Family medicine
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Many medical trainees seek work among underserved communities but may be unprepared to cope with the challenges. Relationship-centered qualities have been shown to promote physician resilience and prevent burnout. The UCLA-PRIME program aims to prepare medical students to work among vulnerable groups and begins with a 3-week leadership course. We describe this course and share lessons with those seeking to foster leadership, advocacy, and resiliency in our future physician workforce. ⋯ Our course to develop medical students as resilient leaders, team members, and advocates for medically underserved groups consisted of a community-based service project, coupled with a facilitated relationship-centered curriculum. It promoted qualities in students that characterize effective and resilient physician leaders; they were more mindful, related to each other effectively, and coordinated their activities well with one another.
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The study's aim was to ascertain family physicians' suggestions on how to improve the commonly used US evaluation and management (E/M) rules for primary care. ⋯ Family physicians wanted less burdensome documentation requirements. They wanted to be paid more for complex work and work that does not include traditional face-to-face clinic visits, and they wanted the incentives of other stakeholders in the health care systems to be aligned with their priorities.
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Scholarly activity in the form of original research presentations is valuable to the discipline of family medicine. Two major venues for family medicine researchers to present their work are the Society of Teachers of Family Medicine (STFM) Annual Spring Conference and the North American Primary Care Research Group (NAPCRG) Annual Meeting. Both of these organizations have seen increasing numbers of submissions and subsequent presentations in recent years. The purpose of this project was to analyze the trend in increasing presentations and document the incidence of duplicate research presentations across these two meetings. ⋯ Numbers of author and coauthor presenters at STFM and NAPCRG annual meetings have increased greatly since 2009. Very little duplication of research presentations was found. It appears that, for the most part, presenters at both STFM and NAPCRG are not presenting duplicate research projects. This is even more important now with limited space at meetings due to record numbers of presentations.
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Practice-based learning and improvement (PBLI) has been promoted as a key component of competency-based training in medical student education, but little is known about its implementation. ⋯ Despite increased emphasis on quality improvement activities in practice, most family medicine clerkships do not currently offer PBLI curricula. Additionally, less than one in four family medicine clerkships plan on increasing the amount of PBLI curricula in the next 12 months. Continued research in this area is needed to identify successful models for PBLI curricular offerings.
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The transition to clinical clerkships can be challenging for medical students. In the context of a formal clinical curriculum redesign, a curriculum team led by family physicians systematically planned and implemented a 3-week course to prepare new third-year students for specialty-specific clerkships. ⋯ A successful curriculum redesign requires considerable planning and coordination. We designed and implemented a comprehensive CSC that was both well received and effective. Peer teaching programs can provide medical education leadership experiences with benefits for learners, teachers, and medical educators.