• Keine Ergebnisse gefunden

W ResponsetoLetter:DeliveringComplexCare:DesigningforPatientsandPhysicians

N/A
N/A
Protected

Academic year: 2022

Aktie "W ResponsetoLetter:DeliveringComplexCare:DesigningforPatientsandPhysicians"

Copied!
1
0
0

Wird geladen.... (Jetzt Volltext ansehen)

Volltext

(1)

Response to Letter: Delivering Complex Care: Designing for Patients and Physicians

J Gen Intern Med

DOI: 10.1007/s11606-021-06958-4

© Society of General Internal Medicine 2021

W

e thank Dr. Sandhu and colleagues for their insightful comments on our perspective article and sharing their viewpoint that skilled clinicians alone cannot address the needs of complex adult patients. Broad supportive infrastruc- ture, multidisciplinary involvement, and innovative care models are all vital for successfully managing these individuals.

We also appreciate the suggestion to borrow a framework from pediatric complex care to approach related work in adults. Resident physicians routinely serve as the primary care providers for medically complex adult patients with high emergency room and inpatient utilization. However, medical residents experience varying levels of didactic training and clinical exposure relating to complex outpatient care. While some programs offer the opportunity for residents to rotate through faculty-led complex care programs, others have no direct exposure to this field. We are also not aware of any active resident-centered complex care programs. Until the COVID-19 pandemic prompted a suspension in operation, our institution housed what we understood to be the only such program in the country, the HeROIC (High-Risk Outpatient Intern-led Care) Clinic.

Despite the recognition that specialized knowledge and skills are needed for this area of medicine, there is no formal

definition for what should be included in the corresponding toolkit for resident education. Going forward, we would like to establish these educational priorities for residents. We are currently preparing to conduct a Delphi method study to identify and standardize key elements of a resident curriculum on complex adult primary care.

Jeremy Aaron Epstein, MD Albert W Wu, MD

Jeremy Aaron Epstein, MD1 Albert W. Wu, MD1

1Division of General Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA

Corresponding Author: Jeremy Aaron Epstein, MD; Division of General Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA (e-mail: Epstein@jhmi.edu).

Publisher’s Note: Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Received May 6, 2021 Accepted May 27, 2021

2858

Published online June 18, 2021 36(9):2858

Referenzen

ÄHNLICHE DOKUMENTE

Initial Board Certification is earned by passing a written examination by the American Board of Family Medicine, followed by a career-long learning and assessment process required

Corresponding Author: Naseem Alavian, MD MPH; Department of Medicine, School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA

comparing women with women, and developing clear criteria for menstrual and menstrual-related migraine, British specialist Anne MacGregor and her colleagues have demonstrated

The various factors that have shown to delay the development of immune reconstitution are the type of conditioning regimen, use of steroids, GVHD, HLA-mismatched or unrelated

Die Experimente des Neu- rologen George Ricaurte von der Johns Hopkins University School of Medicine in Baltimore an Totenkopfäffchen zei- gen: Drei Dosen von MDMA, hochge-

Entwicklung des Zertifikats Trainer in Edcuation an Digital Innovation (TEDI) für Lehrkräfte in Kooperation mit dem Competence Centre der Universität Luxemburg, IFEN und

The UKSH, Campus Kiel with its single address is the central point for all patients, staff and visi- tors.. The new UKSH Campus Lübeck completes the new, urban style of building

The knowledge of the pathophysiology of the disease and the careful clinical evaluation of the lesions are fundamental for the institution of the appropriate therapeutic approach.