The authors present a strategy for residency faculty development in women's health, the reasons that such a strategy is necessary (e.g., women's health encompasses much more than reproductive and disease issues, and is cross-disciplinary and intrinsic to all of family practice), and their residency program's experience with its development and implementation from 1994 to the present. In creating the program, the residency program's faculty used as a context some lessons learned from family medicine, since the rapid growth of family medicine provides a historical example of dealing with a critical shortage of faculty for new residency programs and the need for a new way to train educators. Also, the faculty reviewed the literature about faculty development in medicine, models of teaching and learning from women's studies, and group theory, specifically the skills concerning conflict and diversity. They used the salient elements from each (which the authors outline) in fashioning their new faculty development program. The resulting program also grew out of focus groups with patients, input from staff, residents, and faculty, and meetings and workshops, including some intense and highly charged discussions in which the faculty participants, both men and women, confronted their own views and biases and worked hard to successfully forge a common and relevant vision of women's health. The program has fostered faculty who are knowledgeable about the diverse educational skills required to teach women's health. They use these skills in all curricular content, thus demonstrating a new way to educate residents as well as faculty.
According to official guidelines, residency training in family practice should teach residents to recognize and manage common behavioral and emotional problems in children and adolescents. The Forbes Family Practice Residency Program has developed the Behavioral Pediatrics Consultation, an opportunity for residents to address a particular behavioral complaint from their caseload with a consultant. This consultation focuses not only on a specific problem or complaint, for example, hyperactivity, school problems, but also teaches a useful approach to these kinds of problems, indeed, to families in general. The consultants use a systemic orientation and coach the resident through a complainant-based problem-solving process with the goal of fundamental change in the resident's thinking and approach.
An historical narrative tracing the inception, evolution, structure, educational focus, integration with international Balint movements and challenges to future growth of the American Balint Society (ABS) is enlivened and deepened by twelve Balint autobiographies that follow it. The ABS in choosing to create its historical narrative is confronting a vitally important project both for its members, and for many healthcare educators and clinicians. Both are deeply invested in promoting and preserving the integrity of the personal relationship between the provider and the client. The Society is striving not only to understand its past, but to educate itself through a contextual awareness of how to preserve a personal education for future healthcare providers. To truly understand how the Balint enterprise emerged in the USA, one must “hear” from the people who experienced and wanted to share the transformative insights of participation in Balint seminars. To “hear” their stories and to honor the diversity of perspectives within the organization the authors asked ABS members with long and committed involvement to write their personal ”Balint Autobiographies.” These authors tell a collective, personal and professional story that is truly integral with an ABS narrative history. Readers may find, amidst their narratives, gems of insight and instruction about the Balint Seminar process, its leadership and possibly indications of where the ABS could head in the future. However, the real significance of the history of the ABS lies in its potency to stimulate critical reflection on the true purpose(s) of the Society, to elicit new and stronger personal incentives in ABS members, and to initiate challenging, inquiring, and supporting reverberations in the medical-educational-insurance-business-governmental subculture in which it participates.
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