The field of family medicine is undergoing a transformative period, and a recent collection of articles and commentaries lays out a bold vision for residency education that aligns with evolving healthcare needs. This compilation, spanning foundational theories, practical strategies, and future-oriented perspectives, underscores the specialty’s commitment to preparing physicians for increasingly complex and patient-centered roles.
Foundations of Residency Redesign
At the heart of this dialogue is the recognition that traditional models of residency training require rethinking. Warren P. Newton, MD, MPH, and Karen B. Mitchell, MD, open the discussion with a call to “reenvision family medicine residency education,” framing the conversation around emerging patient needs and community health imperatives. Complementing this perspective, Norman B. Kahn Jr., MD, emphasizes the necessity for residency programs to evolve in order to “be the change we wish to see,” directly linking educational reform to societal impact.
Andrew Bazemore, MD, MPH, and Timothy Grunert, MD, revisit Starfield’s 7C’s framework as a conceptual anchor, offering a thoughtful foundation for integrating core family medicine principles into the redesign of residency programs.
What Should We Teach?
The discussion moves from theory to practice in articles focusing on curriculum content. Louito Edje, MD, MHPE, and David W. Price, MD, advocate for training physicians as “master adaptive learners,” capable of navigating an unpredictable healthcare landscape. Commentaries address critical areas often underrepresented in traditional curricula, including behavioral health, maternity care, interprofessional practice, rural healthcare, and multimorbidity management. These contributions highlight the specialty’s holistic approach to preparing residents for diverse patient populations.
Joseph W. Gravel Jr., MD, offers a provocative look at professionalism in an era dominated by corporate medicine, suggesting that small daily actions—termed “microacts”—may be as transformative as overarching policies. Similarly, Karen B. Mitchell, MD, and Stacy Bartell, MD, explore how residency education can better address the growing prevalence of patients with multiple chronic conditions.
The Practice Is the Curriculum
A key theme throughout the collection is experiential learning. Dana Neutze, MD, PhD, and colleagues argue that residency programs must integrate patient care as the central vehicle for education, a concept underscored by commentaries on purposeful mentorship, patient engagement, and the use of accreditation data to inform training quality.
How Do We Teach?
Competency-based education emerges as a focal point for pedagogical innovation. Eric S. Holmboe, MD, and other contributors examine both the promise and challenges of implementing milestone-driven learning. Multiple perspectives, including Canadian experiences and debates over the ideal length of residency, enrich the discourse and illustrate the ongoing search for evidence-informed approaches to teaching.
Building a Better System
Redesigning residency education is not only about individual training but also systemic improvement. Articles by Roger D. Garvin, MD, and Patricia A. Carney, PhD, highlight the interplay between innovation and standardization, while others focus on the social accountability of programs, continuous quality improvement, and diversity, equity, and inclusion initiatives.
Shaping the Future of the Specialty
The collection concludes with forward-looking commentaries on workforce development, faculty support, research priorities, and leadership training. Collectively, these articles affirm that family medicine is investing not only in competent clinicians but in a generation of leaders equipped to navigate the evolving healthcare landscape.