Resource requirements for teaching continuity in primary care: contrasts between a graduate and an undergraduate program

Abstract

Two similar primary care training programs for family practice residents and for medical students are compared to find differences and similarities in costs and the use of certain nonmonetary resources. Both programs emphasize long-term continuity, and trainees in both programs average two half-days per week at ambulatory care practice sites. Comparisons of the resource requirements of teaching high-continuity primary care curriculum segments between graduate and undergraduate programs will help determine where scarce medical teaching resources can be most beneficially used. It is hypothesized that there would be lower faculty costs, higher auxiliary staff and space requirements, and larger patient panel requirements for the residency program than for the undergraduate program. Extent of these differences could not be predicted. In the residency program, faculty costs were one quarter of total expenses and in the undergraduate program they were half of the program expenses. The residency recouped 81 percent of expenses from practice revenues while the undergraduate program recouped only 59 percent. The residency program averaged 814 visits per trainee during one year; the undergraduate program had only 268 visits per student.