The Primary Care Leadership Track at the Duke University School of Medicine

Sheline, Barbara; Tran, Anh N.; Jackson, J. Edward; Peyser, Bruce; Rogers, Susan; Engle, Deborah L.

doi:10.1097/acm.0000000000000305

Cited by 13 publications

(15 citation statements)

References 5 publications

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“…Third, students who graduate will take with them expectations for collaborative, satisfying, patientcentered practice that will empower them to be agents of change. 72 Many educators who are willing to set aside the bait and switch argument may still object that they cannot afford improved primary care education. Low rates of reimbursement for primary care mean fewer resources for staffing, technology, and innovation required for the initiation of practice redesign and population-based care.…”

Section: Resultsmentioning

confidence: 99%

The Selling of Primary Care 2015

2015

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Section: Resultsmentioning

confidence: 99%

The Selling of Primary Care 2015

2015

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“…[12] Some US medical schools have responded to this imperative, offering specialized MD/MBA combined programs [13,14] or leadership training with special focus in areas like primary care, population health, or advocacy. [15,16] But despite the movement to provide leadership training in UME, many schools lack formal curricula. Fewer still offer leadership training to all medical students, not just those willing to bear the cost of an additional degree.…”

Section: Introductionmentioning

confidence: 99%

The state of leadership education in US medical schools: results of a national survey

Neeley

Clyne

Resnick-Ault

2017

Medical Education Online

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Over the past two decades, there have been increasing calls for physicians to develop the capabilities to lead health care transformation. Many experts and authors have suggested that leadership education should begin during medical school; however, little information exists regarding the presence or nature of undergraduate medical education leadership curricula in the USA. This study sought to determine the prevalence of formal leadership education in US undergraduate medical schools, as well as the delivery methods and degree of student participation. A web-based survey of medical education deans from US allopathic medical schools (N = 144) was administered from November 2014 to February 2015. The survey included questions on the presence of leadership curricula, delivery format, student participation rates, and forms of recognition. Eighty-eight surveys were completed; the majority (85%) of respondents were associate or assistant deans for medical education. Approximately half (54.5%) of respondents reported leadership curricula within their medical schools. Of those, 34.8% (16/46) were required; 32.6% (15/46) were elective; and 32.6% (15/46) indicated both required and elective components. Of schools with formal leadership curricula (n = 48), the common forms of content delivery were: mentoring programs (65.1%); dual degree programs (54.5%); workshops (48.8%); seminar/lecture series (41.9%); courses (41.9%); or single seminars (18.6%). Nineteen percent of institutions offer longitudinal leadership education throughout medical school. Common forms of recognition for leadership education were: course credit (48.8%); dual degrees (37.2%); certificates of completion (18.6%); and transcript notations (7.0%). This study indicates that formal leadership education exists in more than half of US allopathic medical schools, suggesting it is an educational priority. Program format, student participation, delivery methods, and recognition varied considerably. Further study is needed to identify the optimal content, competencies, and pedagogy for leadership education. Identifying best practices may help guide standards for leadership curricula across UME and fill this educational need.

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“…For example, in the United States, prominent universities create LICs to address critical societal needs. Duke University's LIC is a core component of its "Primary Care Leadership Track"-a program which gives interested students the opportunity to focus on primary care throughout the four years of medical school [58]. The program's aim is to create a cohort of students who are service-minded and prepared for primary care practice and leadership [58].…”

Section: Going Forwardmentioning

confidence: 99%

“…Duke University's LIC is a core component of its "Primary Care Leadership Track"-a program which gives interested students the opportunity to focus on primary care throughout the four years of medical school [58]. The program's aim is to create a cohort of students who are service-minded and prepared for primary care practice and leadership [58]. Columbia University has a longstanding, successful rural community LIC with longitudinal leadership and management training at its core [59,60].…”

Section: Going Forwardmentioning

confidence: 99%

Structuring Medical Education for Workforce Transformation: Continuity, Symbiosis and Longitudinal Integrated Clerkships

et al. 2017

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Health systems worldwide are increasingly unable to meet individual and population health needs. The shortage of healthcare workers in rural and other underserved communities is compounded by inadequate primary care infrastructure and maldistribution of services. At the same time, the medical education system has not changed to address the growing mismatch between population health needs and care delivery capacity. Internationally, leaders are calling for change to address these challenges. Substantive changes are needed in medical education's stance, structure, and curricula. Educational continuity and symbiosis are two guiding principles at the center of current clinical educational redesign discourse. These principles rely on empirically-derived science to guide educational structure and improve outcomes. Educational continuity and symbiosis may improve student learning and support population health through workforce transformation. Longitudinal integrated clerkships (LICs), growing out of workforce imperatives in the 1970s, have demonstrated sustainable educational and workforce outcomes. Alongside the success of LICs, more innovation and more reaching innovation are needed. We propose restructuring clinical medical education specifically to address workforce needs and develop science-minded (rigorous, inquisitive, and innovative) and service-minded (humanistic, community-engaged, and socially accountable) graduates.

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The Primary Care Leadership Track at the Duke University School of Medicine

Cited by 13 publications

References 5 publications

The Selling of Primary Care 2015

The Selling of Primary Care 2015

The state of leadership education in US medical schools: results of a national survey

Structuring Medical Education for Workforce Transformation: Continuity, Symbiosis and Longitudinal Integrated Clerkships

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