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Supplement: Improving Geriatrics Training: Training Internists in the Care of Older Adults |

Development of Geriatrics-Oriented Faculty in General Internal Medicine

Craig D. Rubin, MD; Heather Stieglitz, PhD; Belinda Vicioso, MD; and Lynne Kirk, MD
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From the University of Texas Southwestern Medical Center at Dallas, Dallas, Texas.


Grant Support: In part by the Society of General Internal Medicine through a grant from the John A. Hartford Foundation, Inc.

Potential Financial Conflicts of Interest: None disclosed.

Requests for Single Reprints: Craig D. Rubin, MD, Department of Internal Medicine, The University of Texas Southwestern Medical Center at Dallas, 5323 Harry Hines Boulevard, Dallas, TX 75390-8889; e-mail, craig.rubin@utsouthwestern.edu.

Current Author Addresses: Drs. Rubin, Stieglitz, Vicioso, and Kirk: Department of Internal Medicine, The University of Texas Southwestern Medical Center at Dallas, 5323 Harry Hines Boulevard, Dallas, TX 75390-8889.


Ann Intern Med. 2003;139(7):615-620. doi:10.7326/0003-4819-139-7-200310070-00035
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The need for all medical students and primary care housestaff to acquire skills in the care of the elderly has been recognized for decades (12). More recently, studies have shown that fellows training in general internal medicine and internal medicine subspecialties need to develop these skills as well (3). It was hoped that faculty with geriatrics training or expertise could meet the educational needs of trainees; however, we continue to have insufficient numbers of academic geriatricians, and this shortage will worsen in the future (46). Clinician–educators in general internal medicine do much of the teaching of trainees in both ambulatory and inpatient settings, where many of the patients are elderly. Thus, academic general internists have the opportunity to help impart the basic knowledge and skills necessary to care for older adults (7). To incorporate geriatrics into their already busy teaching agendas, general internists must have the necessary motivation, knowledge, and skills.

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Grahic Jump Location
Figure.
Relationship between number of general internal medicine (GIM) faculty and knowledge of geriatrics.

Basic knowledge and skills are needed by all general internal medicine faculty so that they can teach geriatrics in the ambulatory and inpatient settings (base of triangle). More knowledge and skills are needed by the subset of the general internal medicine faculty who will serve as a resource on geriatrics for the rest of the general internal medicine faculty (middle of triangle). Advanced skills and knowledge are needed by a small subset of general internal medicine faculty who will serve as experts in geriatrics (apex of triangle).

Grahic Jump Location

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