The role of the medical resident as a teacher of medical students is discussed. Most residents have had little, if any, training or experience in teaching. A Southern Illinois University School of Medicine course called "Preparation for the Teaching Role in Residency" is described and evaluated. (MLW)

A computerized patient record-keeping system in a pediatric residency program revealed limitations in residents' patient experiences and imbalances in their workload and curriculum and has been used by the faculty to correct them. The system uses eight interactive programs in the BASIC language. (MSE)

A program of videotaping residents interacting with patients is discussed and evaluated at the three levels of participation: teaching faculty, student, and staff. Most found the method beneficial, with the most positive aspects being the suggestions from behavioral and nonbehavioral science faculty and the opportunity to see oneself interacting…

A study to evaluate the effect of a resident-staffed continuity clinic providing immediate subspecialty consulting rather than referral is reported. The study compared pediatric and nonpediatric clinics. A reduction in pediatric subspecialty visits occurred where general pediatricians could be expected to have substantial expertise. (MSE)

It is important that nutrition education be made part of the regular and postgraduate curriculum in all medical schools. The medical student should be provided training in nutrition and dietetics, both as part of the basic science syllabus and of the clinical aspects as they apply to disease states. (MSE)

Describes a course in psychiatric administration which is part of a "standard" psychiatric residency training program. The course combined both didactic and experiential learning for senior residents performing administrative duties for the first time. Includes details of each week's seminar. Discusses course evaluation by both teachers and…

A survey of podiatric and optometric residencies in the Veterans Administration is described. The questionnaire addressed demographic characteristics, education, patient type, patient load, interprofessional referrals, residents' rotations, residents' time distribution, and residents' lecture/seminar sources. (MLW)

The quality of graduate medical education is determined to depend upon many factors including: number of faculty and their teaching and clinical abilities, number and types of patients, the degree of responsibility residents are expected to assume, and the adequacy of their supervision. (MLW)

A questionnaire was developed at Southern Illinois University School of Medicine to elicit information from residents regarding their perceptions of and expectations of patient education. Responding residents generally felt patient education was an asset to total medical care, and that the physician should determine what information should be…

The development, organization, and evaluation of an ambulatory rotation, modeled on the experience with a primary care tract and introduced into a traditional medical residency at the Massachusetts General Hospital, is summarized. Skills in the evaluation and management of inpatient and outpatient problems are advocated. (Author/MLW)

The results of two years of funding under the Health Professions Educational Assistance Act of 1976, which authorized federal grant support to general practice residency programs, is reported. Grants totalling $7.8 million were received for the purpose of enlarging enrollments, hiring faculty and support staff, and improving facilities.…

A method of estimating the number of house officers needed for direct patient care in teaching hospitals is discussed. An application of the proposed method is illustrated for 11 clinical services at the Los Angeles County-University of Southern California Medical Center. (Author/MLW)

To encourage more active resident participation in the academic aspects of graduate medical education, psychiatric residents associated with the Southern Illinois University School of Medicine are assigned to present conferences utilizing library research, patient case presentation, and review of patient care problems. (JMD)

The author suggests that attempts to strengthen clinical specialty training must begin with a coordinated effort on the part of all schools to establish graduate clinical education as a fundamental, important and independent element of their academic programs. (LBH)

A 1993-94 mailed survey of 490 residents in U.S. Army graduate medical education programs asked the respondents to rank the most helpful and least helpful faculty teaching behaviors, based on the 38 teaching behaviors identified by Wolverton and Bosworth. Found a high degree of concordance in the rankings by primary care and nonprimary care…