Feasibility of a multi-modality ambulatory curriculum for family practice residents

Standardizing the content, delivery, and quality of ambulatory teaching is challenging, especially across multiple sites. Using a multi-modality ambulatory curriculum, we attempted to provide standard curricular content and accessible, user-friendly, Web-based learning across three residency sites.

We used Web-based cases, group discussions, and case-specific clinical tasks.

In the Web-based cases, case content was assessed as useful and learning gains as high. Few technical problems were reported. In the group discussions, attendance started high but dropped over time. In clinical tasks, residents and faculty failed to implement the clinical correlation.

A multi-modality residency ambulatory curriculum is feasible but not problem free.