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Academic Hospitalists (academic + hospitalist)
Selected AbstractsHospitalist educators: future of inpatient internal medicine trainingMOUNT SINAI JOURNAL OF MEDICINE: A JOURNAL OF PERSONALIZED AND TRANSLATIONAL MEDICINE, Issue 5 2008Jill Goldenberg MD Academic hospitalists have grown in number and influence over the past decade. This has fueled concerns about the effect of hospitalists on resident and student education. While the bulk of the literature favors the hospitalist teaching model to a more traditional model concerns remain that hospitalists may negatively imipact housestaff autonomy and reduce exposure to subspeciality physicians. This paper will review the literature exploring the effect of the hospitalist teaching model on resident and student education. Mt Sinai J Med 75: 430,435, 2008. © 2008 Mount Sinai School of Medicine [source] Non,housestaff medicine services in academic centers: Models and challengesJOURNAL OF HOSPITAL MEDICINE, Issue 3 2008Niraj L. Sehgal MD Abstract Non,housestaff medicine services are growing rapidly in academic medical centers (AMCs), partly driven by efforts to comply with resident duty hour restrictions. Hospitalists have emerged as a solution to providing these services given their commitment to delivering efficient and high-quality care and the field's rapid growth. However, limited evidence is available on designing these services, including the similarities and differences of existing ones. We describe non,housestaff medicine services at 5 AMCs in order to share our experiences and outline important considerations in service development. We discuss common challenges in building and sustaining these models along with local institutional factors that affect decision making. Keys to success include ensuring an equitable system for scheduling and staffing, fostering opportunities for scholarly activities and academic promotion (defining the "academic hospitalist"), and providing compensation that supports recruitment and retention of hospitalists. With further work hour restrictions expected in the future and increased requests for surgical comanagement, the relationship between AMCs and hospitalists will continue to evolve. To succeed in developing hospitalist faculty who follow long careers in hospital medicine, academic leadership must carefully plan for and evaluate the methods of providing these clinical services while expanding on our academic mission. Journal of Hospital Medicine 2008;3:247,255. © 2008 Society of Hospital Medicine. [source] Comparing academic and community-based hospitalists,JOURNAL OF HOSPITAL MEDICINE, Issue 6 2010David Malkenson BS Abstract In 2006, hospitalist programs were formally introduced at both an academic and community hospital in the same city providing an opportunity to study the similarities and differences in workflows in these two settings. The data were collected using a time-flow methodology allowing the two workflows to be compared quantitatively. The results showed that the hospitalists in the two settings devoted similar proportions of their workday to the task categories studied. Most of the time was spent providing indirect patient care followed by direct patient care, travel, personal, and other. However, after adjusting for patient volumes, the data revealed that academic hospitalists spent significantly more time per patient providing indirect patient care (Academic: 54.7 ± 11.1 min/patient, Community: 41.9 ± 9.8 min/patient, p < 0.001). Additionally, we found that nearly half of the hospitalists' time at both settings was spent multitasking. Although we found subtle workflow differences between the academic and community programs, their similarities were more striking as well as greater than their differences. We attribute these small differences to the higher case mix index at the academic program as well greater complexity and additional communication hand-offs inherent to a tertiary academic medical center. It appears that hospitalists, irrespective of their work environment, spend far more time documenting, communicating and coordinating care than they do at the bedside raising the question, is this is a necessary feature of the hospitalist care model or should hospitalists restructure their workflow to improve outcomes? Journal of Hospital Medicine 2010;5:349,352. © 2010 Society of Hospital Medicine. [source] Preparing for "diastole": Advanced training opportunities for academic hospitalistsJOURNAL OF HOSPITAL MEDICINE, Issue 6 2006Vineet Arora MD Abstract Academic hospital medicine can be described as comprising periods of "systole," during which hospitalists provide clinical care, and periods of "diastole," the portion of a hospitalist's time spent in nonclinical activities. Far from being a period of relaxation, diastole is an active component of a hospitalist's work, the time devoted to the pursuit of career advancement. This period is a critical opportunity for career development in terms of medical research, education, quality improvement, or administration. An appropriate balance of systole and diastole may potentially prevent burnout and allow hospitalists opportunities to focus on academic advancement. Although an increasing number of residency graduates opt for a career in academic hospital medicine, few are prepared for the period of diastole. This article describes several career options in academic hospital medicine, specifically, opportunities in education, research, quality improvement, and administrative opportunities. By informing future hospitalists about the career opportunities within academic hospital medicine possible through managing their diastolic time, we hope that future generations of trainees will be better prepared to enter this field. Journal of Hospital Medicine 2006;1:368,377. © 2006 Society of Hospital Medicine. [source] | ||||||||||