A review of the literature on medical school curriculum and primary care specialty choice suggests that three types of curricular experiences may increase interest in primary care: third-year required family medicine clerkships, especially longer clerkships; continuity experiences in primary care settings; and primary care tracks. (Author/MSE)

Data from a survey of 1,038 men and 558 women primary care physicians were used for gender comparisons of 19 factors influencing choice of specialty. Other practice and demographic data were also considered. Results indicate men were more often influenced by early role models, women more often by personal and family factors. Some variables showed…

In the University of South Dakota's medical school clerkship program, students may choose one of three ambulatory-care settings. In one, the curriculum is problem based and student centered to enhance student interest in primary care. The new program has been successful and well received and is being further developed. (MSE)

A study evaluated the effects of a required ambulatory care clerkship on students' (n=776) knowledge of primary care medicine and subsequent career choices. Results suggest that exposure to outpatient medicine during medical school facilitates student knowledge of primary care medicine and influences career choice. (Author/MSE)

A University of South Florida program giving medical students four years of primary care training was found to have little effect on specialty choice of its graduates (n=93 students), when compared to students who volunteered for the program but did not enter it or who did not volunteer. (MSE)

Selection of family practice residencies in 1981-89 was compared for graduates of State University of New York campuses and all United States medical schools. Compared to other groups, more of the students who had been trained during their third year in a Binghamton primary care clerkship selected family practice residencies. (MSE)

A study of the distances between physicians' (n=2,612) residency program locations and first practice locations indicates that most moved less than 75 miles. Primary care physicians moved significantly shorter distances than did other specialists. This pattern has changed little over the last few decades. (Author/MSE)

Describes a traditional hospital-based subspeciality training program and a hospital-based primary care teaching unit and then describes two new programs which are working reasonably well. Discusses opportunities such programs represent, problems they face, and some possible solutions, including the need for involving all participants in planning…

Edward Kowalewski discusses involving the community in medical education emphasizing the need for models to be flexible in light of different community environments. Harold B. Wise focuses discussion of training in the new setting on the development of a practitioner to assist patients and families in their normal development. (JT)

In response to discussion concerning the fate of the medical internship, the authors analyze the patient experiences an intern encountered--finding them to deal exclusively with care of acutely ill persons--and conclude that the traditional internship is unrealistic with respect to the practice of medicine. The importance of record keeping is…

A 1983 committee report is presented of the World Health Organization Expert Committee on the Education and Training of Nurse Teachers and Managers with Special Regard to Primary Health Care. After discussing the changing context of health care and trends in primary health care, changes required in education and training in health systems based on…

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)

As departments of family medicine succeed in recruiting faculty members among practicing physicians and clinicians, there is a problem in adjustment to their new roles as teachers, administrators, and academicians. The literature on faculty development through workshops is reviewed, and guidelines for developing effective workshops are presented.…

Preliminary data were gathered at the University of Iowa about learning styles and instructional preferences of two groups of family practice physicians: those who attended and those who did not attend a multidisciplinary university-sponsored refresher course. Implications for continuing medical education are discussed. (LBH)

As this course introduces health professional students to the delivery of primary health care in a family setting, emphasis is placed on the principles and procedures of team development and maintenance and on the recognition of group dynamics, interaction, and communication processes in the team and family. (LBH)