0
ARTICLE |

Graduate Medical Education and Physician Practice Location: Title and subTitle BreakImplications for Physician Workforce Policy FREE

Sarena D. Seifer, MD; Karen Vranizan, MA; Kevin Grumbach, MD
[+] Author Affiliations

Reprint requests to Primary Care Research Center, Box 1364, University of California, San Francisco, San Francisco, CA 94143-1364 (Dr Grumbach).


JAMA. 1995;274(9):685-691. doi:10.1001/jama.1995.03530090017015
Text Size: A A A
Published online

Objective.  —To determine the relationship between graduate medical education and physician practice location.

Design.  —Cross-sectional analysis of physicians in active practice in 1993, classified by state of graduate medical education and stratified by specialty and professional activity. Logistic regression analysis was used to examine predictors of physicians remaining to practice in the same state in which they trained.

Setting.  —There were 82871 allopathic physicians (national random sample) and 15076 osteopathic physicians (universe) who completed graduate medical education between 1980 and 1992.

Main Outcome Measure.  —Practice location in the same state as graduate medical education.

Results.  —Overall, 51% of physicians are practicing in the state in which they obtained their graduate medical education (range among states, 6% to 71%). Generalist physicians are more likely than specialists to remain in their state of graduate medical education (odds ratio [OR], 1.36; 95% confidence interval [CI], 1.33 to 1.40) There is a weak negative association between the number of physicians in training per capita in a state and the likelihood of a physician remaining in the state to practice (OR, 0.90; 95% CI, 0.90 to 0.91, for an increment in resident supply of 10 per 100 000 population). New York and Massachusetts, the states with the highest numbers of residents per capita, retained 51% and 49%, respectively, of their graduates, placing them near the median among states.

Conclusions.  —Most physician training and practice locations function as a national market, with physicians dispersing relatively widely after completing graduate medical education. States that produce high numbers of physicians per capita do not appear to play a unique role in training physicians to serve a national market. These findings pose challenges for states attempting to modify their physician supply and specialty mix.(JAMA. 1995;274:685-691)

REFERENCES

Eisenberg JM.  If trickle-down physician workforce policy failed, is the choice now between the market and government regulation? Inquiry . 1994;; 28:241-249.
Mullan F, Rivo ML, Politzer RM.  Doctors, dollars, and determination: making physician workforce policy. Health Aff (Millwood) . 1993;;12( (suppl) ): 138-151.
Intergovernmental Health Policy Project. Health Care Provider Availability: An Overview of 1993 State Legislative Activity . Washington, DC: The George Washington University; 1993;.
Kindig DA, Libby D.  How will graduate medical education reform affect specialties and geographic areas? JAMA . 1994;;272:37-42.
 Graduate medical education. JAMA . 1994;;272: 725-733. Appendix II.
King LN.  Swamped with specialists. New York Times . (August 23) , 1994;.
Kosterlitz J.  The spoils of reform. National Journal . (August 20) , 1994:1970-1974;.
Weiskotten HG, Wiggins WS, Altenderfer ME, Gooch M, Tipner A.  Trends in medical practice: an analysis of the distribution and characteristics of medical college graduates, 1915-1950. J Med Educ . 1960;;35:1071-1121.
Yett DE, Sloan FA.  Migration patterns of recent medical school graduates. Inquiry . 1974;;11:125-142.
Mason HR.  Medical school, residency, and eventual practice location. JAMA . 1975;;233:49-52.
Burfield WB, Hough DE, Marder WD.  Location of medical education and choice of location of practice. J Med Educ . 1986;;61:545-559.
Roback G, Randolph L, Seidman B. Physician Characteristics and Distribution in the US . Chicago, Ill: American Medical Association; 1994;.
US Bureau of Census. Vital Statistics of the US . Washington, DC: US Bureau of Census; 1994;.

Figures

Tables

Interactive Graphics

Video

Country-Specific Mortality and Growth Failure in Infancy and Yound Children and Association With Material Stature

Use interactive graphics and maps to view and sort country-specific infant and early dhildhood mortality and growth failure data and their association with maternal

Eisenberg JM.  If trickle-down physician workforce policy failed, is the choice now between the market and government regulation? Inquiry . 1994;; 28:241-249.
Mullan F, Rivo ML, Politzer RM.  Doctors, dollars, and determination: making physician workforce policy. Health Aff (Millwood) . 1993;;12( (suppl) ): 138-151.
Intergovernmental Health Policy Project. Health Care Provider Availability: An Overview of 1993 State Legislative Activity . Washington, DC: The George Washington University; 1993;.
Kindig DA, Libby D.  How will graduate medical education reform affect specialties and geographic areas? JAMA . 1994;;272:37-42.
 Graduate medical education. JAMA . 1994;;272: 725-733. Appendix II.
King LN.  Swamped with specialists. New York Times . (August 23) , 1994;.
Kosterlitz J.  The spoils of reform. National Journal . (August 20) , 1994:1970-1974;.
Weiskotten HG, Wiggins WS, Altenderfer ME, Gooch M, Tipner A.  Trends in medical practice: an analysis of the distribution and characteristics of medical college graduates, 1915-1950. J Med Educ . 1960;;35:1071-1121.
Yett DE, Sloan FA.  Migration patterns of recent medical school graduates. Inquiry . 1974;;11:125-142.
Mason HR.  Medical school, residency, and eventual practice location. JAMA . 1975;;233:49-52.
Burfield WB, Hough DE, Marder WD.  Location of medical education and choice of location of practice. J Med Educ . 1986;;61:545-559.
Roback G, Randolph L, Seidman B. Physician Characteristics and Distribution in the US . Chicago, Ill: American Medical Association; 1994;.
US Bureau of Census. Vital Statistics of the US . Washington, DC: US Bureau of Census; 1994;.
CME Course for:


You need to register in order to view this quiz.


To understand the clinical management of acute heart failure syndromes.
Accreditation Information The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
Note: You must get at least of the answers correct to pass this quiz.
Note: You must get at least of the answers correct to pass this quiz.
You have not filled in all the answers to complete this quiz
The following questions were not answered:
Sorry, you have unsuccessfully completed this CME quiz with a score of
The following questions were not answered correctly:
For CME Course: A Proposed Model for Initial Assessment and Management of Acute Heart Failure Syndromes
Indicate what changes(s) you will implement in your practice, if any, based on this CME course.
To view and print your certificate and access a summary of your CME courses go to My CME.
NOTE:
Citing articles are presented as examples only. In non-demo SCM6 implementation, integration with CrossRef’s “Cited By” API will populate this tab (http://www.crossref.org/citedby.html).
Submit a Response

Some tools below are only available to our subscribers or users with an online account.

Related Content

Customize your page view by dragging & repositioning the boxes below.