The Practice Is the Curriculum

Abstract

The training family medicine residents receive will have a lasting impact on how they deliver care in the future. Evidence demonstrates an imprinting effect based on the training environment itself. Thus, residency training represents a critical time for establishing clinical experiences that embody core primary care principles and ensure excellent care delivery. This paper focuses on the clinical experience in the family medicine practice setting. We have used Starfield’s four C’s of primary care and added two more: cost and community, as the tools to achieve the triple aim. In reviewing the current state of residency programs across the country, we noted that there was a lack of measurement on how programs were performing when it came to the six C’s. We will briefly describe some recent innovative collaboratives among residencies. Next, we examine the six C’s of primary care in context of current care. These six C’s inform our recommendations for residency training standards to create the family physicians of the future. The overarching theme of these recommendations is the need to measure and report on what we want to ultimately improve.

Integrated microfluidic devices for point-of-care detection of bio-analytes and disease

“…Vitamin K deficiency symptoms include spontaneous cutaneous purpura, epistaxis, gastrointestinal, genitourinary, or other bleeding. 159–161…”

“…Vitamin K deficiency symptoms include spontaneous cutaneous purpura, epistaxis, gastrointestinal, genitourinary, or other bleeding. [159][160][161] Vitamin K is the most lipophilic and least abundant vitamin. Measurement is a challenging task in human samples.…”

Advancing integrated care through cotraining of residents and psychology postdoctoral fellows.

“…Recognizing that the "curriculum is the practice," (Neutze et al, 2021) the design of a cotraining curriculum in IBH and APC for fellows and residents first focused on building infrastructure for IBH at the teaching practices and delivering faculty and staff development. The curriculum for collaborative, interdisciplinary faculty development and resident and fellow cotraining focused on IBH competencies (see Table 1) and four core APC competencies: (a) team skills, (b) population health applying a riskstratified care model, (c) complex care management, and (d) continuous quality improvement.…”

Acceptance of Virtual Reality in Trainees Using a Technology Acceptance Model (Preprint)

“…25,26 Because residency and fellowship experiences influence future patient care delivery, understanding perceptions of VR as adjunct therapy is important in early-career professionals. 27 Identifying factors associated with technology adoption creates opportunity for sustainable and effective implementation. 28 However, graduate medical education (GME) trainee perspectives on VR acceptability and usability are limited.…”