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Teaching practice management during residency

E A Rose1, A V Neale, W A Rathur

  • 1Department of Family Medicine, Wayne State University, Detroit, USA. erose@med.wayne.edu

Family Medicine
|February 17, 1999
PubMed
Summary
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Family practice residency programs vary in practice management education. More time and active learning strategies are linked to effective training, crucial for preparing physicians for practice.

Area of Science:

  • Medical Education
  • Family Medicine
  • Healthcare Administration

Background:

  • Practice management education is a required component of family practice residency.
  • Recent graduates report inadequate practice management training.
  • Existing literature highlights a gap in preparedness for practice management.

Purpose of the Study:

  • To describe current practice management education in family practice residencies.
  • To assess residency directors' perceptions of their program's curriculum effectiveness.
  • To identify factors influencing the perceived effectiveness of practice management training.

Main Methods:

  • A survey was distributed to 421 family practice residency directors.
  • The survey collected data on curriculum content, time allocation, and perceived effectiveness.

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  • A response rate of 51% (213 directors) was achieved after two mailings.

    • Main Results:

    • 18% of programs provided less than the recommended 60 hours of practice management training.
    • Managed care significantly impacted residency curricula, but not perceived effectiveness.
    • Higher ratings of curriculum effectiveness were associated with increased curricular time and active learning methods.

    Conclusions:

    • Family practice residencies employ diverse methods for teaching practice management.
    • Active learning strategies appear crucial for effective practice management education.
    • Further research is needed to determine optimal methods for preparing physicians for practice management.