Students described a variety of personal and educational effects of abuse. They generally did not report abuse because of fear of retaliation and the belief that reporting is pointless.
The PIM course is an intervention, early in students' careers, which appears to benefit them academically and increase their interest in internal medicine as a career.
Background: Telephone medicine is an important but seldom-taught part of generalist physician's practices. Surveyed residents have expressed discomfort with this aspect of ambulatory care. Description: To determine if a telephone-medicine curriculum improves telephone-medicine skills of internal-medicine residents. Evaluation: Residents at West Virginia University (WVU) and the Moses Cone Memorial Hospital (N = 29) tested a telephone-medicine curriculum. They completed pre-and postcurriculum objective structured clinical examinations (OSCEs). Half of the WVU residents underwent the post-OSCE immediately and half after 6 months. All residents completed daily evaluations of the curriculum. Conclusions: The post-OSCE scores improved significantly( ps for each group < .01). Means of daily evaluationswere 4.2± 4.7 (on 1± 5 scales) for curricularcontent and delivery. The residents felt significantlybetter able to manage patients' calls after 2 sessions (p < .01). Improvement was seen in the telephone OSCE and was maintained 6 months later. This curriculum is well received and an effective method for teaching telephone-medicine skills.
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