Comparing practice differences of residency graduates: implications for curricular change

Area of Science:

• Internal Medicine Education
• Graduate Medical Education
• Community-Based Practice

Background:

• Community-based internal medicine residency programs exhibit regional variations.
• Graduate practice patterns and experiences can differ based on program location.
• Understanding these differences is crucial for curriculum development.

Purpose of the Study:

• To compare practice experiences and patterns of graduates from two distinct community-based internal medicine residency programs.
• To identify differences in curriculum importance and procedural skills between program graduates.

Main Methods:

• A survey was administered to graduates of two similar-sized, regionally separated internal medicine residency programs.
• Data analysis focused on general internal medicine practitioners, comparing practice settings, patient demographics, curriculum importance, and performed procedures.
• Statistical significance was assessed, with adjustments for community population size where applicable.

Main Results:

• Graduates from one program (Wichita) were more likely to be in solo practice and reported higher practice intensity.
• Baystate graduates had a higher percentage of Health Maintenance Organization (HMO) patients.
• Kansas graduates emphasized different curriculum components and performed more procedures, with variations persisting after controlling for community size.

Conclusions:

• Significant differences exist in the practice experiences and patterns of internal medicine residency graduates based on their program's region and community population.
• Curriculum importance and procedural skills vary, suggesting a need for tailored residency training.
• Incorporating graduate needs into residency curricula is essential for program development.