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Family Medicine Didactics Revisited.

Dennis J Butler1, Joseph Brocato, Mark Yeazel

  • 1Department of Family Medicine, Medical College of Wisconsin.

Family Medicine
|December 1, 2017
PubMed
Summary

Family medicine didactics now rely more on faculty and residents, but resident availability is limited. This evolution impacts curriculum exposure and faculty workload.

Area of Science:

  • Medical Education
  • Family Medicine Training

Background:

  • Family medicine residency programs require specialty-specific didactic conferences.
  • Significant changes in training requirements, core content, and teaching strategies have occurred since 2000.
  • Previous studies provide a baseline for family medicine didactic formats.

Purpose of the Study:

  • Examine current family medicine didactic characteristics.
  • Compare current and past conference format data.
  • Identify factors influencing didactic content selection.

Main Methods:

  • A survey, mirroring a 2000 study, was distributed to US family medicine programs.
  • Original survey questions were repeated.
  • New items on factors affecting content and threats to conferences were added.

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Main Results:

  • The survey achieved a 66% response rate.
  • Block formats are prevalent; more didactic hours are delivered on fewer days.
  • Faculty and residents lead 70% of didactics; 87% use a core curriculum.
  • Resident unavailability due to work restrictions impacts full curriculum exposure.
  • Accreditation Council for Graduate Medical Education competencies moderately influence topic selection.

Conclusions:

  • Family medicine didactics have evolved, with increased reliance on faculty and residents.
  • Limited resident availability hinders comprehensive didactic curriculum exposure.
  • Faculty face increased clinical and administrative duties alongside didactic responsibilities.