The Mandate Project: Institutionalizing a System of Patient Care Quality Assurance

Fleisher, Daniel S.; Brown, Clement R.; Zeleznik, Carter; Escovitz, Gerald H.; Omdal, Charles

doi:10.1542/peds.57.5.775

Cited by 9 publications

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Continuing Medical Education

Wentz

Gannon²,

Osteen³

et al. 1995

Arch Ophthalmol

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A brief summation of the requirements for the AMA's Physician Recognition Award. The author points out that the format of the award provides a convenient method to record and receive recognition of professional training activities.No matter which medical journal or periodical a physician reads today, he is confronted with a barrage of articles and information concerning continuing medical education, peer review and requirements for recertification and relicensure contingent upon continuing medical education. It is becoming increasingly clear that :R

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Continuing Medical Education

Wentz

Gannon²,

Osteen³

et al. 1995

Arch Ophthalmol

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The Past, Present, and Future of Continuing Medical Education

Manning

Petit²

1987

JAMA

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Changes in continuing medical education (CME) during the past three decades have been controversial and complex. A 1950s-style, small-scale, voluntary activity has evolved, in 1987, into broad-scale programs with accredited sponsors and with ties to relicensure. Within the next three decades, CME will be directed by methods chosen by specialty boards for recertification and by exploitation of computer and telecommunication technology. Written recertification examinations can waste physicians' time studying material that will not improve care of their patients. We hope improved methods of analysis of individual practices, on-the-spot access to pertinent medical information, and better communication among physicians can be incorporated into recertification procedures. Policies established now will shape CME for decades to come. We encourage a coordinated effort by medical specialty boards, medical societies, hospitals, medical schools, computer corporations, telecommunication firms, granting agencies, and the National Library of Medicine to ensure the most effective and efficient recertification and CME policies.

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The impact of changes in the health care system on CME: Viewpoint from academia

Escovitz

1988

Journal of Continuing Education in the Health Professions

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Medical schools are distinguished from other professional schools in their direct participation in the services provided by the profession. Professors at business schools may consult, but they do not manage businesses, nor do law professors practice law on an ongoing basis. Physician faculty, whether they be full-time or volunteer are intimately involved in the provision of health services, and for that reason a medical school cannot be immune from the changes that are occurring within the health care system. However, faculty and indeed the practicing physician, have been trained to emphasize quality rather than cost, which makes adjustment to current cost-containment pressures even more difficult. Moreover, the pressures derived from decreasing payment for health services, a traditional source of indirect support of education, is aggravated by a decreasing applicant pool and a national sense that there may be too many physicians, thus threatening traditional sources of financial support for academic programs. As these pressures mount, so does anxiety, with resulting turbulence.In the midst of this turbulence, how do we manage and respond as organizations, especially since the managerial structure of the academic medical center is not designed to respond quickly to change? Consider the "challenges" of managing in that academic environment. While corporate structures emphasize single tasks, clear reporting lines, unambiguous authority, exclusive loyalty to the organization, and clear productivity measures with appropriate rewards, these characteristics are largely missing in the management organization of an academic medical center. Our approach is "bottom up" rather than "top down" with uncontained decentralization, multiple tasks, blurred reporting lines, and little recognition of authority. In fact. our academic medical centers appear optimally structured to resist change and adaptation. The result is tremendous stress, and much of my time is spent dealing with that stress in its various manifestations.A look into my appointment book brings this concept of rapid change to life. As the vice dean of a medical school, I have responsibilities for research development, the graduate school, medical education at all levels, the library, and other academic functions. Indeed, 1 do spend some of my time with traditional academic types such as other deans, department chairmen, faculty, and students. However, 1 spend as much time with others, including an array of commissioners, 91

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The Mandate Project: Institutionalizing a System of Patient Care Quality Assurance

Cited by 9 publications

References 0 publications

Continuing Medical Education

Continuing Medical Education

The Past, Present, and Future of Continuing Medical Education

The impact of changes in the health care system on CME: Viewpoint from academia

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