Journal of General Internal Medicine

, Volume 29, Issue 6, pp 940-946

First online:

Complexity in Graduate Medical Education: A Collaborative Education Agenda for Internal Medicine and Geriatric Medicine

  • Anna ChangAffiliated withDivision of Geriatrics, Department of Medicine, University of California San Francisco Email author 
  • , Helen FernandezAffiliated withBrookdale Department of Geriatrics and Palliative Medicine, Icahn School of Medicine at Mount Sinai
  • , Danelle CayeaAffiliated withDivision of Geriatric Medicine and Gerontology, Johns Hopkins University School of Medicine
  • , Shobhina ChhedaAffiliated withDivision of General Internal Medicine, Department of Medicine, University of Wisconsin School of Medicine and Public Health
  • , Miguel PaniaguaAffiliated withDivision of General Internal Medicine, Saint Louis University School of Medicine
  • , Elizabeth EckstromAffiliated withDivision of General Internal Medicine & Geriatrics, Oregon Health & Science University
  • , Hollis DayAffiliated withDivision of General Internal Medicine, University of Pittsburgh School of Medicine

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Internal medicine residents today face significant challenges in caring for an increasingly complex patient population within ever-changing education and health care environments. As a result, medical educators, health care system leaders, payers, and patients are demanding change and accountability in graduate medical education (GME). A 2012 Society of General Internal Medicine (SGIM) retreat identified medical education as an area for collaboration between internal medicine and geriatric medicine. The authors first determined a short-term research agenda for resident education by mapping selected internal medicine reporting milestones to geriatrics competencies, and listing available sample learner assessment tools. Next, the authors proposed a strategy for long-term collaboration in three priority areas in clinical medicine that are challenging for residents today: (1) team-based care, (2) transitions and readmissions, and (3) multi-morbidity. The short-term agenda focuses on learner assessment, while the long-term agenda allows for program evaluation and improvement. This model of collaboration in medical education combines the resources and expertise of internal medicine and geriatric medicine educators with the goal of increasing innovation and improving outcomes in GME targeting the needs of our residents and their patients.


medical education graduate assessment/evaluation geriatrics aging care transitions comorbidity