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T. Scott
to remain in the community where they train, depending on their year in the program, some residents may have less knowledge or connection to the town or city compared to your faculty. This connection or long-term commitment may be an important driver of their desire and willingness to step into stressful or unknown situations such as evacuation shel­ters, mobile medical units, or other alternative care sites. Some of your faculty and residents may be excited by the possibility of working at a triage site, mass evacuation shel­ter or mobile outreach while others may want to get as far away as possible from any physical threat. Requiring resi­dents with a lower tolerance for risk to work in a shelter when there is ongoing threat in the community runs the risk of threatening their well-being.
By creating a variety of types of work that residents can do following or during a disaster, you can accommodate an array of risk tolerance and keep residents from having sig­nicant gaps in their training. Examples of alternative activi­ties include online modules, telehealth visits, remote in-basket work for providers who are out of ofce, le review of student applications for residency or review of data for your Annual Program Evaluation. In the setting of evacua­tions, this type of work, especially work that can be done remotely can help residents avoid gaps in training. While missing a few days of training to get to safety is acceptable, you will want to get residents to work as soon as possible to avoid excessive time away from training or weeks away from clinic that could delay their completion date for residency. Training extensions can lead to increased cost and complex­ity for your program as well as timing challenges for resi­dents planning for fellowship immediately following residency.
Pro-Tip If there are any nearby Family Medicine, Pediatrics,
Internal Medicine or Obstetrics residency programs that might be able to accept your residents for a rotation or two, reach out to those programs now to see if you might establish a reciprocal relationship with them to accommodate addi­tional residents during a temporary disaster. If you are able to nd nearby institutions that are verbally willing to host resi­dents, nd out if you already have a Program Letter of Agreement (PLA) or Professional Services Agreement (PSA) in place with any of the potential transfer sites so you can transfer residents there without much delay. Having PLA or PSA in place now would allow residents to transfer quickly in the event of an emergency to minimize the impact on resi­dents’ training experience.
If it appears that you will need to permanently close the program or the timeline for returning to operations is too far off, you may need to permanently place your residents with another sponsoring institution. If you do not have any prior agreements in place, you may choose to use a professional membership group such as the Association of Family Medicine Residency Directors (AFRMD) to inquire about any institutions that are willing to accept your residents.
Some programs may have unlled positions and might be eager to ll their resident complement, even if it is mid-year. Residents may look into alternative training locations on their own, but you and your co-leaders may need to do some work to assist residents in nding a new permanent training site and offering references in a timely fashion. In some circumstances, you may be able to transfer your payments from Center for Medicare Services (CMS) to an accepting hospital to provide nancial support for the transferring residents’ salaries [3].
Prepare toTransfer Residents
Ideally, your program and community will be able to keep the residency program going without substantial interrup­tion, but there may be some instances where it is not possible to continue a viable training experience to meet the supervi­sion and curriculum needs of the residents. If your program is able to participate in community disaster response or con­tinue working in your hospital or clinic and you and your sponsoring institution believe you will be able to reconstitute the usual training experience within a reasonable time frame, you may be able to keep your residents. If you think it may take a bit longer and may start to interfere with meeting ACGME requirements for certain rotations or continuity weeks, hours in clinic or clinical encounters, you and your hospital leadership may decide it’s time to solicit nearby or similar training programs for temporary placement of your residents.
Communicate withtheACGME
The ACGME requires that you send a letter to the Review Committee detailing the nature of the disaster and your plans for continuing education and supervision within 7days of a disaster, whenever possible. If you are in the midst of disas­ter, this timeline can feel very ambitious, and it is understood that you will likely need to continue to be in contact with the Review Committee as your situation evolves.
Recruitment During Times ofDisaster
Disaster can strike a community at any time of the year, including during selection season. If you have good reason to believe that your hospital and program will be able to emerge from your scenario and continue training, you will want to reach out as soon as possible to your applicants or those with
41 Preparing forandSurviving aDisaster inYour Program
481
whom you have matched to keep them up to date. If your program has had an opportunity to be involved in the com­munity response in a signicant way make sure to tell that story in a way that weaves it into your program strengths and highlights the program’s commitment to your community. Photographs of residents and faculty being involved in the community response can be inspiring to Family Medicine applicants.
Recovering fromtheDisaster
Community Response toTrauma or Disaster
The twentieth century French philosopher and psychologist Dr. Pieree Janet is thought to be the rst to describe a phased response to trauma of individuals, [5] and later sociologist Kai Erikson documented the experience of collective trauma in his book Everything in its Path [6] in 1972. He posted that communities tend to progress through a fairly predictable series of emotional stages when experiencing a shared trauma.
Create Space toDebrief andProcess Frequently
Sharing a graph depicting the typical phases that communi­ties move through during disaster, such as The Phases of Collective Trauma Response, may help some members of your program understand their feelings and the feelings of others around them.
Your residency community may benet from special opportunities to gather and connect since disaster can fre­quently have the effect of splintering people into different locations and work-scenarios. Ideally, you will be able to call on the assistance of your behavioral health faculty, your health system’s behavioral health providers or Employee Assistance Program to offer structured group opportunities to debrief and share.
Community Recovery
after an initial phase of optimism and heroism can help nor­malize what people might be afraid to say otherwise.
Expect Variation intheRecovery Process
The experience of recovery can be different for individuals. Some people in your program may be impacted differently or have different past experiences with threat or trauma that results in different responses. It is crucial that as a leader that you maintain vigilance over the various members of your faculty, staff, and residents, keeping in mind how the disaster impacted them. For instance, if some members of your pro­gram lost their homes, experienced a harrowing escape, lost family members, or witnessed patients with trauma from the event, they may require more frequent check-ins to make sure they are getting what they need to heal from the trauma and do not get stuck in isolation, depression, or anxiety. When possible, have an advisor or manager check in with those who have had more intense experiences to make sure they are getting the help they need and not suffering in silence or paralysis.
While continuing to create space for collective grieving and recovery, some members of the program may turn away from these larger group opportunities, so it is important to make sure that resources are available for people to process privately as well. In some programs, there may be a behav­ioral medicine faculty who checks in with your residents and faculty to make sure they are getting what they need and to help connect them with Employee Assistance Programs or individual counseling.
Consolidate Your Learning
If you do indeed experience a disaster and your program comes through, make sure to dedicate a meeting with your hospital, program, and resident leadership to capture your key learning points to rene your disaster response plan for the future. If you do not already incorporate your system’s disaster response into intern orientation, consider doing so now.
While the variability of disaster can make it difcult to pre­dict the precise timeline for recovery, being familiar with The Phases of Collective Trauma Response ahead of time may help you anticipate challenges as your team moves through the recovery phase. Some people or groups may feel like they should be “over” the disaster once the impacts have waned and sharing that it is common to feel disillusioned
Documenting theDisaster andRecovery fortheProgram
When the immediate demands of the disaster begin to wane, consider creating a folder in your residency shared drive to gather text streams or photos of your team working through the disaster, helping in the community, and having fun. Over
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time, these items may fall to the back of everyone’s photo collections and be harder to nd and collect. As you move forward, these photos may become not only a record of what your program went through, and the resilience of its people, but also a way to cement the disaster and recovery into the foundation of the program moving forward. If you are run­ning a Family Medicine residency program that has the mis­fortune of experiencing a signicant disaster, you will, no doubt, have an opportunity to see some of the nest attributes of your program and the specialty of Family Medicine on display.

Author Background

In October 2017, Dr. Tara Scott, MD, was only a few short months into her role as Program Director at Sutter Santa Rosa Family Medicine Residency when a devastating re struck the community of Santa Rosa in Sonoma County, California. The sponsoring hospital of the community-based program was signicantly impacted by the res and was not opera­tional for several weeks after the re. Nearly 100,000 inhabit­ants of the county were evacuated and two out of three hospitals in Santa Rosa were evacuated. The members of the program, along with alumni and many in the medical com­munity, were instrumental in keeping medical care going in the county at emergency evacuation shelters for several weeks after the res. The residency ofces and Family Medicine Practice were severely damaged and closed for nearly 2years. The program established a small, temporary Family Medicine Practice, and many of the faculty continued to see patients in makeshift “Clinics in a Can” until the clinic site was rebuilt. In 2019, shortly after the program moved back to its ofce and Family Medicine Practice, Sonoma County experienced another large wildre that again temporarily closed the pro­gram’s hospital and forced residents of the county into evacu­ation shelters. After numerous hard- earned lessons and incorporating Emergency Preparedness into the resident ori­entation, the program was able to spring into action the sec­ond time around, quickly executing phone trees, establishing medical care in the evacuation shelters, and creating alterna­tive forms of remote work for those who were displaced. Later in 2020, when the COVID-19 pandemic struck, many of the same systems used in the res were deployed to man­age sick-calls, mass communications, and remote work.
Dr. Scott is committed to sharing the lessons learned from the program’s experiences confronting disaster with a goal of improving the experiences of programs who face similar cir­cumstances and to increase the likelihood that residency pro-
grams facing disaster will continue to thrive where they are essential to the health and wellbeing of the communities they serve.
Resources forDisaster Teaching andResponse
1. Disaster Crashcart: This site was created by a faculty member of a residency program in northern California that experienced massive res. It provides useful tools for residency programs and others who nd themselves need­ing to organize and provide care in shelters. https://disas-
tercrashcart.org/
2. AAFP Recommended Curriculum Guidelines for Family Medicine Residents: Disaster Medicine, Reprint 290
https://www.aafp.org
3. Subbarao I, Lyznicki JM, Hsu EB, Gebbie KM, Markenson D, Barzansky B, Armstrong JH, Cassimatis EG, Coule PL, Dallas CE, King RV, Rubinson L, Sattin R, Swienton RE, Lillibridge S, Burkle FM, Schwartz RB, James JJ. A consensus-based educational framework and
competency set for the discipline of disaster medicine and public health preparedness [3].
4. AAFP Disaster Preparedness Guide, Requires AAFP login https://www.aafp.org/news/health- of- the-
public/20180911disasterprep.html,

References

1. ACGME.Institutional requirements. American Council of Graduate
Medical Education. Revised September 26, 2021. http://www.
acgme.org/
2. AAFP.Recommended curriculum guidelines for family medicine
residents: disaster medicine. Reprint 290. https://www.aafp.org
3. Subbarao I, Lyznicki JM, Hsu EB, Gebbie KM, Markenson D,
Barzansky B, Armstrong JH, Cassimatis EG, Coule PL, Dallas CE, King RV, Rubinson L, Sattin R, Swienton RE, Lillibridge S, Burkle FM, Schwartz RB, James JJ.A consensus-based educational frame­work and competency set for the discipline of disaster medicine and public health preparedness. Disaster Med Public Health Prep. 2008;2(1):57–68.
4. Medicare fact sheet on displaced residents due to program or hospi-
tal closure. Center for Medicaid Services; August 2023. http://www.
cms.gov/
5. van der Hart O, Brown P, van der Kolk BA.Pierre Janet’s treatment
of post-traumatic stress. J Trauma Stress. 1989;2:379–95.
6. Erikson K.Everything in its path: destruction of community in the
Buffalo Creek ood. NewYork: Simon and Schuster; 1976.
7. Phases of disaster response. Institute for Collective Trauma and
Growth. http://www.ictg.org/. Accessed 29 Jan 2024
Controversies inFamily Medicine Education
JosephGravel, CamilleGarrison, andSabrinaHofmeister
42
Key Points
• Length of training should be thought of as “3 and 4” rather than “3 or 4” or “3 vs 4”.
• An integrated 4-year program differs fundamentally from an “add on” fellowship.
• The goal of a 4-year program is an “enhanced generalist,” not a “mini-specialist.”
• Transitioning to a 4-year program can be challenging— but is doable.
• ACGME Program Requirements in Family Medicine value broad scope of practice, including maternity care.
• Despite training requirements, FM residency graduates choosing to attend deliveries has declined, as have mater­nal health outcomes in the United States.
• Program Directors must be strategic in creating robust maternity care training; challenges include a limited availability of faculty who can role model skills.
• “Clinic First” places priority on resident scheduling and experience in the Family Medicine Practice over training outside the FMP.
• Continuity of care and building stable, effective teams is paramount. “The clinic is the curriculum.”
• Professionalism is often learned through the “hidden cur­riculum” working in a stressed healthcare system with growing physician unionization.
• ACGME program requirements are the “oor”; PDs should focus on their “ceiling.”
J. Gravel (*) Department of Family & Community Medicine, Medical College of Wisconsin, Milwaukee, WI, USA e-mail: jgravel@mcw.edu
C. Garrison Family Medicine Residency, North Side Milwaukee Health Centers, Milwaukee, WI, USA
S. Hofmeister Family Medicine Residency, Froedtert & MCW South Side, Milwaukee, WI, USA
The Length ofTraining inFamily Medicine: 3 Versus 4Years?
Brief History oftheDebate
The question of what the standard length of family medicine training should be is actually not a new one and in fact goes back to even before the ofcial founding of the specialty. In 1966 (3years before the establishment of the American Board of Family Practice), “The Report of the Ad Hoc Committee on Education for Family Practice of the Council on Medical Education, American Medical Association,” now commonly known as the “Willard Report,” stated that “a satisfactory pro­gram for family practice will generally require three to four years (author’s italics) after medical school. The exact time will vary with the organization of the program and the indi­vidual trainee’s particular needs… institutions offering fam­ily practice programs at the graduate level should develop and offer satisfactory programs covering three years or more” [1].
In 2004, the 35th anniversary of the specialty, the work of the “Future of Family Medicine Project” [2] a collaboration of the 7 national family medicine organizations, was pub­lished. Besides dening core values and then developing a “New Model” of practice, the project also looked at family medicine training and the need for innovation which resulted in the “Preparing the Personal Physician for Practice” (P4) National Demonstration Project in 2007 and the piloting of 4-year programs. In this milieu, the family medicine educa­tion community began serious discussion of whether the standard length of training decided upon in 1969 was still adequate in a markedly changed clinical, educational, and societal landscape and should be increased to 4years [3, 4]. This discussion reected growing concerns about changes in the medical education and clinical environment (concerns about declining level of preparation obtained in medical school and reduced duty hours during residency), decreasing scope of practice of graduates, and increasing rates of reported burnout (Fig.42.1).
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2025 R. Kellerman, G. Irwin (eds.), Graduate Medical Education in Family Medicine, Excellence in Medical Education 2,
https://doi.org/10.1007/978-3-031-70741-4_42
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J. Gravel et al.
Fig. 42.1 Rationale for 4years
In 2011, leaders of the national family medicine organiza­tions met for a Length of Training Summit. Presentations were made for the cases for keeping the length of training at 3years and for moving to 4years. The ensuing discussion yielded a consensus to study the matter further and attempt to obtain more data to make a better-informed decision. The American Board of Family Medicine Foundation nancially supported a Length of Training Pilot National Demonstration Project and in 2012 the Accreditation Council for Graduate Medical Education (ACGME) approved the pilot, provided waivers to 11 participating programs to allow for a 4 year length of training, and the Length of Training (LoT) Collaborative started in 2013 [5]. The original 5-year study was extended several times, and its ndings are still being published as of 2024.
Although showing some promising results, the relatively small size of the Length of Training cohort made it difcult to answer the main research questions that would help answer whether family medicine should move to a 4-year standard training model. The ACGME’s Review Committee
for Family Medicine, tasked with drafting new requirements to start in 2023, decided to further study time-variable resi­dency training. In December 2021, the ACGME and American Board of Family Medicine (ABFM) brought forth the “Advancing Innovation in Residency Education” (AIRE) program to continue to allow longer training, encourage innovation, and research the effects of 4years for the benet of the discipline.
Findings fromtheACGME Length ofTraining Project
The Length of Training Project has nevertheless yielded valuable information. Two major concerns of program direc­tors and interested parties were whether an increase in required time would harm student recruitment into family medicine and whether increasing residency training time would be nancially feasible particularly if Medicare would choose not to provide GME funding for PGY4 residents.
42 Controversies inFamily Medicine Education
485
These concerns reect the signicant challenges of 3-year programs in attracting enough students to family medicine, operating in tight scal environments in which hospital sponsoring institutions often undervalue primary care par­ticularly in a fee-for-service reimbursement system. Neither concern (diminished student interest and program nances) was borne out in 4-year programs in the Length of Training project.
As far as program nances, 4-year programs did well through clinical revenue generation in the residency practice alone, assuming PGY4s had (on average) 4–5 half-day con­tinuity clinic sessions per week. The other time of the PGY4 residents’ week was spent on ACGME-required rotations, electives, time on a resident-chosen area of concentration, and other rotations required by the program to train everyone to a deeper level, such as requiring practice leadership expe­rience working with the FMP’s Medical Director for 4–6 weeks. Some 4-year programs set an internal require­ment of Family Medicine Practice continuity visits at 2500 for graduation. With an additional year of continuity in the FMP, patient no show rates, patient satisfaction, quality indi­cators, and other benets of continuity were experienced, that also had positive effects on practice nances to offset increased total resident salary and benet costs. Sustainable funding of a fourth year of training in family medicine was achievable in a variety of program models with variable payer mix. Of the 4 programs that required all residents (“all in”) to participate, all achieved nancial stability, maintain­ing or improving their contribution margins to their sponsor­ing institutions [6]. Average operational expense per resident remained stable or decreased. Optional added costs such as more global health experiences, national conference atten­dance in an area of concentration, and online training mod­ules were offset by modest amounts of institutional support.
Some 4-year programs initially downsized class size to keep the total number of residents stable but typically ramped back up after more experience and/or resources (an extra fac­ultyphysician, an extra staff position, additional build-out of exam rooms if needed) were obtained. A valid concern about resources is whether Medicare GME will reimburse hospi­tals for the PGY4 year; all LoT participants received no Medicare GME funding as Medicare will reimburse what the specialty’s required length of training is. However, two things should be noted: (1) Medicare GME policy has his­torically always increased the duration of payment when a specialty adds required training time, so if ACGME required 4years of family medicine residency training the PGY4 year would most likely be eligible for Medicare reimbursement and (2) HRSA has historically paid for the PGY4 year if required by the program, so this may be another potential GME funding option for FQHC-based Teaching Health Center GME programs. As stated before, LoT 4-year pro­grams were able to make it work nancially without full
Medicare GME funding, although it did require additional nancial planning and careful management to do so.
None of the 4-year cohort experienced decreased student interest in their programs. The interview process illustrated that there is clearly a subset of students actively seeking 4years of training, with many others open to the idea if the value proposition can be articulated. Although some pro­grams did experience increased interest, the LoT study showed overall no signicant difference in applicant interest and match performance between the 4-year programs and their matched 3-year programs [7]. Resident candidates’ comments in one program included a desire to achieve mul­tiple additional skills, including areas they did not have a special interest in but knew would be important for optimal preparation for a broad scope of practice. This enhanced depth broadly was more important to many than conning deeper knowledge to only one focused stand-alone fellow­ship or area of concentration. A longitudinally scheduled area of concentration over the last 3years of training produc­ing (in effect) an integrated fellowship experience was appealing to manystudents.
There is a cohort of students who prefer 3-year programs due to personal nancial concerns, particularly those with large student debt [8]. Four-year residents did report that they believed this 1-year reduction in compensation would be made up and exceeded over time. Better negotiation and coding skills, higher quality of care and productivity incen­tive pay, broader scope and career satisfaction (which could prolong maintaining a full-time schedule or total years of working), and less need for specialty referrals resulting incost-effective care in a value-based payment model may all mitigate this 1-year difference in compensation. One pro­gram reported higher starting salaries offered for 4-year graduates. Many students expressed they were looking at the fourth year as an investment rather than a cost, and some mentioned the vast majority of their classmates were choos­ing a training period longer than 3years.
Besides the effect of 4years on medical student interest in a particular program, there has been commentary for many years that the current 3-year model may in fact not be help­ing efforts to increase student interest in family medicine. The Length of Training Project studied those who ultimately chose family medicine, but not those who chose other spe­cialties. As John Saultz wrote in a commentary: “faced with a choice between 3-year and 4-year programs, students do not seem to consider the length of training to be a determin­ing factor in their choice. This is an important nding because it directly refutes one of the primary concerns about length­ened training… The success of (attracting more students) lies with those students who are not choosing our current model of training; we need to know a lot more about how we look from the perspective of these students” [9]. A steadily decreasing scope of practice of family physicians in hospital
486
care, maternity care, and care of children may make family medicine less attractive to students not choosing family med­icine while increasing burnout and dissatisfaction with prac­tice for those who do. An Oregon study back in 2006 similarly showed lengthening training to 4years would have a neutral or positive effect on applicants’ interest in family medicine training, with interest in additional training in pregnancy care, trauma care, adolescent/child health, and procedural skills [10]. Another commentary stated “We can put unfounded concerns about the effect of increased length of training on student interest aside and focus on the quality of the product. Doing so may serve to increase student interest in family medicine more than focusing primarily on market­ing the specialty” [11].
As far as clinical knowledge comparisons, there were sig­nicantly higher absolute In-Training Examination (ITE) scores in 4- versus 3-year programs, but the increases in PGY2, PGY3, and PGY4 may be due to initial difference in PGY-1 scores [12]. Other comparisons between 3- and 4-year programs in the LoT study will be published in the future.
Basic Conceptual Model fora4-Year Program
A “3+1 model” generally means a traditional 3-year resi­dency followed by a 4th year of training, either a fellowship focusing on a specic area or an AIRE (discussed later) des­ignated additional year. An “integrated’ 4-year model gener­ally means one in which a resident chooses a specic area of enhanced focus and spends elective time in that area through­out the program, typically in the last 3years. Anecdotally, the 4-year LoT programs found the PGY2 year to be the best time to start an Area of Concentration, giving residents the rst year to explore ideas with faculty mentors and challenge preconceived notions held on program entry.
A truly effective 4-year program (Fig.42.2) is conceptu­ally one in which the resident gets not only additional train­ing in a focused area of interest, but importantly greater depth in the broad scope of family medicine. “Greater depth” areas (besides signicantly increased FMP continuity expe­rience with active precepting) are thoughtfully chosen to improve overall care quality or areas important to the spe­cialty that are currently underdeveloped nationally, such as research experience. This may also be in those clinical areas that patients lack access to other specialists in the residency’s community and/or nationwide. Increased psychopharmacol­ogy training is an example of this; many FMP patients in medically underserved areas lack access to psychopharma­cologic and general psychiatric care and present to the fam­ily physician (and resident) following-up from the emergency department with a medication list that includes mood stabi­lizers, beyond what the ACGME Program Requirements in
J. Gravel et al.
Fig. 42.2 Conceptual model of a 4-year curriculum. (AOC = Area of Concentration)
Family Medicine’s minimal required behavioral health expe­rience may typically provide.
Other additional curricular time can be used for “new cur­ricula” such as more clinical research time (the lack of clinician- researchers being a persistent problem for the spe­cialty), concentrated POCUS training, or other areas the pro­gram deems important to prepare residents for the future. The AOC time represents a “deeper dive” into a focused area of the resident’s interest that is part of their Individualized Learning Plan, which in a 4-year program can be at a fellowship—level of education, skills development, and clinical experience.
Arguments forandAgainst 4Years
In 2014, over 3000 residents registering for the ABFM certi­cation examination were asked “If another year of training were available in your residency program, how likely would you be to pursue that?” [13]. In this study, 52.8% of respon­dents reported being not at all likely to pursue additional training if available, 26.4% reported being somewhat likely, and 21.4% reported being moderately or extremely likely to do so. This can be interpreted several different ways but for a cohort nishing their 3years of training, almost half stating they would be somewhat, moderately, or extremely likely to pursue additional training if available is noteworthy. Factors associated with interest in pursuing a fourth year of resi­dency training were planned practice setting and anticipated scope of practice and procedures; those who anticipated their practice would include inpatient care were more likely to desire additional training. Female residents were more likely to desire additional training compared to males, while increasing educational debt was inversely associated with interest in additional training.
42 Controversies inFamily Medicine Education
Table 42.1 Main arguments for specic length of training [14, 15]
3years [14] 4years [15] Continued demand for 3years of training There is more to teach Workforce loss during transition Training time is decreasing Adequate clinical experiences, patient volumes, more faculty needed Scope of practice is eroding Learner choice and exibility Residents want choice Reform without increasing LoT We must preserve the ability to innovate Student debt-> reduced student interest Both students and programs are interested Financial burden on residencies Four years is nancially feasible
487
The most common arguments on both sides of this debate for 3years or 4 years as the standard length of training are listed in Table42.1 [14, 15].
A secondary consideration may be whether family medi­cine can lead the way in offering part-time or decompressed resident schedules, providing the same level of training but over a longer period of time to accommodate changes in resi­dent needs for meeting family commitments and minimizing burnout. One study [16] suggests this should be further explored. Piotrowski and colleagues from the University of Chicago reported on the results of a survey of 789 medical students who either attended the 2015 National Conference of Family Medicine Residents and Students (NCFMRS) or were enrolled in four American allopathic medical schools. The study had a low response rate and methodological aws, but the results were striking. Given a choice between 40, 60, and 80 hour-per-week work schedules, 59% preferred reduced work hours (40 or 60hours per week) even if this meant spending more years in training or receiving lower pay. Reduced work hours were preferred more often by women (68%) than men (46%), and more often by those interested in primary care (69%) than those interested in medical specialties (55%) or surgical specialties (43%).
Process ofTransitioning toa4-Year Program: General Considerations andAIRE
Transitioning from a 3-year program to a 4-year program is challenging—but doable. The ACGME’s AIRE process will not be covered in detail here, but the reader is strongly encouraged to access information from both ABFM [17] and ACGME [18] concerning the application process and ongo­ing responsibilities. Besides meeting the logistical and tech­nical requirements, innovation is by its nature difcult. The program director and other leadership must be able to articu­late a vision about why this is important for the program and residents as well as for the specialty and the quality of care that patients receive.
The program director and faculty should rst go through a thorough exploratory process, surfacing concerns and iden­tifying challenges and facilitators in the local environment. Obtaining an external consultation such as from the AAFP’s
Residency Program Solutions or from a family medicine educator with experience in effecting this transition can be valuable, not only for technical assistance but also for “polit­ical” reinforcement within the institution and within the pro­gram. It should be noted that local conditions and specics play a large role in developing any particular strategic transi­tion plan, as for transitions to a 4-year program “when you’ve seen one, you’ve seen one.” Change management principles are key.
The ACGME Designated Institutional Ofcial (DIO) and clinical leadership of the sponsoring institution need to be educated about why this could be advantageous to the pro­gram, institution, and community. The nancial implications and a careful, well-constructed nancial plan needs to be written and then executed. A transition to 4years will require additional faculty time and commitment—including new rotation curricula, more advising time, Program Letters of Agreement, website and program material updates, discus­sion with current residents on how this could impact them— positively and negatively—as well as articulating intended benets and anticipating unintended consequences.
Many decisions need be made—will the program’s AIRE project be a mandatory 4year program in which all residents participate, or an optional one? Will current PGY2s be given an option of extending to 4 years, or will the option be offered to incoming residents only? At what point in their training does a resident commit to doing a 4th year, or is this decided upon when ranking the program in the National Resident Matching Program? Can the resident change her mind or her selected area of concentration, and what is the process for this? Will the program offer an integrated model with focused elective experience as an area of concentration throughout the 4years, in primarily the last 3years, or will it be a 3+1 model?
The administrative complexity of moving the entire pro­gram to 4years is difcult up front, but once this transition takes place, an “all in” approach—rather than administering a hybrid model—may be less complex in the long run. An “all in” model provides more consistency in resident sched­uling and ultimately may be less complicated for staff to administer It can potentially create more robust enhanced rotations as time goes on, in which all residents will be required to participate, as the program can learn iteratively
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from multiple residents’ experiences rather than conducting a series of “one offs”.
Moving to a 4-year curriculum requires good change management skills of not only the program director but also the faculty and program coordinator. The program leadership needs to pay particular attention to the process being a col­laborative effort utilizing a collective vision. The process benets from a strong faculty and resident voice to accept feedback and promptly act on the details of the invariably needed “course corrections”. A very useful process in mak­ing the additional training time the most useful is conducting a focus group of program faculty asking “What do you wish you got more training in during your residency?” Through a Delphi process, this information is used to prioritize new curricular development and where to target increasing the depth of existing 3-year curriculum (Table42.2).
Areas of concentration can be developed through delegat­ing responsibility and authority to each faculty member based on their individual practice focus or expertise. An AOC steering committee should then periodically review all AOC requirements in the program to provide some consis­tency in expectation setting and resident workload. This can be a very energizing, creative, and engaging process for a faculty at start-up and on an ongoing basis, which overcomes inertia, mitigates any natural resistance to change, and can even feel inspirational as it makes the aspirational more real.
The psychological dynamics are also important; anticipa­tory guidance should be given to residents and faculty. For example, there is often a phenomenon of some “buyer’s remorse” early in the PGY3 year which dissipates but is a normal part of the natural cycle. Behavioral science faculty can be extremely helpful in helping residents and faculty through this and other aspects of the transition. The resi­dency coordinator and staff will have added complexity to their work, regardless of which model (“all in” or optional) is chosen. Additional stipend compensation for PGY4 resi­dents a bit above the usual annual stipend increases occur­ring in the rst 3years can be helpful to at least symbolically mitigate some of the concern about residents’ nancial opportunity cost for that 1year.
If clinical revenue is the main source of funding the effort, it is important that the FMP be a relatively well-functioning clinical team-based practice that values continuity, uses a disciplined approach to resident schedule changes that mini­mizes disruptions and the inherent inefciencies of residency clinical training, and ensures residents are attentive to proper coding and billing.
A good 4-year program focuses on very denable skills development to make the value proposition clear to potential and current residents. Many skills (procedural, experiential, and cognitive) are much more difcult to obtain post- residency. In discussing the rationale for the investment with residency candi-
Table 42.2 Residency faculty focus group responses used to determine enhanced curricular emphasis in one 4-year program—initial list (in no particular order)
Question: What do you now wish you got more training in during your FM residency? Family-centered maternity care (prenatal groups, preconception care, and more volumes) Behavioral health—and in a more integrated model Care of active older adults Nutrition and management of obesity Integrative medicine—acupuncture, herbal medicine, etc., that patients request Osteopathic skills for common musculoskeletal problems (low back pain, etc.) Palliative care Community health—addressing social determinants and community-based advocacy End of life care Population health skills, enhanced use of EHRs, and data management Other advocacy skills—in organizations and government agencies (regulatory and legislative) POCUS, other technological modalities now in ofce-based practice (use of apps, etc.) “Sports medicine”/musculoskeletal—20% of ofce visits! Ofce-based procedures—joint injections, skin procedures, and Gyn procedures Practice-based research skills Quality improvement Leadership skills—leading teams and public speaking Management skills—negotiation skills, budgets, and creating business plan to implement an idea Health system related—more exposure to other models (direct primary care) Global health experience Enhanced training in an area of specic interest (i.e., AOCs) Selected additional general skills to serve a patient population (e.g., Spanish) Information mastery to better deal with overwhelming amount of new studies published Experience in creating and conducting effective group visits in a practice
42 Controversies inFamily Medicine Education
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dates, a useful metaphor for the additional skills obtained is a Swiss army knife—they all look pretty much the same on the outside when closed, but the better ones have many more tools embedded for when the need arises (and more fun to use).
The argument “against” that most family physicians will learn much in their rst year of practice anyway(making a fourth year unnecessary or not valuable enough) may be missing this point. It is specicskills, not knowledge gained from more experience, that should be the focus in curricular planning. Additional knowledge acquisition can be more easily obtained after residency; more clinical knowledge will come with time but complex skills are not as likely.
Truly integrated areas of concentration throughout the resi­dency training time rather than a 3+1 fellowship model will produce “enhanced generalists” rather than “minispecialists”. The diminishing scope of practice (with its signicant nega­tive consequences to both patients and their family physicians) is often dened by inclusion or exclusion of hospital practice, maternity care, and care of children. A fourth year should increase the scope of practice even in the ambulatory setting alone, with more ofce procedural experience and comfort with care of special populations such as medication- assisted treatment for opioid use disorder, HIV care, hepatitis C treat­ment, and point of care ultrasound. A 3-year program can train in each of these, but typically not to competency in all of these, and for all residents. A 4-year program can more easily make these standard and required for all residents based on commu­nity need rather than only elective and optional based primar­ily on resident interest. Several 4-year programs found that a “rising tide lifted all boats” in that a resident choosing a par­ticular area of concentration—consistent with the level of an integrated fellowship—increased the likelihood that all resi­dents would get more clinical experience and didactics in that different curricular area. Each 4-year resident can became a de factojunior faculty memberin their area of concentration, par­ticularly during their last 2years of training, with their passion for the subject and increasing expertise readily transferable and highly relatable to a peer.
Conclusion
program. Different residents and different programs have different goals, existing in different communities, and it should be acknowledged that family physicians often move to different practice settings in different regions during their careers, making training only for the residency’s community potentially limiting. Perhaps “3 vs 4” is the wrong framing of the question.
The right answer may well be that to best serve the nation, family medicine residency should be 3 and 4years, as some other specialties have done in offering different training peri­ods. The 2023 ACGME Program Requirements, offering new emphasis on exibility, continuity, community, and master adaptive learning, will hopefully serve to decrease the declining scope of practice and enhance student interest. Family medicine’s risk of making a mistake by transitioning to 4years may be superceded only by the risk of not doing so, missing an opportunity to attract more to the eld and improve our training. What is clear is that it would take con­siderable collective will to achieve a universal increase in the length of training, although most other specialties have done so successfully. Program directors do not make these deci­sions in a vacuum but operate often in risk-averse healthcare systems not readily conducive to changing the status quo, operating with this quarter’s nancial margins rather than longer term investments top of mind. Intense and persistent internal advocacy by the program director is often necessary to keep the program going as it is; self-actualization—the desire to be the most that one can be—is higher up on Maslow’s pyramid/hierarchy of needs than safety.
Perhaps the “3 vs 4” question can best be answered by going back to family medicine’s original creation wisdom, much like going back to the founding fathers’ Constitution helps guide and answer our most difcult questions. As quoted previously, the “Willard Report” stated that “a satisfactory program for family practice will generally require three to four years (author’s italics) after medical school. The exact time will vary with the organization of the program and the indi­vidual trainee’s particular needs… institutions offering family practice programs at the graduate level should develop and offer satisfactory programs covering three years or more” [1]. The best answer may be more than half a century old.
The controversy over whether family medicine residency should be 3 or 4years may come down to being an“and” rather than an“or”. The length of training project could not provide a denitive answer in a “3 or 4” (or even a “3 vs 4”) framework due to the study’s limitations. AIRE programs will perhaps be a larger cohort with more methodological scrutiny, yet the heterogeneity of the AIRE participants may be problematic in answering this as an “or” question. There may also be a signicant difference when an entire residency goes to 4years and makes it mandatory rather than one in which only a few residents opt in at a predominantly 3-year
Should WeRequire Training inMaternal Health Care inAll FM Residencies?
Background andIntroduction
Family physicians have been providing maternity care to patients since the specialty began in 1969, as did their gen­eral practitioner forebears. Historically, generalist practice concepts encompassed and cared for the full breadth of a patient’s and family’s life experience, which therefore