Family medicine
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Six family medicine residency programs in the United States collaborated on the development and implementation of an integrative family medicine (IFM) program, which is a postgraduate training model that combines family medicine residency training with an integrative medicine fellowship. This paper reports on effects of IFM on residency programs and clinical systems in which it was implemented. ⋯ Our mixed-methods strategy for evaluation of IFM showed that implementing the program increased acceptance of IM, did not affect residency fill rates, and increased use of IM in clinical practice. The combination of quantitative and qualitative methods was an effective strategy for documenting the "systems level" effects of a new educational program.
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Medical schools are improving end-of-life (EOL) care curricula; however, students rarely practice EOL communication skills in a safe learning environment. ⋯ A variety of curricular methods helped students' confidence and self-reflection around hospice discussions in a comfortable environment.
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This study's purpose was to simultaneously investigate demographic, socioeconomic status, health status, and access-to-care factors to see if they could explain racial/ethnic differences in the odds of reproductive-aged women having a regular physician and perceptions of those women about their care. ⋯ The odds that women of reproductive age will have a regular doctor and report feeling cared for by that doctor differ by race/ethnicity and socioeconomic characteristics. Black women have higher odds, and Spanish-speaking women have lower odds of having a regular doctor than white women, and Hispanic and Asian women have lower odds of feeling cared for.
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The six competencies of the Accreditation Council for Graduate Medical Education include the lifelong learning skills of evidence-based medicine (EBM)/information mastery. We developed and tested an Objective Structured Clinical Examination (OSCE) station that would measure these skills in family medicine residents. ⋯ It uses an 8-point checklist and global measure and has good psychometric properties, including construct validity, interrater reliability (correlation=.96), and internal reliability (Cronbach's=.58). This tool is useful for training programs, since assessing EBM/information mastery is an important part of the evaluation of physician skills.