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)

This article presents the message delivered to the National School Health Association Conference by the Secretary of the Department of Health, Education, and Welfare in May 1977 and the response of the participants in the conference. (JD)

A battery of assessment measures, including MCQ measures of factual recall, MEQ measures of problem-solving skills, measures of attitudes, intelligence and ability, and personality factors was administered to trainee intakes of several postgraduate training courses for general practice.

The results of a questionnaire on how 131 family doctors in Glasgow and the West of Scotland obtain information regarding recent advances are described, indicating that medical journals and formal lectures and symposia are still popular. Tape/slide and television presentations were not considered of much value. (Author/LBH)

A postgraduate seminar on the psychological aspects of general practice was evaluated in which focus was on the developing doctor-patient relationship as revealed by the reporting doctor. Suggestions for improving such training sessions and their evaluation are offered. (LBH)

The inadequacy of available tests for predicting developmental disabilities in low income, minority group children; the necessity for assuring confidentiality and avoiding labeling; and a lack of personnel, facilities and funds all proved to be obstacles to early and periodic screening, diagnosis and treatment. (Author)

The author describes a comprehensive health services program of treatment health education and vigorous follow-up designed to meet the needs of primarily low-income, minority children (k, 3-6) in Harlem. (MB)

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)

Three chronically ill patients were trained to evaluate the performance of 31 second-year internal medicine house officers based upon: a checklist for the medical data elicited during the medical interview; the process of the interview; and the physical examination technique. (Author/MLW)

The effectiveness of a teaching skills program for residents at Louisiana State University Medical Center was evaluated among 22 residents in obstetrics and gynecology, medicine, and family medicine who were randomly assigned to control and experimental groups. There was greater increase in the scores of the experimental than the control groups.…

A program during clerkships in internal medicine, pediatrics, and surgery at Ben-Gurion University emphasizes psychosocial conferences teaching to include tutorial guidance throughout the student's preparation of a case presentation in which psychological, sociological, and anthropological aspects of the patients' coping with illness and the…

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)

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)