Advertisement

Teaching Health Policy to Residents—Three-Year Experience with a Multi-Specialty Curriculum

  • S. Ryan Greysen
  • Travis Wassermann
  • Perry Payne
  • Fitzhugh Mullan
Innovations in Education

ABSTRACT

INTRODUCTION

Most residents have limited education or exposure to health policy during residency.

AIMS

We developed a course to (1) educate residents on health policy topics applicable to daily physician practice; (2) expose residents to health policy careers through visits with policy makers and analysts; (3) promote personal engagement in health policy.

SETTING

Residents registered for a 3-week elective offered twice annually through the George Washington University Department of Health Policy.

PROGRAM DESCRIPTION

The course format includes: daily required readings and small-group seminars with policy experts, interactive on-site visits with policy makers, and final team presentations to senior faculty on topical health policy issues.

PROGRAM EVALUATION

One hundred thirty residents from 14 specialties have completed the course to date. Seventy completed our post-course survey. Most participants [59 (84%)] felt the course was very or extremely helpful. Participant self-ratings increased from pre- to post-course in overall knowledge of health policy [2 (3%) good or excellent before, 58 (83%) after], likelihood of teaching policy concepts to peers [20 (25%) vs. 62 (86%)], and likelihood of pursuing further health policy training [28 (37%) vs. 56 (82%)].

CONCLUSIONS

This 3-week elective in health policy improves self-reported knowledge and interest in health policy research, advocacy, and teaching.

KEY WORDS

health policy residency education curriculum medical education 

Notes

Acknowledgements

Preliminary findings (at 18 months experience) were presented as a poster at the Educational Innovations Session of the 2007 Society for General Internal Medicine Annual Meeting in Toronto, Canada. The authors thank Karen Jones, GWU Senior Research Scientist, for assistance with statistical analyses. The GW Residency Fellowship in Health Policy is supported in part by a generous gift from the late Harold and Jane Hirsh to the Department of Health Policy and GWU Medical Center.

Disclosures

None disclosed

Supplementary material

11606_2009_1143_MOESM1_ESM.doc (83 kb)
ESM Appendix A (DOC 83.0 KB)
11606_2009_1143_MOESM2_ESM.doc (102 kb)
ESM Appendix B (DOC 102 KB)

References

  1. 1.
    Clancy TE, et al. A call for health policy education in the medical school curriculum. JAMA. 1995;274(13):1084–5.CrossRefPubMedGoogle Scholar
  2. 2.
    Agrawal J, et al. Medical students’ knowledge of the US healthcare system and their preferences for curricular change. Acad Med. 2005;80(5):484–8.CrossRefPubMedGoogle Scholar
  3. 3.
    King BF, et al. Internal Medicine chief residents suggest need to improve health care delivery and public policy education. Internist. 1990;31(7):3–15. suppl.PubMedGoogle Scholar
  4. 4.
    Bischof RO, Plumb J, Nash DB. Administrative and health policy training for residents. Hosp Pract. 1996;31(8):93–4.Google Scholar
  5. 5.
    Short SED, Hodgetts PG. A Curriculm for the Times: an experiment in teaching health policy to residents in family medicine. CMAJ. 1997;157(11):1567–9.Google Scholar
  6. 6.
    Furin J, Farmer P, Wolf M, et al. A novel training model to address health problems in poor and underserved populations. J Health Care Poor and Underserved. 2006;17:17–24.CrossRefGoogle Scholar
  7. 7.
    Foster T, Regan-Smith M, Murray C, et al. Residency education, preventive medicine, and population health care improvement: The Dartmouth-Hitchcock leadership preventive medicine approach. Acad Med.. 2008;83:390–8.CrossRefPubMedGoogle Scholar
  8. 8.
    Strelnick AH, Swiderski D, Fornari A, et al. The Residency program in social medicine of montefiore medical center: 37 years of mission-driven, interdisciplinary training in primary care, population health, and social medicine. Acad Med.. 2008;83:378–89.CrossRefPubMedGoogle Scholar
  9. 9.
    UCSF Internal Medicine “Areas of Distinction:” Medical Education, Health Equities and Advocacy, Global Health. Cite accessed June 22, 2009: http://medicine.ucsf.edu/education/residency/program/distinction.html
  10. 10.
    U. Pittsburg Internal Medicine - Global Health, Women’s Health, Geriatrics. Cite accessed September 23, 2009: http://residency.dom.pitt.edu/Program_Overview/tracks.html
  11. 11.
    U. Washington Family Med: “Leadership Academic Focus Track”. Cite accessed September 23, 2009: http://www.fammed.washington.edu/residency/media/AcademicFocus.pdf
  12. 12.
    U. Rochester Pediatrics: “Child Advocacy Resident Education”. Cite accessed September 23, 2009: http://www.urmc.rochester.edu/smd/gme/prospective/pediatrics/program_details/care_program.cfm
  13. 13.
    U. Michigan Preventive Medicine: “Health Mgmt and Policy Track”. Cite accessed September 23, 2009: https://practice.sph.umich.edu/practice/pmr_hmp.php
  14. 14.
    ACGME - Outcome Project: General Competencies. Site accessed September 23, 2009: http://www.acgme.org/outcome/comp/GeneralCompetenciesStandards21307.pdf
  15. 15.
    Holmboe ES, et al. Reforming internal medicine residency training: a report from the society for general internal medicine’s task force for residency reform. JGIM. 2005;20:1165–72.CrossRefPubMedGoogle Scholar

Copyright information

© Society of General Internal Medicine 2009

Authors and Affiliations

  • S. Ryan Greysen
    • 1
    • 2
  • Travis Wassermann
    • 2
  • Perry Payne
    • 2
  • Fitzhugh Mullan
    • 1
    • 2
  1. 1.School of MedicineGeorge Washington UniversityWashingtonUSA
  2. 2.Department of Health PolicySchool of Public Health and Health SciencesWashingtonUSA

Personalised recommendations