@article{be5523ff7a254e7d9a72300885e11463,
title = "Predicting, Preparing for, and Creating the Future: What Will Happen to Internal Medicine?",
author = "Hemmer, \{Paul A.\} and Costa, \{Sheila T.\} and DeMarco, \{Deborah M.\} and Linas, \{Stuart L.\} and Glazier, \{Don C.\} and Schuster, \{Barbara L.\}",
note = "Funding Information: In undergraduate medical education, internal medicine returns to power within the medical school structure, teaching preclinical and clinical students. Students are increasingly interested in internal medicine because internists truly manage patient problems, are paid appropriately for their expertise, and work in true collaboration with subspecialists. Medical school is structured like law school: the goal is only to teach students, not worry about other academic issues (such as NIH rankings). Faculty members are full-time educators. The medical school becomes smaller and more integrated into the university. Private practitioners teach and supervise students and residents in community practices and community hospitals. Faculty precept and supervise in the medical centers. Internal medicine residents spend their final (fourth) year of residency tailoring their education to future practice (for example, pursuing masters{\textquoteright} degrees in business or public health); general internal medicine “fellowships” are commonplace. Current federal funding for residency and fellowship would be redistributed to fund the 4 years of training. The model could also allow for full tuition funding by the government; students would “pay back” loans with money or service. ",
year = "2007",
month = dec,
doi = "10.1016/j.amjmed.2007.09.013",
language = "English (US)",
volume = "120",
pages = "1091--1096",
journal = "American Journal of Medicine",
issn = "0002-9343",
publisher = "Elsevier Inc.",
number = "12",
}