What Is a Clinical Affiliation Agreement

Universities and health systems should also take steps to ensure that appropriate common management structures are in place to coordinate day-to-day operations between institutions. One strategy is to develop leadership positions with matrix hierarchical relationships with the healthcare system and the university or health sciences center, such as. B senior medical leaders who hold two roles at the Health Sciences Centre (by .B. Vice-Chancellor, Clinical Affairs) and in the health care system (e.B. Executive Vice-President of Medical Affairs). Similarly, with functionally integrated CMAs, it is common for academic department heads to simultaneously serve as heads of their respective departments in the hospital or health system. The goal of these dual roles and matrix reporting relationships is to create an environment where leaders must balance the interests of both organizations with the often competing demands of their collective academic and clinical organizations. At its June 2014 meeting, the Medical Education Liaison Committee approved the AAMC`s Uniform Clinical Education Affiliation Agreement as meeting its accreditation standards. The approval limits a multi-year public relations process to reduce the need to negotiate and renegotiate agreements for short-term supervised training experiences that pose a relatively low risk to all stakeholders. Here are seven important features that should be included in all affiliation agreements, either as amendments to existing agreements or as part of new definitive agreements. These points will be relevant to all CMAs, regardless of their organizational structure, but they apply best in cases where the university and health system are not integrated into the company.

The structure of faculty group practice (PFC) and other employed or affiliated physician organizations (as explained in more detail later in this article) also influences how these elements can be applied. With respect to clinical funding, a very effective tool is to pool all clinical revenues at the system level (allowing for joint contracts with health care plans) and, in turn, to distribute the funding to hospitals and to faculty and physician organizations or departments using a performance-based methodology that rewards productivity. access, quality and safety, as well as cost-effectiveness. Similar approaches should be considered for advanced medical education and funding for mission support. For example, there is a clear trend towards shared risk models for mission support that link discretionary funding to pre-defined measures or to the CMA`s financial performance. Specific measures and objectives will change as organisational priorities change and adapt to the market, but the underlying principles and mechanisms must remain transparent, formula-oriented and performance-based. Health systems and universities seem to be constantly at odds and are stuck in constant negotiations despite long-term affiliation agreements. Whether it`s faculty recruitment packages, purchased services and program support agreements, graduate medical education compensation, or the myriad of other issues that academic medical centers (CMAs) need to address, there is a tendency to be trapped in a transactional relationship characterized by one ad hoc agreement after another. One. If a school or college wishes to assign students to a specific external body for clinical or field training experience, the program coordinator should refer to that particular school or college: If you receive a memorandum of understanding from an institution and report to them that there is a negotiated model, please check what has been sent to you with the appropriate Memorandum of Understanding on this website. By directly comparing the two documents, you can ensure that your college or university has received the most recent Memorandum of Understanding approved for use by Minnesota State Counsel. Many institutions prefer to send the proposed memorandum of understanding to campus and not ask the campus to send a standard clinical model for the state of Minnesota.

If an organization uses a cover letter, below you will also find an “example” of a cover letter for your review and comparison. If you have any questions, please contact the Office of the Advocate General. Many departments, schools, and colleges require or encourage students to complete clinical or field training as part of the program required for graduation. This training experience is usually acquired in cooperation with an external body that agrees to participate in cooperation with the school or university concerned. It is in the interest of both parties that a formal agreement be reached prior to the admission of students to such programs. .


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