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The Business and Finance of Surgical Education

  • C. Max SchmidtEmail author
  • Laura Torbeck
  • Heidi Gibbs
  • Gary Dunnington
Chapter
  • 1k Downloads
Part of the Success in Academic Surgery book series (SIAS)

Abstract

Support of surgical education is critical for the future viability of United States healthcare. This is particularly important in the current era where there is predicted to be significant shortages in physicians, especially primary care and general surgeons, due to an aging population and an increasing number of insured individuals through the Affordable Care Act (ACA). Surgical education must constantly evolve to incorporate new technologies and discoveries to meet the changing demands on future surgeons and the needs of patients. Thus, it requires a tremendous investment of time, effort, money, and resources. Federal and state government support of graduate medical education is declining, and significant cuts to future funding are predicted. With increasing financial pressures both internally and externally, the investment in surgical education will require far more support than surplus clinical dollars of departments of surgery. The business and finance of surgical education has become quite complex, and optimally going forward education programs would have strong and multidimensional (hospital, school of medicine, department) advocacy, experienced surgeon leaders with formal education in business and education and/or supportive staff with formal education in business and education. Creative approaches and solutions to financing surgical education are needed, so we can maintain the viability of the system to produce a high-quality surgeon work force trained to address the public needs.

Keywords

Skill Laboratory Academic Medicine Graduate Medical Education Surgical Education Creative Approach 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Further Reading

  1. Mallon WT, Jones RF, Mallon WT, Jones RF. How do medical schools use measurement systems to track faculty activity and productivity in teaching? Acad Med. 2002;77:115–23.PubMedCrossRefGoogle Scholar
  2. Metzler I, Ganjawalla K, Kaups KL, Meara JG. The critical state of graduate medical education funding. Bull Am Coll Surg. 2012;97(11):9–18.PubMedGoogle Scholar
  3. Rich EC, Liebow M, Srinivasan M, Parish D, Wolliscroft JO, Fein O, Blaser R. Medicare financing of graduate medical education. J Gen Intern Med. 2002;17(4):283–92.PubMedCrossRefGoogle Scholar
  4. Sites S, Vansaghi L, Pingleton S, Cox G, Paolo A. Aligning compensation with education: design and implementation of the educational value unit (EVU) system in an academic internal medicine department. Acad Med. 2005;80(12):1100–6.CrossRefGoogle Scholar
  5. Williams R, Dunnington G, Folse R. The impact of a program for systematically recognizing and rewarding academic performance. Acad Med. 2003;78(2):156–66.PubMedCrossRefGoogle Scholar

Copyright information

© Springer-Verlag London 2013

Authors and Affiliations

  • C. Max Schmidt
    • 1
    Email author
  • Laura Torbeck
    • 2
  • Heidi Gibbs
    • 2
  • Gary Dunnington
    • 2
  1. 1.Department of SurgeryIndiana University School of MedicineIndianapolisUSA
  2. 2.Department of SurgeryIndiana University School of MedicineIndianapolisUSA

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