Innovative approaches to educating medical students for practice in a changing health care environment: the National UME-21 Project.

In today's continually changing health care environment, there is serious concern that medical students are not being adequately prepared to provide optimal health care in the system where they will eventually practice. To address this problem, the Health Resources and Services Administration (HRSA) developed a $7.6 million national demonstration project, Undergraduate Medical Education for the 21st Century (UME-21). This project funded 18 U.S. medical schools, both public and private, for a three-year period (1998-2001) to implement innovative educational strategies. To accomplish their goals, the 18 UME-21 schools worked with more than 50 organizations external to the medical school (e.g., managed care organizations, integrated health systems, Area Health Education Centers, community health centers). The authors describe the major curricular changes that have been implemented through the UME-21 project, discuss the challenges that occurred in carrying out those changes, and outline the strategies for evaluating the project. The participating schools have developed curricular changes that focus on the core primary care clinical clerkships, take place in ambulatory settings, include learning objectives and competencies identified as important to providing care in the future health care system, and have faculty development and internal evaluation components. Curricular changes implemented at the 18 schools include having students work directly with managed care organizations, as well as special demonstration projects to teach students the knowledge, skills, and attitudes necessary for successfully managing care. It is already clear that the UME-21 project has catalyzed important curricular changes within 12.5% of U.S. medical schools. The ongoing national evaluation of this project, which will be completed in 2002, will provide further information about the project's impact and effectiveness.

What did we learn about national organizational collaboration at the advisory committee level?

This article provides an overview of the typical roles and tasks of advisory groups in general, followed by a discussion of the roles and tasks the Interdisciplinary Generalist Curriculum (IGC) Project Advisory Committee was asked to assume and how these were fulfilled. It analyzes the lessons learned about advisory committees as a result of the IGC Project experience. Key elements of success in fulfilling advisory committee obligations include well-defined expectations, periodic evaluations, and clear communication between project leadership and the members of the advisory committee. In the spirit of lessons learned from the IGC Project, this critique identifies several philosophical and logistic issues that might be considered in the design and implementation of future projects, such as the need to choose committed, high-energy advisory committee members who are willing to perform many complex, time-consuming tasks.

The impact of an ambulatory rotation on medical student interest in internal medicine. The Society of General Internal Medicine Task Force on Career Choice in Internal Medicine.

OBJECTIVE: To determine whether students who take ambulatory rotations in internal medicine are more likely to choose internal medicine careers. DESIGN: National survey. SETTING AND PARTICIPANTS: The intended sample was 1,650 senior U.S. medical students from 16 medical schools, of whom 1,244 (76%) responded. Representative schools nationwide were selected using a stratified, random-sampling method. MEASUREMENTS: The questionnaire asked about characteristics of the ambulatory rotation, perceptions of internal medicine, and factors influencing students toward or away from an internal medicine career. RESULTS: Ambulatory rotations were taken by 543 students (43%). Of these rotations, 73% were required, 74% were during the fourth year, 77% were in general internal medicine, 73% provided continuity of care, and 19% were during the medicine clerkship. Overall, 24% of the students chose careers in general (9%) or subspecialty internal medicine (15%). Thirty percent of the students who did ambulatory rotations planned internal medicine careers, compared with 19% of the students who had no rotation [odds ratio (OR) = 1.8, 95% confidence interval (CI) 1.3 to 2.4, p = 0.0001]. This association was of similar magnitudes for students completing required rotations (OR = 1.6, 95% CI 1.2 to 2.2, p = 0.002) and for students completing rotations before or in proximity to when they chose careers (OR = 1.7, 95% CI 1.1 to 2.4, p = 0.01). Ninety percent of the 543 students who had ambulatory rotations were satisfied with the experience. Thirty-eight percent of the highly satisfied students chose internal medicine careers, compared with 21% of the students who had low or moderate satisfaction (p = 0.0001). CONCLUSIONS: An ambulatory rotation is strongly associated with positive perceptions of, attraction to, and choice of a career in internal medicine. Research is needed to determine specific components of an effective rotation. Further development of ambulatory rotations could help attract more students to internal medicine.

Primary care by desire or default? Specialty choices of minority graduates of US medical schools in 1983.

This study was undertaken to determine if US medical school students of different racial/ethnic backgrounds demonstrate similar patterns of evolution of specialty choice between their senior year of medical school and their third postgraduate year. The study identified the specialty choices of US medical school seniors in 1983 through their responses to the Association of American Medical Colleges Graduating Medical Student Questionnaire (GQ). The cohort was classified into three groups: underrepresented minorities, non-underrepresented minorities, and whites. Using these AAMC data as baseline, each racial/ethnic background group was tracked through their third residency year. Comparisons were made between anticipated specialty choices as senior medical students and actual specialties as revealed through residency tracking. The study found that more than 95% of the cohort began residencies in specialties compatible with their GQ choices. Unexpectedly, almost 20% of blacks, Commonwealth Puerto Ricans, and other Hispanics were not in graduate medical education in their third postgraduate year. This group needs to be studied further in order to learn the proportion of these physicians who subsequently completed residency training and the reason(s) for attrition in physicians who did not fulfill minimum training requirements for board certification.

Medical student attitudes about internal medicine: a study of U.S. medical school seniors in 1988.

OBJECTIVE: To determine the attitudes of medical students toward careers in internal medicine. DESIGN: Cross-sectional national survey of U.S. medical school seniors. PARTICIPANTS: The 10,379 respondents to the 1988 Medical Student Graduation Questionnaire from the Association of American Medical Colleges. MEASUREMENTS AND MAIN RESULTS: Most men and women selecting internal medicine (n = 1931) as well as those switching from earlier preferences for internal medicine (n = 1606) made their final decisions about specialty during the third and fourth years of medical school. Almost 50% of students planning to be internists cited "intellectual content" as the most important factor in their choice of specialty. "Diagnostic challenge" was next most frequently cited. "Type of patient seen" and "role models" were more frequently cited as the most important factors in specialty choice for all other specialties than for internal medicine. Students who switched away from earlier preferences for general internal medicine cited the following most important factors in descending order of frequency: "too demanding of time and effort," "inconsistent with personality," "negative clerkship experiences," "don't like the type of patient," and "specialty chosen more fulfilling." The same five factors, in a different order of frequency, were given for switching from the subspecialties of internal medicine. CONCLUSIONS: Most medical students make their final choices about specialty during or after their clerkship year. Knowledge of these students' attitudes toward internal medicine could form the basis for the development of strategies to enhance the attractiveness of internal medicine among these students while they are making their final decisions about specialty.

Medical student interest in internal medicine. Initial report of the Society of General Internal Medicine Interest Group Survey on Factors Influencing Career Choice in Internal Medicine.

OBJECTIVE: To determine the factors that attract students toward and push students away from a career in internal medicine. DESIGN: National survey of senior U.S. medical students using a stratified random cluster sampling of medical schools. PARTICIPANTS: The survey included 1650 U.S. senior students from 16 medical schools, of whom 1244 (76%) responded. MEASUREMENTS AND MAIN RESULTS: A survey instrument was developed and pilot tested at 17 medical schools. Twenty-four percent of the respondents to the final survey chose a career in general internal medicine (9%) or subspecialty internal medicine (15%). A career in internal medicine had been "seriously considered" by 608 respondents (50%) who finally chose a career other than internal medicine (the "switchers"). Compared with other specialties, internal medicine was perceived as being more stressful to residents, more demanding of time and workload as a career and a residency, and as an easier residency to enter. Internal medicine was also seen as providing less satisfaction for residents, having lower income potential, and allowing less leisure time. For the 608 switchers, the most important influences leading to their decision to switch were the type of patient seen in internal medicine (for example, chronically ill, alcohol and drug abusing patients) as well as dissatisfaction and stress among internal medicine residents. Factor analysis showed that three factors, "intellectual challenge of internal medicine," "primary care interests," and "the medicine clerkship" attracted students toward internal medicine, whereas three others, "taking care of chronically ill patients," "level of satisfaction among internists and medical residents," and "workload and stress" pushed students away from internal medicine. Factors pushing students away from internal medicine were significantly more negative with regard to a career in general as opposed to subspecialty internal medicine (P less than 0.001). CONCLUSION: Medical students have serious reservations about internal medicine as a career choice. Perceptions about the medical residency, the patients they expect to see, and the dissatisfaction among residents and internists are foremost in their thinking. Changes to improve the attractiveness of internal medicine should address these adverse perceptions while building on the positive influences identified by the respondents.

Racial-ethnic background and specialty choice: a study of U.S. medical school graduates in 1987.

This study used two Association of American Medical Colleges' questionnaires to determine whether there was a relationship between the racial-ethnic backgrounds and the specialty choices of a 1987 cohort of 11,136 U.S. medical school seniors, both prior to entering medical school and as they prepared for residency training. Their specialty preferences as premedical students were shown by their responses to the Premedical Student Questionnaire, administered when they registered for the Medical College Admission Test; their specialty choices at the end of their medical school training were shown by their responses to the Medical Student Graduation Questionnaire, which they completed shortly before graduation. Racial-ethnic backgrounds, self-recorded, were classified into black, other underrepresented minorities, Asian, other non-underrepresented minorities, and white. Specialties were clustered into primary care, medical specialties, surgical specialties, and supporting services. Before entering medical school, the students had similar specialty preferences regardless of background. As seniors in medical school, there was even greater convergence of specialty choices among the students of all backgrounds. Racial-ethnic background in itself appears not to have been a major factor influencing the senior medical students' specialty choices.

Early and final preferences for pediatrics as a specialty: a study of U.S. medical school graduates in 1983.

The early and final specialty preferences for pediatrics made by 10,321 U.S. medical school graduates in 1983 were obtained from the students' responses to the Premedical Student Questionnaire, which accompanied their Medical College Admissions Test, and to the Medical Student Graduation Questionnaire, filled out not long before they graduated from medical school. A total of 11.5% of the women and 5.9% of the men expressed a preference for pediatrics on the earlier questionnaire, when they were premedical students; 13.5% of the women and 4.8% of the men actually chose pediatrics when they were senior medical students, as reflected on the later questionnaire. On both questionnaires, 31.3% of the women's preferences and 14.6% of the men's preferences for pediatrics did not change. More than 70% of all the graduating students choosing pediatrics had expressed a premedical preference for a primary care specialty. Fifty-one percent of the women and 42% of the men who abandoned their early preferences for pediatrics chose another specialty within primary care. More students of both genders shifted from a premedical preference for family practice into pediatrics than kept their early preference for pediatrics. If the direction of change noted in this study and others continues, pediatrics will increasingly become a specialty chosen by women.

Trends in evolution of specialty choice. Comparison of US medical school graduates in 1983 and 1987.

This study describes the evolution of specialty choices among US medical school seniors in 1983 and 1987. Its purposes were to determine the specialty interests of the 1987 cohort as these 11,264 students proceeded through medical school and to compare their evolving specialty plans with those of the 10,321 US medical school seniors in 1983. As the 1987 cohort advanced through medical school, they became increasingly interested in general and subspecialty internal medicine, psychiatry, obstetrics and gynecology, anesthesia, radiology and rehabilitation medicine and less interested in family practice, general surgery, pathology, and public health. Compared with the 1983 cohort, 1987 seniors were significantly less likely to choose general internal medicine and more likely to choose internal medicine and pediatric subspecialties. Similar proportions of each cohort of seniors chose family practice. Between 1983 and 1987, men's interest in pediatrics, general surgery, and obstetrics and gynecology declined, while their interest in the surgical subspecialties, anesthesia, and rehabilitation medicine increased.

Personal characteristics, career plans, and specialty choices of medical students elected to Alpha Omega Alpha.

Among US medical graduates in 1983, personal characteristics, career plans, and specialty choices of men and women elected to Alpha Omega Alpha (AOA), the honor medical society, differed in a number of ways from those of their non-AOA classmates. Students in AOA scored significantly higher on each subtest of the Medical College Admission Test, were disproportionately white, and had a higher proportion of parents achieving a post-high school education. Members of AOA participated in undergraduate medical research and authored papers during medical school significantly more frequently than those who were not members of AOA, planned a major career commitment to research, and planned careers in academic medicine significantly more frequently than those who did not belong to AOA. In contrast, neither religious preference, among students from Catholic, Jewish, or Protestant backgrounds, nor gender differentiated members of AOA from non-AOA members. Among the 15 specialties studied, internal medicine subspecialties and internal medicine attracted the highest proportion of students elected to AOA.

The stability of early specialty preferences among US medical school graduates in 1983.

Medical graduates in 1983 were in preclinical training when the Graduate Medical Education National Advisory Committee forecast a surplus of 70,000 physicians by 1990. Among the problems identified was the nuclear role of medical schools in affecting specialty choices. To understand this role further, the current study determined the stability and evolution of specialty preferences between the time of the Medical College Admission Test and the senior year of medical school. The study included 10,321 US medical school graduates in 1983. Eighty percent changed their specialty preference during this interval, demonstrating the substantial effects that medical schools have on specialty selection. The stability of early preferences ranged from 41% to 1%. Interest in primary care specialties declined among both men and women; interest in specialty care and supporting services increased during this five-year longitudinal study. These findings parallel shifts away from primary care among US medical school graduates in 1978 and 1983.

Research activities of faculty in academic departments of medicine.

To assess the involvement of current medical faculty in research, a research activities questionnaire and a faculty roster form were sent to all full-time, salaried faculty of departments of medicine in medical schools in the United States. Valid responses from 7483 faculty members were received from 119 medical schools. About 88% of respondents are men; 83% have M.D. degrees; 8% have a Ph.D. degree; and 7% have both degrees. Twenty-four percent of the faculty who have done research had little preparation for a research career. However, 45% of faculty with M.D. degrees had 2 or more years of research training. Seventy-seven percent of faculty with only an M.D. degree reported research activity from 1982 to 1983; the median effort of all faculty with an M.D. is 25%. Faculty with both degrees are more involved in research and the median effort for those with a Ph.D. is 95%.

Clinical problem-solving skills of internists trained in the problem-oriented system.

In the study reported here, the authors test the hypothesis that internists completing residencies in a highly structured, problem-oriented residency program approach clinical problem-solving differently than do internists whose residencies were not problem-oriented. The vehicle for the study was the certifying examination of the American Board of Internal Medicine (ABIM) in 1978, 1979, and 1980. Performance on patient management problems (PMPs) and multiple-choice questions was analyzed for candidates for ABIM certification whose residency had been problem-oriented, for candidates whose residencies had been classified as nonproblem-oriented, and for the national pool of U.S. medical graduates. Internists trained in the problem-oriented residency program achieved significantly higher PMP scores than did the national pool in two of the three years and on true-false questions in one of the years. No differences were detected between the problem-oriented group and their nonproblem-oriented colleagues.