The Experts below are selected from a list of 282 Experts worldwide ranked by ideXlab platform
John K. Iglehart - One of the best experts on this subject based on the ideXlab platform.
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financing Graduate Medical Education mounting pressure for reform
The New England Journal of Medicine, 2012Co-Authors: John K. IglehartAbstract:Disparate voices are advocating changes to Medicare's investment in Graduate Medical Education (GME) — now $9.5 billion annually. Prescriptions include reducing federal support, developing performance measures, and assessing programs' governance and financing.
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Financing Graduate Medical Education — Mounting Pressure for Reform
The New England journal of medicine, 2012Co-Authors: John K. IglehartAbstract:Disparate voices are advocating changes to Medicare's investment in Graduate Medical Education (GME) — now $9.5 billion annually. Prescriptions include reducing federal support, developing performance measures, and assessing programs' governance and financing.
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the uncertain future of medicare and Graduate Medical Education
The New England Journal of Medicine, 2011Co-Authors: John K. IglehartAbstract:This author anticipates reductions in funding for Graduate Medical Education. Residency positions may not be sufficient to train enough physicians to meet Americans' health care needs or to provide postGraduate training for the growing number of U.S. Medical students.
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health reform primary care and Graduate Medical Education
The New England Journal of Medicine, 2010Co-Authors: John K. IglehartAbstract:The 2010 health care reform bill requires that every eligible American purchase health insurance, but the clinician workforce may not be adequate to provide access for the newly insured. The author reviews regulations included in the bill and current policy debates relevant to expanding the primary care workforce and improving Graduate Medical Education.
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medicare Graduate Medical Education and new policy directions
The New England Journal of Medicine, 2008Co-Authors: John K. IglehartAbstract:In the context of the concerns of many experts about a looming shortage of physicians, the author discusses policy proposals to increase federal support for Graduate Medical Education and to expand the supply of primary care physicians.
Sakti Srivastava - One of the best experts on this subject based on the ideXlab platform.
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physical medicine and rehabilitation trends in Graduate Medical Education and subspecialization amid changing demographics
American Journal of Physical Medicine & Rehabilitation, 2019Co-Authors: Aldis H Petriceks, Hannah A Hales, Sakti SrivastavaAbstract:: With an aging and growing US population, American healthcare faces an impending physician shortage. This is important for the field of physical medicine and rehabilitation, because physiatrists' skills in managing chronic conditions and functional outcomes are especially relevant to an older population. The present study was designed to better understand the future physical medicine and rehabilitation workforce, by recording and analyzing the quantities of Accreditation Council of Graduate Medical Education-accredited physical medicine and rehabilitation Graduate Medical Education programs and positions between 2001-2002 and 2017-2018. Results indicated that physical medicine and rehabilitation Graduate Medical Education has grown since 2001-2002, especially in subspecialties such as pediatric rehabilitation and sports medicine. However, the growth in physical medicine and rehabilitation residency positions has been three-fold lower than that of total Graduate Medical Education. In addition, subspecialization has become increasingly prevalent, and residency positions have declined relative to the population of older adults. The future identity of physical medicine and rehabilitation will continue to develop as professional and demographic trends shape this important Medical specialty.
Terri A. Lischka - One of the best experts on this subject based on the ideXlab platform.
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Single Accreditation System for Graduate Medical Education: Transition Update.
The Journal of the American Osteopathic Association, 2019Co-Authors: Boyd R. Buser, James Swartwout, Terri A. Lischka, Maura BiszewskiAbstract:In 2014, the American Osteopathic Association, the American Association of Colleges of Osteopathic Medicine, and the Accreditation Council for Graduate Medical Education agreed to establish a new, single accreditation system for Graduate Medical Education in the United States. This article focuses on recent policy enhancements and modifications to facilitate the transition to the single accreditation system and concludes with a discussion of the current transition planning after the end of the transition period on June 30, 2020.
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numbers of md and do Graduates in Graduate Medical Education programs accredited by the accreditation council for Graduate Medical Education and the american osteopathic association
Academic Medicine, 2015Co-Authors: Paul Jolly, Terri A. Lischka, Henry M SondheimerAbstract:PurposeTo determine the number of DO (doctor of osteopathic medicine) and MD (doctor of medicine) residents in training programs accredited by the Accreditation Council for Graduate Medical Education (ACGME) and the American Osteopathic Association (AOA) and to examine the behavior of DO residents w
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Osteopathic Graduate Medical Education 2013.
The Journal of the American Osteopathic Association, 2013Co-Authors: Andrea Derosier, Terri A. Lischka, Bulmaro MartinezAbstract:The authors report updates on osteopathic Graduate Medical Education training programs and positions for the 2011-2012 academic year. American Osteopathic Association Match trends and information on training slots are also examined.
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Osteopathic Graduate Medical Education 2011
The Journal of the American Osteopathic Association, 2011Co-Authors: Elizabeth Freeman, Andrea Derosier, Terri A. LischkaAbstract:The authors report on the status of osteopathic Graduate Medical Education training for the 2009-2010 academic year. Data are presented on approved programs and trainee positions, including distribution by state and by specialty. An update on the impact of restructuring the internship year into specialty residencies is provided, indicating no net loss of training positions related to this initiate. Summary data from the American Osteopathic Association Intern/Resident Registration Program (ie, the AOA "Match") are provided.
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Osteopathic Graduate Medical Education 2010.
The Journal of the American Osteopathic Association, 2010Co-Authors: Elizabeth Freeman, Thomas Duffy, Terri A. LischkaAbstract:Osteopathic Graduate Medical Education (OGME) continues to evolve. With the restructuring of the traditional osteopathic internship, which became effective July 1, 2008, for most specialties, the number of trainees in osteopathic residency programs has substantially grown. The authors detail the effects of the restructuring on OGME and provide an update on the current availability of OGME training opportunities. The present article does not, however, report data from the American Osteopathic Association Intern/Resident Registration Program (ie, the AOA "Match").
Andrew Bazemore - One of the best experts on this subject based on the ideXlab platform.
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Changes and Variation in Medicare Graduate Medical Education Payments.
JAMA internal medicine, 2019Co-Authors: Candice Chen, Yoonkyung Chung, Stephen Petterson, Andrew BazemoreAbstract:This study examines the growth of Medicare Graduate Medical Education payments per resident full-time equivalent, variation in payment rates between hospitals, and potential savings from capping these payments.
Richard E. Behrman - One of the best experts on this subject based on the ideXlab platform.
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The State of Pediatrics Residency Training: A Period of Transformation of Graduate Medical Education
Pediatrics, 2004Co-Authors: Theodore C. Sectish, Edwin L. Zalneraitis, Carol Carraccio, Richard E. BehrmanAbstract:Graduate Medical Education is in a period of transformation. This article reviews the state of pediatrics residency training by summarizing the changing demographics within training programs, examining the new Educational paradigm with an emphasis on competency-based Education and continuous professional development, and describing forces influencing the workplace and the focus on work-life balance. Strategies are suggested for leaders in Graduate Medical Education to meet the challenges experienced during this period of transformation.
