Training physicians for the future US Health Care System.

Changes in US medical education have not yet paralleled the extraordinary recent advances in biomedical science. This is about to change with recent innovations in undergraduate medical education (UME) pedagogy. These changes include the 'flipped classroom,' new Liaison Committee on Medical Education requirements for learners to function collaboratively on health care teams that include other health professionals, the comprehensive development of professional identity in learning communities and adoption of measurable outcomes, termed 'entrustable professional activities'. These innovations offer the opportunity for a consistent longitudinal educational continuum in the US from UME to Graduate Medical Education (GME) and continuing medical education (CME). Such innovation addresses both individual patient and population health, with the potential for increasing shared decision-making and patient satisfaction. These innovations in US medical education have the potential to address the Institute for Healthcare Improvement's triple aim of improving patient care, improving the health of populations and reducing the per capita cost of health care.

Dimensions of impulsive behavior in obese, overweight, and healthy-weight adolescents.

Impulsivity is a multidimensional construct that has been linked with obesity. To explore profiles of impulsive behavior potentially associated with adolescent weight status, we measured multiple dimensions of impulsivity (delay discounting, sustained attention, and behavioral disinhibition) using laboratory behavioral tasks in a sample of adolescents (N=61). For comparison purposes, we also assessed self-reported impulsive behavior with the BIS-11-A. Participants differed in body mass index: obese (n=21), overweight (n=20), and healthy-weight (n=20). Obese and overweight adolescents were more impulsive on the measure of delay discounting than healthy-weight adolescents, but no difference was found between obese and overweight adolescents on this measure. Obese adolescents also were more impulsive on the measure of inattention compared to overweight and healthy-weight adolescents, who did not differ on this measure. Behavioral disinhibition had no association with weight status, nor did the self-report measure of impulsivity. The additive pattern of these findings for certain laboratory behavioral measures indicates that obese adolescents are more impulsive than their healthy-weight counterparts on two dimensions of behavior, whereas overweight adolescents are more impulsive on only one dimension. Consequently, adolescents who are impulsive on two dimensions of behavior (i.e., delay discounting and sustained attention) may be at greater risk of becoming obese rather than overweight compared to adolescents who are impulsive on only one dimension of behavior (i.e., delay discounting).

Indirect institutional revenue generated from an academic primary care clinical network.

BACKGROUND AND OBJECTIVES: As the financial performances of US academic health centers have faltered under managed care and the Balanced Budget Act of 1997, increasing attention has been paid to the costs and benefits of operating primary care networks. This study examines the indirect revenues to a university hospital and faculty group practice that result from such a primary care network using a method of abstracting billing data. METHODS: A primary care patient cohort was identified by selecting all patients who generated at least one charge in any of the 10 primary care clinics in the network over a 15-month period. All charges from the hospital and the faculty practice group for this cohort were then examined during a 6-month period, and the total charges generated in the primary care setting were compared with charges generated elsewhere in the health system. RESULTS: The primary care patient cohort included 56,459 patients and generated a total of $7,243,312 in charges for primary care services, $43,559,741 of charges in the hospital billing system for non-primary care services, and $8,825,611 of charges for services from specialty faculty. This cohort accounted for 18.5% of the gross charges for hospital care and 17.6% of charges generated by the specialty physicians. CONCLUSIONS: Using a simple and replicable methodology, this study estimates a substantial financial benefit to the hospital and specialty practices from a primary care network.

Differential functioning of outpatients and residents of a domestic violence shelter on the Abuse Disability Questionnaire.

Consistent with prediction, scores on the Abuse Disability Questionnaire were significantly greater for 64 residents than 80 outpatients at a domestic violence shelter. This finding lends additional support to the questionnaires' validity.

Use of the Abuse Disability Questionnaire in screening a clinical outpatient sample of women.

A sample of 50 women who sought services at a community mental health center were administered screening questionnaires which measure impairment from abuse and mental symptomatology. Scores on Psychiatric Symptomatology and Depression were correlated with impairment associated with partner abuse. Impairment was intermediate between those of a shelter sample and well-functioning community sample. The importance of screening for impairment from partner abuse in women seeking outpatient mental health care was emphasized.

Obstetric analgesia.

Several analgesic options are available for patients during labor. Selection of the appropriate technique must be individualized. Education and preparation begins during prenatal care. If medications are to be used, the risks and benefits to the mother and infant must be considered. Continued patient-doctor communication throughout labor is essential. Patient preferences, tempered by sound medical judgement, should guide the selection of the optimal modality for pain control during labor.

Teaching medical students to give bad news: does formal instruction help?

BACKGROUND: In 1994, the Oregon Health Sciences University instituted an integrated course (Principles of Clinical Medicine; PCM) of classroom and outpatient clinic experience designed to give first- and second-year medical students a head start in clinical skills. During their third year, the students have been periodically evaluated by objective structured clinical examinations (OSCEs). Part of the OSCE assesses the student's skills in giving bad news by means of role playing. Assessment criteria fall into those measuring knowledge and those evaluating humanistic skills. METHODS: To evaluate whether formal instruction in giving bad news leads to an improvement in a medical student's skills, the bad-news portions of the OSCE scores of third-year medical students taught by the old curriculum (OC) were compared with those of third-year students who had taken PCM. RESULTS: While bad news knowledge scores did not differ significantly between the two groups of students, the average bad-news humanistic score was significantly better for the PCM group (85% vs 79%; p = 0.05). There was no significant difference in average scores for either knowledge or humanistic skills between male and female students in the PCM group. The benefit of PCM regarding delivering bad news was also reflected by a survey of attending physicians who had taught students under both the old and the new curricula. The majority of those surveyed scored students' skills in related areas better after PCM. CONCLUSION: Formal instruction in the first two years of medical school improved students' humanistic skills as they relate to the delivery of bad news.

Principles of clinical medicine: Oregon Health Sciences University School of Medicine.

In 1992, the School of Medicine at Oregon Health Sciences University inaugurated a Principles of Clinical Medicine (PCM) course as part of an overall curricular revision. The PCM course, which covers the first and second years of medical school, integrates material from ten separate courses in the previous curriculum. Students learn longitudinally over the two years, rather than "cramming" discrete areas of knowledge and then moving on. Course sessions are related to concurrently taken basic science classes. Meeting two afternoons per week, the PCM course offers preceptorships, health care issues sessions, and patient examination sessions. The PCM course aims to encompass the body of knowledge, skills, and attitudes necessary to become a competent physician. First- and second-year students have more opportunities than previously to interact with patients and practicing physicians in the community. Competition between learning areas, student perceptions of "soft" and "hard" courses, teacher recruitment, and administrative burnout are ongoing difficulties, while faculty recognition and development, administrative commitment and flexibility, and student and faculty feedback all contribute to the success of the course. The PCM course is now the backbone of the first two years of medical school and creates a solid foundation for the third and fourth years.

The use and compensation of community preceptors in U.S. medical schools.

PURPOSE: To better understand how U.S. medical schools are using and compensating community preceptors. METHOD: In 1995, the authors sent questionnaires to associate deans for education at all 125 U.S. medical schools. Each questionnaire asked whether that school used community preceptors to teach students and, if so, from what disciplines community preceptors came, at what sites community preceptors taught students, how community preceptors were compensated, and how these factors varied for each year of medical school. RESULTS: One hundred schools (80%) completed the questionnaire. Ninety-six reported using community preceptors. Primary care physicians were used most often, and private practices were the dominant teaching location. A clinical academic appointment was the most common compensation. Few schools compensated community preceptors monetarily. Community preceptors' involvement was substantial in all four years, but greatest in year three. CONCLUSION: Community preceptors are widely used in educating medical students, especially in year three. More recognition and better compensation of these important educators is necessary.

Principles of clinical medicine: an interdisciplinary integrated 2-year longitudinal course.

In keeping with the Report of the Panel on the General Professional Education of the Physician (Association of American Medical Colleges 1984), Oregon Health Sciences University (OHSU) School of Medicine is in the midst of revising its curriculum. After a 4-year process, the Curriculum Committee mandated development of the Principles of Clinical Medicine course, a 2-year longitudinal course integrating input from both basic and clinical science departments. We describe the steps leading to the course's implementation, its administrative and organizational structure, the evaluation of student performance, teacher training, course curriculum, and the use of interdisciplinary teaching. This course embodies many of the changes called for in the AAMC Report and serves as a model for interdisciplinary education.

Use of a group objective structured clinical examination with first-year medical students.

PURPOSE: To evaluate the implementation of a quarterly group objective structured clinical examination (GOSCE) to assess the patient-evaluation abilities of a medical school class. METHOD: The study subjects were 94 first-year students participating in the Principles of Clinical Medicine course at the Oregon Health Sciences University School of Medicine in 1992-93. To create the GOSCE, the authors modified the format of the quarterly objective structured clinical examination by making each standardized-patient station the site of an interaction between a standardized patient and a group of four or five students. The GOSCE's reliability, content and face validity, and expense were evaluated. Student feedback was obtained using a structured questionnaire. RESULTS: Performances varied both among the five stations of the GOSCE and among the 23 student groups: the mean percentage of items performed correctly per station was 83%, with a range of 73-97%. The reliability of the GOSCE's stations was low, with intraclass correlations during the three consecutive quarters of .29, .05, and .12. Despite no prior experience with this type of testing, the students' mean rating of the GOSCE's appropriateness was 3.8 (on a Likert scale of 1, poor, to 5, excellent), compared with 2.5 for the appropriateness of the written examination also used for quarterly assessment. The expense of the GOSCE was much less than the costs reported for the OSCE format. CONCLUSION: The use of the quarterly GOSCE favorably influenced the students, faculty, and curriculum. The GOSCE format made possible the assessment of a large number of students' abilities, without the time and expense needed to evaluate students individually.