The Current State of Advanced Practice Provider Fellowships in Hospital Medicine: A Survey of Program Directors

In addition to training and retention, building an interprofessional team (50%), managing patient volume (30%), and reducing overhead (20%) were also reported as rationales for program development. The majority of programs (80%) have fellows bill for clinical services, and five of those eight programs do so after their fellows become more clinically competent.

Curricula

Of the nine adult programs, 67% teach explicitly to SHM core competencies and 33% send their fellows to the SHM NP/PA Boot Camp. Thirty percent of fellowships partner formally with either a physician residency or a local PA program to develop educational content. Six of the nine programs with active physician residencies, including the pediatric fellowship, offer shared educational experiences for the residents and APPs.

There are notable differences in clinical rotations between the programs (Figure 1). No single rotation is universally required, although general hospital internal medicine is required in all adult fellowships. The majority (80%) of programs offer at least one elective. Six programs reported mandatory rotations outside the department of medicine, most commonly neurology or the stroke service (four programs). Only one program reported only general medicine rotations, with no subspecialty electives.

There are also differences between programs with respect to educational experiences and learning formats (Figure 2). Each fellowship takes a unique approach to clinical instruction; teaching rounds and lecture attendance are the only experiences that are mandatory across the board. Grand rounds are available, but not required, in all programs. Ninety percent of programs offer or require fellow presentations, journal clubs, reading assignments, or scholarly projects. Fellow presentations (70%) and journal club attendance (60%) are required in more than half the programs; however, reading assignments (30%) and scholarly projects (20%) are rarely required.

Methods of Fellow Assessment

Each program surveyed has a unique method of fellow assessment. Ninety percent of the programs use more than one method to assess their fellows. Faculty reviews are most commonly used and are conducted in all rotations in 80% of fellowships. Both self-assessment exercises and written examinations are used in some rotations by the majority of programs. Capstone projects are required infrequently (30%).

We found several commonalities between the fellowships surveyed. Many of the program characteristics, such as years in operation, salary, duration, and lack of accreditation, are quite similar. Most fellowships also have a similar rationale for building their programs and use resources from the SHM to inform their curricula. Fellows, on average, share several demographic characteristics, such as age, gender, and time out of schooling. Conversely, we found wide variability in clinical rotations, the general teaching structure, and methods of fellow evaluation.

There have been several publications detailing successful individual APP fellowships in medical subspecialties,²² psychiatry,²³ and surgical specialties,²⁴ all of which describe the benefits to the institution. One study found that physician hospitalists have a poor understanding of the training PAs undergo and would favor a standardized curriculum for PA hospitalists.²⁵ Another study compared all PA postgraduate training programs in emergency medicine;¹⁹ it also described a small number of relatively young programs with variable curricula and a need for standardization. Yet another paper¹⁰ surveyed postgraduate PA programs across all specialties; however, that study only captured two hospital medicine programs, and it was not focused on several key areas studied in this paper—such as the program rationale, curricular elements, and assessment.

It is noteworthy that every program surveyed was created with training and retention in mind, rather than other factors like decreasing overhead or managing patient volume. Training one’s own APPs so that they can learn on the job, come to understand expectations within a group, and witness the culture is extremely valuable. From a patient safety standpoint, it has been documented that physician hospitalists straight out of residency have a higher patient mortality compared with more experienced providers.²⁶ Given the findings that on a national level, the majority of hospitalist NPs and PAs practice autonomously or somewhat autonomously,¹² it is reasonable to assume that similar trends of more experienced providers delivering safer care would be expected for APPs, but this remains speculative. From a retention standpoint, it has been well described that high APP turnover is often due to decreased feelings of competence and confidence during their transition from trainees to medical providers.²⁷ APPs who have completed fellowships feel more confident and able to succeed in their field.²⁸ To this point, in one survey of hospitalist PAs, almost all reported that they would have been interested in completing a fellowship, even it meant a lower initial salary.²⁹Despite having the same general goals and using similar national resources, our study reveals that APP fellows are trained and assessed very differently between programs. This might represent an area of future growth in the field of hospitalist APP education. For physician learning, competency-based medical education (CBME) has emerged as a learner centric, outcomes-based model of teaching and assessment that emphasizes mastery of skills and progression through milestones.³⁰ Both the ACGME³¹ and the SHM³² have described core competencies that provide a framework within CBME for determining readiness for independent practice. While we were not surprised to find that each fellowship has its own unique method of determining readiness for practice, these findings suggest that graduates from different programs likely have very different skill sets and aptitude levels. In the future, an active accrediting body could offer guidance in defining hospitalist APP core competencies and help standardize education.

Several limitations to this study should be considered. While we used multiple strategies to locate as many fellowships as possible, it is unlikely that we successfully captured all existing programs, and new programs are being developed annually. We also relied on self-reported data from PDs. While we would expect PDs to provide accurate data, we could not externally validate their answers. Additionally, although our survey tool was reviewed extensively and validated internally, it was developed de novo for this study.