Tracking Medical Students and Graduates from Hometown to Practice using Geographic Information Systems, 2011-2017

Abstract

Background: Indiana University School of Medicine (IUSM) through its statewide system provides medical education and clinical experiences across Indiana for more than 1450 medical students in nine regions, including Indianapolis and eight regional medical campuses (RMCs). The majority of medical students begin their education distributed among the RMCs, and some students continue clinical experiences at the RMCs for their third and fourth years. Methods: We used a Geographic Information System (GIS) to visualize and document the contribution of our RMCs in Indiana to the physician workforce pipeline. Using data from the 2011-2017 graduating classes, we created a geospatial database that linked key information from student records and public domain sources (e.g., hometown, campus assignment, PGY1 specialty, and practice) with their corresponding locational information. ArcGIS 10.5 GIS software was used to produce a series of maps to visualize patterns in student outcomes among the RMCs over time.Results: By using GIS to track medical trainees from hometown to practice, we can provide accurate visualization of extensive geographic data. The maps revealed similarities and differences among the RMCs not fully appreciated until visually mapped, including the specialty choice of students from different campuses and the proportion of graduates practicing in medically underserved areas of the state. Conclusions: GIS maps and their analyses can identify strengths and distinctions among the RMCs while providing accurate descriptions of the role of geography in the professional development journey of the physician workforce. This ongoing project is a major step toward integrating GIS as a familiar tool in academic administration and health workforce research to assist future decision-making by the school leadership.

Does Attending a Regional Medical Campus Influence the Training Outcomes of Family Medicine Residents?

“…A more recent study of IUSM graduates from the classes of 2011 to 2017 found that RMC students entered primary care fields in about the same proportions as Indianapolis students, suggesting that the training environments of the RMCs and Indianapolis are sufficiently alike to engender similar career paths for the students. 3 The one exception is the Terre Haute RMC, which produces proportionally more family physicians than any other IUSM campus, but that is largely due to its special Rural Medical Education Program, which emphasizes primary care. 3 Nevertheless, it remains fair to say that students attending the RMCs are probably exposed to more primary care medicine than students attending the Indianapolis campus, which is an academic medical center emphasizing specialty care.…”

“…3 The one exception is the Terre Haute RMC, which produces proportionally more family physicians than any other IUSM campus, but that is largely due to its special Rural Medical Education Program, which emphasizes primary care. 3 Nevertheless, it remains fair to say that students attending the RMCs are probably exposed to more primary care medicine than students attending the Indianapolis campus, which is an academic medical center emphasizing specialty care.…”

“…1 Previous studies of IUSM's statewide system have assessed the influence of RMCs with regard to specialty choice and practice location. [1][2][3] However, it is during residency that medical school graduates hone their professional skills to become independent practitioners of their chosen specialty. 4 Yet, the residency training outcomes of IUSM graduates have never been fully evaluated in the context of our statewide system.…”

New Regional Medical Campus: A Practical Guide

“…The importance of integration into local communities to improve outcomes has been clearly identified. [24][25][26] This is particularly important in addressing the needs of rural and remote communities. Similar issues have…”

“…Other programs utilize student site preference at the time of admission to make campus assignments. 26 A secondary application for students already accepted to the main campus offers a more manageable and creative campus selection process for a defined and usually limited number of students to attend the RMC. The final campus assignment may be based on both student preference and space availability.…”