Most of these presentations are available in 40 - 60 minute discussions or 2 hour workshops. Workbooks, videos, or other materials are available. Programs or institutions may choose one or more to address their particular needs. A more detailed effort with key informant interviews and surveys is also possible with advanced notice.
Target: Admissions Committee
Method: Admitting More Students That Will Be Rural Physicians Admissions Package
This presentation is for admissions committees, predoctoral faculty, college advisors, and others involved in selecting rural background students and others likely to choose rural practice. The focus is on a statewide effort, based on existing research, to increase the percentages of graduates choosing and staying in rural health careers. Information would include comparisons over time and with similar states of rural background admissions, rural graduates, retention in rural practice, % choosing the smallest rural towns. The effort includes a review of pre-professional efforts including science preparation, programs that increase rural background admissions, career fairs for rural high school and college students, combined BS-MD programs, and early admissions programs. The presentation includes data from the institution, state, AAMC, AAFP, and other national organizations.
Target: More Rural Physicians
Method: Continuous Programs That Vote Early and Often to Encourage a Decision for Rural Practice Community Driven Approach
This is an overview presentation for admission and curriculum committees as well as other leaders in the medical school and family practice department. Selected state officials in the administrative (office of rural health) or legislative arms of government may also benefit. There is increasing evidence that rural training helps graduate more to rural practice, but rural graduation rates have fallen in the past decade. The lack of a coordinated effort seems to be the problem. Intervention models that address the shortage of rural physicians exist at multiple levels, but few states address the needs at each of the levels. Models at all levels will be reviewed, including facilitation of science, early admissions, specific rural admissions, rural training in the basic science years, early rural clinical training, longer rural preceptorships, accelerated rural training programs, rural training in graduate programs, loans and scholarships, and statewide retention efforts. The more detailed effort includes key informant interviews and data collection that will assist the institution, program, or state with decisions regarding rural medical education. This includes changes in rural background admissions, students interested in rural practice, the family practice match, the changing % of fp grads choosing rural practice, retention in rural practice, obstetrics issues, and comparisons with similar states and institutions.
Target: Rural Graduate Medical Education Graduate
This is a review of rural training in graduate medical education programs. This information comes from national studies, interviews of rural faculty, and national organizations. Outcomes data, where available, examines the impact of various types of training. The presentation includes information on site selection, finance, faculty development, and meeting the state’s rural physician needs through rural training. It is possible to use rural GME to improve education, graduate more rural physicians, support rural practitioners, and stabilize rural health systems. Private-public efforts offer the potential to increase the potential sources of revenue for departments and medical schools and reverse the current declines in the numbers choosing rural practice. State and regional comparisons and trends are also available.
Target: FP Program
Method: Connecting Family Practice Residencies to Rural Communities
This is a more specific review of efforts by residency programs to involve residents in rural communities. These include use of the community medicine block, rural training, procedural training rotations, recruitment fairs and dinners, and efforts to restore rural moonlighting by residents. Residents benefit through enhanced training and increases in salary. Communities benefit from service, support of practitioners, and useful information about local health.
Target: Academic Medical Centers
Method: Connecting Rural and Academic Communities Through Community Projects
Studies show that students that have interest in rural practice also tend to volunteer for local or international missions. Evaluations of service-education programs have demonstrated increased primary care choices. Projects can involve students in medical school, college, or even high school. Programs can be supported by state, federal, institution, or foundation funds. Many efforts can continue with voluntary support. Past efforts have resulted in service to many underserved populations.
Minifellowship in Rural Medical Education/Rural Faculty Development Workshop
One or more faculty present their rural project, with feedback from other rural faculty and experts from the state or region. Sessions are held at regional sites or national meetings (AAFP, STFM, NRHA). This program is based on the original Rural Minifellowship concept, but it has been expanded to a "virtual" faculty development center. Efforts are enhanced with center web pages, discussion list serves, and email. Projects reviewed in the past include rural rotations, training tracks, fellowships, ambulatory clinics, site development, longitudinal student rotations, interdisciplinary programs, and faculty development programs. Ideally faculty have support from their director/chair/institution for their projects and commit to 3 sessions to present/develop their projects over 1 - 2 years. This includes an evaluation component. Minifellowship updates