gensurghopeful
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Googled with no real straight answer from the point of view from people in the field.
Pro's and Con's?
Thx !
Pro's and Con's?
Thx !
Simple Q - difference between community and academic programs?
- Thread starter gensurghopeful
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Community: your local hospital
Academic: university medical center
Academic: university medical center
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The line is frequently blurred and at other times and specialties it may be far more meaningless and simply mean that you're at a program that doesn't highly value or emphasize research. Worse many university based programs have market themselves as community programs because they are in effect serving a very specific community. Likewise many programs and departments are not the same caliber or the same acuteness or whatever as other departments in the same institute, so while you're at U of so and so, you're technically at a community program.
But as a whole an academic program is going to have a lot of research, be in a major hospital center where there is a major emphasis on treating complicated and or referred cases, and where there is a lot of money being poured into. Community programs are extremely varied and can go from small tents in the desert to programs that are extremely mission based, have more funding than certain state programs, and can be more competitive than some state programs.
Pros v.s Cons? It depends entirely on what you want to do and how you feel at the program. For example in psychiatry you want to do addiction work you probably want to go to a program in a decent sized center where they'll train you how to do Suboxone/MAT. If you want to do outpatient you'll probably be more happy going to a program with more emphasis on outpatient care or don't care about going to a fancy program as much as one that fits your life. For other specialties it's similar I imagine.
But as a whole an academic program is going to have a lot of research, be in a major hospital center where there is a major emphasis on treating complicated and or referred cases, and where there is a lot of money being poured into. Community programs are extremely varied and can go from small tents in the desert to programs that are extremely mission based, have more funding than certain state programs, and can be more competitive than some state programs.
Pros v.s Cons? It depends entirely on what you want to do and how you feel at the program. For example in psychiatry you want to do addiction work you probably want to go to a program in a decent sized center where they'll train you how to do Suboxone/MAT. If you want to do outpatient you'll probably be more happy going to a program with more emphasis on outpatient care or don't care about going to a fancy program as much as one that fits your life. For other specialties it's similar I imagine.
D
deleted950463
To summarize the differences, you have to look up how each program’s attendings are paid.
In general, residencies are associated with private practices, hospital/hospital systems or academic hospital/hospital systems.
Private practice attendings are paid in general based on productivity, or in some practices, equally more or less with bonuses distributed among partners. In those practices each partners are expected to contribute equally to the business aspect of the practice. This is the “eat what you kill” type.
In residencies associated with private practice, teaching is a byproduct of clinical activity. Residents are often there to help attending work faster and/or have an easier time. Teaching that cut into RVU generation is unlikely in private practice.
Hospital employed physicians are being paid by the hospital or a large group practice/ foundation. In general, they are asked to perform work they are suppsoed to do in the contract and/or instructed by section chief and division chief. Teaching tend to occur more than just pure private practice.
In academic institutions, physicians are paid generally to complete a set of task outlined by contract and section chief/chairmen. They are paid by the hospital/university/Medical group practice. Teaching is often included as a precentage in the contract. More over, to advance from a clinical assistant professor, to associate, to full professor, there will likey be teaching component involved/fullfilled.
This is why teaching in general, is the best in academic institutions. Those faculties have protected time, as well as written responsibility to teach.
Now days, most clinicians practice in an RVU based environment and good teaching can be hard to come by because good teaching can eat into your RVU production.
In general, residencies are associated with private practices, hospital/hospital systems or academic hospital/hospital systems.
Private practice attendings are paid in general based on productivity, or in some practices, equally more or less with bonuses distributed among partners. In those practices each partners are expected to contribute equally to the business aspect of the practice. This is the “eat what you kill” type.
In residencies associated with private practice, teaching is a byproduct of clinical activity. Residents are often there to help attending work faster and/or have an easier time. Teaching that cut into RVU generation is unlikely in private practice.
Hospital employed physicians are being paid by the hospital or a large group practice/ foundation. In general, they are asked to perform work they are suppsoed to do in the contract and/or instructed by section chief and division chief. Teaching tend to occur more than just pure private practice.
In academic institutions, physicians are paid generally to complete a set of task outlined by contract and section chief/chairmen. They are paid by the hospital/university/Medical group practice. Teaching is often included as a precentage in the contract. More over, to advance from a clinical assistant professor, to associate, to full professor, there will likey be teaching component involved/fullfilled.
This is why teaching in general, is the best in academic institutions. Those faculties have protected time, as well as written responsibility to teach.
Now days, most clinicians practice in an RVU based environment and good teaching can be hard to come by because good teaching can eat into your RVU production.
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I have a question about community programs...
My understanding is for an ACGME residency program to exist it needs to produce some form of research... So if I’m going to DO school in a city with several community programs, those programs should be producing some type of research; correct?
Also, if the hospital isn’t the “mothership” is it considered a community program no matter the size?
My understanding is for an ACGME residency program to exist it needs to produce some form of research... So if I’m going to DO school in a city with several community programs, those programs should be producing some type of research; correct?
Also, if the hospital isn’t the “mothership” is it considered a community program no matter the size?
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deleted950463
Most research posters are very low effort retrospective stuff. You can bang one out in one weekend.
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University programs are pretty standard
There is a hierarchy, upper level resident, 1st yr tes, and med students. Teaching attending shows up for teaching rounds after patients are seen, studies collected and discussed with resident. There is usually a noon conference, and students often are asked to give presentations on assigned topics on rounds.
Community hospitals have a wide range of teaching. Some are 100 bed hospital which only manage lumps and bumps and basic problems. No trauma, neurosurgery, or hearts, etc. Maybe a diagnostic cath lab. There are university affiliates who might be 300 to 400 beds and cover all aspects of care. One in our area has a burn unit, trauma, OB, NICU, etc.Teaching can be similar to university or less organized. It is very individual to the hospital. My son spent a few months at a regional level 1 trauma center and the teaching was quit spotty. Best advice is to try to network with students who have rotated at these places for their perspective.
There is a hierarchy, upper level resident, 1st yr tes, and med students. Teaching attending shows up for teaching rounds after patients are seen, studies collected and discussed with resident. There is usually a noon conference, and students often are asked to give presentations on assigned topics on rounds.
Community hospitals have a wide range of teaching. Some are 100 bed hospital which only manage lumps and bumps and basic problems. No trauma, neurosurgery, or hearts, etc. Maybe a diagnostic cath lab. There are university affiliates who might be 300 to 400 beds and cover all aspects of care. One in our area has a burn unit, trauma, OB, NICU, etc.Teaching can be similar to university or less organized. It is very individual to the hospital. My son spent a few months at a regional level 1 trauma center and the teaching was quit spotty. Best advice is to try to network with students who have rotated at these places for their perspective.
