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Where Are the Clinical Role Models?-Reply

Where Are the Clinical Role Models?-Reply Abstract In Reply. —Drs Kaplan, Stern, and Espenschade raise a very important issue, the appropriate utilization of part-time or volunteer clinical faculty who are in private practice as clinical role models. I did not address this in my commentary because my primary focus was the effectiveness of geographical full-time faculty as clinician teachers. The negative impact of the academic reward system on the quality of clinical teaching and on patient care was also a central concern. Clearly, the potential for part-time clinical faculty to serve as effective role models warrants careful consideration. However, there are some major stumbling blocks. One potential problem is the limited availability of private practitioners who are willing to serve as inpatient and/or outpatient attendings on a regular basis. Over the course of the past three decades, the full-time faculty of many teaching centers has grown, while the formerly very active and influential part-time clinical faculty group References 1. Eisenberg JM. How can we pay for graduate medical education in ambulatory care? N Engl J Med . 1989;320:1525-1531.Crossref http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Archives of Internal Medicine American Medical Association

Where Are the Clinical Role Models?-Reply

GREGANTI, M. ANDREW
Archives of Internal Medicine , Volume 150 (12) – Dec 1, 1990
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Where Are the Clinical Role Models?-Reply

Abstract

Abstract In Reply. —Drs Kaplan, Stern, and Espenschade raise a very important issue, the appropriate utilization of part-time or volunteer clinical faculty who are in private practice as clinical role models. I did not address this in my commentary because my primary focus was the effectiveness of geographical full-time faculty as clinician teachers. The negative impact of the academic reward system on the quality of clinical teaching and on patient care was also a central concern....
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Publisher
American Medical Association
Copyright
Copyright © 1990 American Medical Association. All Rights Reserved.
ISSN
0003-9926
eISSN
1538-3679
DOI
10.1001/archinte.1990.00390230132028
Publisher site
See Article on Publisher Site

Abstract

Abstract In Reply. —Drs Kaplan, Stern, and Espenschade raise a very important issue, the appropriate utilization of part-time or volunteer clinical faculty who are in private practice as clinical role models. I did not address this in my commentary because my primary focus was the effectiveness of geographical full-time faculty as clinician teachers. The negative impact of the academic reward system on the quality of clinical teaching and on patient care was also a central concern. Clearly, the potential for part-time clinical faculty to serve as effective role models warrants careful consideration. However, there are some major stumbling blocks. One potential problem is the limited availability of private practitioners who are willing to serve as inpatient and/or outpatient attendings on a regular basis. Over the course of the past three decades, the full-time faculty of many teaching centers has grown, while the formerly very active and influential part-time clinical faculty group References 1. Eisenberg JM. How can we pay for graduate medical education in ambulatory care? N Engl J Med . 1989;320:1525-1531.Crossref

Journal

Archives of Internal Medicine – American Medical Association

Published: Dec 1, 1990

References

  • How can we pay for graduate medical education in ambulatory care?
    Eisenberg JM