicians.…”

Section: Short Descriptionmentioning

confidence: 99%