Advertisement

Supervising and Supporting Faculty

  • Alaka RayEmail author
  • Priya Radhakrishnan
  • Halle G. Sobel
Chapter
  • 366 Downloads

Abstract

The clinic director has a challenging role that swings between supervision and support. With changes in health care, it is crucial for the clinic director to understand the nuances of operations, finances, quality, and academics. In addition to clinical work, many clinic faculty are also undertaking academic work and teaching of residents and medical students. Thus, clinic directors are required to provide leadership to a diverse group with varying needs. This chapter addresses some of the vital elements of the role.

Keywords

Leadership Preceptors Supervision 

References

  1. 1.
    Summary of workforce trends in internal medicine training—academic years 2005/2006 through 2014/2015. http://www.abim.org/about/statistics-data/resident-fellow-workforce-data.aspx.
  2. 2.
    MRCDIG SGIM survey 2017. SGIM.Google Scholar
  3. 3.
    American Hospital Association Primary Care Workforce Roundtable. Workforce roles in a redesigned primary care model. http://www.aha.org/content/13/13-0110-wf-primary-care.pdf.
  4. 4.
    Shanafelt TD, West CP, Sloan JA, Novotny PJ, Poland GA, Menaker R, Rummans TA, Dyrbye LN. Career fit and burnout among academic faculty. Arch Intern Med. 2009;169(10):990–5.CrossRefPubMedGoogle Scholar
  5. 5.
    Shanafelt TD, Boone S, Tan L, et al. Burnout and satisfaction with work-life balance among US physicians relative to the general US population. Arch Intern Med. 2012;172(18):1377–85.CrossRefPubMedGoogle Scholar
  6. 6.
  7. 7.
  8. 8.
    Stites S, Steffen P, Turner S, Pingleton S. Aligning clinical compensation with clinical productivity: design and implementation of the financial value unit (FVU) system in an academic department of internal medicine. Acad Med. 2013;88(7):946–51.CrossRefPubMedGoogle Scholar
  9. 9.
    Kairouz VF, Raad D, Fudyma J, Curtis AB, Schünemann HJ, Akl EA. Assessment of faculty productivity in academic departments of medicine in the United States: a national survey. BMC Med Educ. 2014;14:205.CrossRefPubMedPubMedCentralGoogle Scholar
  10. 10.
  11. 11.
  12. 12.
  13. 13.
    Stryker C. More effectively schedule patient visits at your practice. Physicians practice. Practice your way. Blog. http://www.physicianspractice.com/blog/more-effectively-schedule-patient-visits-your-practice. Accessed 19 Jun 2013.
  14. 14.
    Institute of Health care Improvement. www.ihi.org.
  15. 15.
    The Dartmouth Institute, Microsystem Academy www.clinicalmicrosystem.org.
  16. 16.
    Godfrey M, Nelson E, Batalden P, Wasson J, Mohr J, Headrick L. Improving healthcare by improving your microsystem. Dartmouth Medical School. http://clinicalmicrosystem.org/wp-content/uploads/2014/07/CMAG040104.pdf. Accessed 2 Sep 2003. Version 2: Rev 4/13/2004.
  17. 17.
    Cassel CK, Guest JA. Choosing wisely: helping physicians and patients make smart decisions about their care. JAMA. 2012;307(17):1801–2.CrossRefPubMedGoogle Scholar
  18. 18.
  19. 19.
  20. 20.
    Iglehart JK. Expanding the role of advanced nurse practitioners—risks and rewards. N Engl J Med. 2013;368:1935–41.CrossRefPubMedGoogle Scholar
  21. 21.
    Kaplan S, Garrett K. The use of logic models by community based initiatives. Eval Program Plann. 2005;28:167–72.CrossRefGoogle Scholar
  22. 22.
    McLaughlin J, Jordan G. Logic models: a tool for testing your program’s performance story. Eval Program Plann. 1999;22:65–72.CrossRefGoogle Scholar
  23. 23.
    Cote L, Laughrea P. Preceptors’ understanding and use of role modeling to develop the CanMEDS competencies in residents. Acad Med. 2014;89(6):934–9.CrossRefPubMedGoogle Scholar
  24. 24.
    Cote L, Bordage G. Content and conceptual frameworks of preceptor feedback related to residents’ educational needs. Acad Med. 2014;87(9):1275–81.Google Scholar
  25. 25.
    Dugdale DC, Epstein R, Pantilat SZ. Time and the patient-physician relationship. J Gen Intern Med. 1999;14:S34–40.CrossRefPubMedPubMedCentralGoogle Scholar
  26. 26.
    Accreditation Council for Graduate Medical Education. ACGME program requirements for residency education in internal medicine. http://www.acgme.org/acgmeweb/Portals/0/PFAssets/ProgramRequirements/140_internal_medicine_07012015.pdf.
  27. 27.
    Department of Health and Human Services—Centers for Medicare and Medicaid Services. Guidelines for teaching physicians, interns, and residents. https://www.cms.gov/Outreach-and-Education/Medicare-Learning-Network-MLN/MLNProducts/Downloads/Teaching-Physicians-Fact-Sheet-ICN006437.pdf.
  28. 28.
    Tobin DG, Doolittle BR, Ellman MS, Ruser CB, Brienza RS, Genao I. Modifiying the primary care exception rule to require competency-based assessment. Acad Med. 2017;92(3):331–4.CrossRefPubMedGoogle Scholar
  29. 29.
    Accreditation Council for Graduate Medical Education. The milestones guidebook. http://www.acgme.org/Portals/0/MilestonesGuidebook.pdf.
  30. 30.
    Hom J, Richman I, Chen JH, Singh B, Crump C, Chi J. Fulfilling outpatient medicine responsibilities during internal medicine residency: a quantitative study of housestaff participation with between visit tasks. BMC Med Educ. 2016;16:139.CrossRefPubMedPubMedCentralGoogle Scholar
  31. 31.
    Gupta R, Barnes K, Bodenheimer T. Clinic first: 6 actions to transform ambulatory residency training. J Grad Med Educ. 2016;8(4):500–3.CrossRefPubMedPubMedCentralGoogle Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Alaka Ray
    • 1
    Email author
  • Priya Radhakrishnan
    • 2
  • Halle G. Sobel
    • 3
  1. 1.Massachusetts General HospitalBostonUSA
  2. 2.HonorHealthScottsdaleUSA
  3. 3.The Robert Larner, M.D. College of MedicineUniversity of VermontBurlingtonUSA

Personalised recommendations