Warshaw Gregg A, Bragg Elizabeth J, Shaull Ruth W, Lindsell Christopher J
Office of Geriatric Medicine and Department of Family Medicine, University of Cincinnati, PO Box 670504, Cincinnati, OH 45267-0504, USA.
JAMA. 2002 Nov 13;288(18):2313-9. doi: 10.1001/jama.288.18.2313.
By 2030, 20% of the US population will be older than 65 years compared with 12.4% in 2000. The development of geriatric medicine research and training programs to prepare for this increasing number of older individuals is largely dependent on the successful establishment of academic geriatric medicine programs in medical schools.
To assess the structure, resources, and activities of academic geriatric medicine programs in US allopathic and osteopathic schools of medicine.
DESIGN, SETTING, AND PARTICIPANTS: Survey distributed to the academic geriatric medicine leaders of the 144 US allopathic and osteopathic medical schools in March 2001.
Organizational structure, program information, curriculum, budgetary issues, and characteristics of academic geriatric medicine leaders.
A total of 121 program directors (84%) responded. Most schools (87%) had an identifiable academic geriatric program structure, with 67% established after 1984. The greatest proportion of faculty and staff time (40%) was spent in clinical practice, followed by research and scholarship (12%), residency and fellowship education (10% each), and medical student education (7.8%). Clinical practice accounted for the greatest portion (27%) of revenue, and 25.7% of the programs had total annual budgets of less than $250,000, while 11% had budgets of greater than $5 million. The largest obstacles to achieving the goals of an academic geriatric medicine program were a lack of research faculty and fellows and poor clinical reimbursement.
Most US medical schools have an identifiable academic geriatric medicine program; most have been established within the last 15 years. Resources are needed to train faculty for roles as teachers and researchers and to develop medical school geriatric programs of the size and scope equivalent to other academic disciplines.
到2030年，美国20%的人口将超过65岁，而2000年这一比例为12.4%。为应对日益增多的老年人口而开展老年医学研究和培训项目，很大程度上依赖于医学院成功设立学术性老年医学项目。
评估美国综合性和骨科医学院校中学术性老年医学项目的结构、资源和活动。
设计、地点和参与者：2001年3月向美国144所综合性和骨科医学院校的学术性老年医学负责人进行调查。
组织结构、项目信息、课程设置、预算问题以及学术性老年医学负责人的特征。
共有121名项目主任（84%）回复。大多数学校（87%）有可识别的学术性老年医学项目结构，其中67%是1984年后设立的。教职员工花费时间最多的部分（40%）用于临床实践，其次是研究与学术（12%）、住院医师和专科医师教育（各10%）以及医学生教育（7.8%）。临床实践占收入的最大部分（27%），25.7%的项目年度总预算不到25万美元，而11%的项目预算超过500万美元。实现学术性老年医学项目目标的最大障碍是缺乏研究教员和研究员以及临床报销不佳。
大多数美国医学院校有可识别的学术性老年医学项目；大多数是在过去15年内设立的。需要资源来培训担任教师和研究人员角色的教员，并发展规模和范围与其他学科相当的医学院校老年医学项目。
