The evaluation processes of 75 internal medicine residencies visited by the American Board of Internal Medicine (ABIM) in 1978-82 are reviewed. The methods of evaluation used by the residencies are described and compared with the findings from an earlier cycle of visits in 1972-75. (Author/MLW)

The relationship between performance on a simulated patient and a real patient presenting a similar clinical problem is examined. Ten residents in family and internal medicine interviewed and examined four actual and four simulated patients and correctly identified 67 percent as real or simulated. (Author/MLW)

A methodology to analyze the cognitive content and the focus of residents' thoughts during conversations between faculty members and residents is discussed. Results suggest that effective supervision may relate to the ability of faculty members to display their reasoning as they present information. (Author/MLW)

A method for selecting which procedural skills should be mastered by medicine residents is described. Residents and faculty at the University of Nebraska College of Medicine were asked to select from a list skills essential to completing the three-year general internal medicine residency. (Author/MLW)

Methodological techniques were employed to study the reliability, validity, and uniqueness of peer ratings that two sets of graduating students received during their final internal medicine rotation. Results indicate that peer ratings given as part of a promotion process were internally consistent, unbiased, and valid. (Author/MLW)

A study with 21 internal medicine residents at 1 teaching hospital found that the students perceived an even balance between the service and education functions of their night-call activities. No significant difference was found between first-year and senior (second-, third-, and fourth-year) residents. (Author/MSE)

The process of resident education in an internal medicine practice was examined through interviews with 14 residents, who discussed their educational experience while caring for ten patients. Study results suggest that resident education in this setting depends upon feedback during patient care, reviewing cases, and reading. (Author/LBH)

The way that residents in internal medicine allotted their time during patient management rounds was determined. House staff teams were observed for four days, and the time spent on all activities was recorded. The study suggests that medical educators should be concerned about the thoroughness of house staff work rounds. (Author/MLW)

A study of internal medicine residents' attitudes toward specific older patients' health status, adjustment to medical care, and expected benefits of health education activities found that residents' attitudes correlated with their satisfaction and that patients tended to express greater satisfaction than residents. (Author/MSE)

The continuity of health care includes three elements: cognitive, management, and relationship. Exploration of each expands the understanding of continuity in medical practice. Continuity of care can be evaluated in both undergraduate and residency programs by the application of the criteria offered. (Author/MLW)

A summary of what is generally thought to be taught well in internal medicine and what is taught less effectively is presented. The roles of medical students are considered in that context. Teaching contributions, evaluation of teaching, problems on clerkships, and opportunities for change are discussed. (MLW)

Faculty members and residents at the University of Pennsylvania and the University of Nebraska were surveyed to determine whether there was agreement on a core of procedural skills that all internal medicine residents should be able to perform. Nineteen procedures were indicated by 90 percent or more of the respondents. (Author/MLW)

An attempt to assess the validity of the personal interview in the selection of residents for the program in internal medicine at Beth Israel Hospital in Boston, Massachusetts, is reported. The data suggest that the residency interview may be of greater value to applicants than to selection committees. (Author/MLW)

A course in the early detection and outpatient management of alcoholism for medical residents is discussed. Unlike other courses on alcoholism that have emphasized changes in physicians' attitudes, this course was designed to promote changes in residents' practice behavior and to foster the development of necessary clinical skills. (MLW)

At the Milton S. Hershey Medical Center of Penn State an internal medicine consulting resident sees all medical consultation requests not directed to a specific subspecialty division. A survey indicates that consulting residents are exposed to a quantitatively and qualitatively different spectrum of medical problems than on ward service.…