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Biomedical subjects

S D Seifer

Publications and source records attributed to S D Seifer.

13 recordsLinked to original sources
PubMed2000

Measuring the costs of primary care education in the ambulatory setting.

In 1995, the authors obtained cost, operations, and educational activity data from 98 ambulatory care sites across the United States in which primary care teaching was occurring and compared those data with the corresponding data from 84 ambulatory care sites where no teaching was going on. The teaching sites in the sample were found to have 24-36% higher operating costs than the non-teaching sites. This overall difference in costs is approximately the same difference in costs earlier estimated for university teaching hospitals compared with non-teaching hospitals. These costs are shared by all involved in the ambulatory education process: sponsors, sites, and faculty. In a related finding, the authors discovered that 30-50% of all ambulatory care sites thought not to be involved in education are in fact teaching at a high level of involvement. Further research into not only the costs but the value of education in the clinical setting is encouraged. The authors also hope that the publication of this report will encourage accrediting bodies and professional organizations to improve the information available about ambulatory care training in general.

Ambulatory Care↗
PubMed1998

Service-learning: community-campus partnerships for health professions education.

In 1995, the Health Professions Schools in Service to the Nation (HPSISN) program was launched under the auspices of the Pew Health Professions Commission as a national demonstration of an innovative form of community-based education called service-learning. The foundation of service-learning is a balanced partnership between communities and health professions schools and a balance between serving the community and meeting defined learning objectives. This article offers a definition of service-learning and an outline of its core concepts; it also describes how service-learning differs from traditional clinical education in the health professions. Further, the author discusses how service-learning programs may benefit students, faculty, communities, higher education institutions, and the relationships among all these stakeholders. The article concludes with brief descriptions of recommended resources for integrating service-learning into the medical school curriculum.

Community Health Services↗
PubMed1996

Changes in marketplace demand for physicians: a study of medical journal recruitment advertisements.

OBJECTIVE: To measure trends in marketplace demand for physicians in different specialties. METHODS: Retrospective review of physician recruitment advertisements appearing in the September issues of 7 medical journals in 1984, 1987, 1990, 1993, and 1995. MAIN OUTCOME MEASURE: Number of advertised positions in each of the studied specialties. RESULTS: Steep declines in the number of advertised positions for specialist physicians over the past 5 years were consistently observed with the exception of pediatric specialists. The most dramatic changes occurred in the number of internal medicine specialist positions, which declined by 75% since 1990. For physicians as a whole, there were 4 specialist positions for every generalist position advertised in 1990; by 1995, this ratio dropped to 1.8. Family medicine exhibited continuous growth in the number of advertised positions, more than doubling during the period studied. CONCLUSIONS: Our data suggest a recent decline in marketplace demand for physicians, particularly those in specialist fields. Among generalists, demand for internists and pediatricians is rising. Ongoing analysis of these advertisements will provide timely information about the demand for physicians in a rapidly changing health care system.

Advertising↗
PubMed1995

Graduate medical education and physician practice location. Implications for physician workforce policy.

OBJECTIVE: To determine the relationship between graduate medical education and physician practice location. DESIGN: Cross-sectional analysis of physicians in active practice in 1993, classified by state of graduate medical education and stratified by specialty and professional activity. Logistic regression analysis was used to examine predictors of physicians remaining to practice in the same state in which they trained. SETTING: There were 82,871 allopathic physicians (national random sample) and 15,076 osteopathic physicians (universe) who completed graduate medical education between 1980 and 1992. MAIN OUTCOME MEASURE: Practice location in the same state as graduate medical education. RESULTS: Overall, 51% of physicians are practicing in the state in which they obtained their graduate medical education (range among states, 6% to 71%). Generalist physicians are more likely than specialists to remain in their state of graduate medical education (odds ratio [OR], 1.36; 95% confidence interval [CI], 1.33 to 1.40) There is a weak negative association between the number of physicians in training per capita in a state and the likelihood of a physician remaining in the state to practice (OR, 0.90; 95% CI, 0.90 to 0.91, for an increment in resident supply of 10 per 100,000 population). New York and Massachusetts, the states with the highest numbers of residents per capita, retained 51% and 49%, respectively, of their graduates, placing them near the median among states. CONCLUSIONS: Most physician training and practice locations function as a national market, with physicians dispersing relatively widely after completing graduate medical education. States that produce high numbers of physicians per capita do not appear to play a unique role in training physicians to serve a national market. These findings pose challenges for states attempting to modify their physician supply and specialty mix.

Cross-Sectional Studies↗
PubMed1995

Health care reform and medical education: forces toward generalism.

The transformation of U.S. health care is driven by underlying principles. The tensions between what exists now and what will emerge over the next 15 years pervade health care delivery and financing, the doctor-patient relationship, the provider-payer relationship, and the atmosphere within educational institutions for the health professions. The institutions that early on develop the capacity to forge and sustain strategic partnerships will be well positioned to take advantage of the opportunities of a rapidly changing system, but those that do not will risk being isolated without the diversity of resources needed to make meaningful contributions to health care. The tensions also drive major changes in the way health professionals are educated, trained, and deployed. Health care reforms will dramatically change the culture of the medical school in areas of patient care, research, and education programs. These institutions face external pressures to change and internal barriers to change, not the least of which are the lack of sustained leadership and collective vision. Academic medical centers must take active steps now to assess their strengths and weaknesses objectively, look realistically at options, and construct new, mutually beneficial partnerships that will be the keys to success.

Academic Medical Centers↗
PubMed1995

Community health workers: integral members of the health care work force.

As the US health care system strives to function efficiently, encourage preventive and primary care, improve quality, and overcome nonfinancial barriers to care, the potential exists for community health workers to further these goals. Community health workers can increase access to care and facilitate appropriate use of health resources by providing outreach and cultural linkages between communities and delivery systems; reduce costs by providing health education, screening, detection, and basic emergency care; and improve quality by contributing to patient-provider communication, continuity of care, and consumer protection. Information sharing, program support, program evaluation, and continuing education are needed to expand the use of community health workers and better integrate them into the health care delivery system.

Community Health Workers↗
PubMedDate not supplied

Engaging colleges and universities as partners in Healthy Communities initiatives.

Colleges and universities have an important role to play in building healthier communities. In many communities, however, these institutions are viewed with mistrust and skepticism, not as partners or assets. Academics often fail to respect and value community resources; they often assume the role of experts when they approach communities, in the context of short-term projects that place a priority on their goals rather than on communities' goals. Yet, colleges and universities have much to contribute as partners with their communities, and there are many strategies that can be used to develop community-campus partnerships. Whether the leadership for such a partnership starts with the community or the campus is not particularly important as long as the collaboration moves forward in a way that honors and values the strengths and assets of each.

Adolescent↗
PubMedDate not supplied

Integrating Healthy Communities concepts into health professions training.

To meet the demands of the evolving health care system, health professionals need skills that will allow them to anticipate and respond to the broader social determinants of health. To ensure that these skills are learned during their professional education and training, health professions institutions must look beyond the medical model of caring for communities. Models in Seattle and Roanoke demonstrate the curricular changes necessary to ensure that students in the health professions are adequately prepared to contribute to building Healthy Communities in the 21st century. In addition to these models, a number of resources are available to help promote the needed institutional changes.

Community Health Planning↗