COGNITION
The effect of cognitive status on outcomes following rehabilitation. Resnick B, Daly MP. 6:400-5.

COLONOSCOPY
Colonoscopy experience at a family practice residency: a comparison to gastroenterology and general surgery services. Harper MB, Pope JB, Mayeaux EJ Jr, Davis TJ, Myers A, Lirette A.
8:575-9.

COLPOSCOPY
Authors' reply [More "pointed" discussion held on colposcopy]. Nuovo J, Melnikow J. 2:87. L

Author's reply [More "pointed" discussion held on colposcopy]. Pfenninger JL. 2:87. L

Family physician perception of economic incentives for the provision of office procedures. Leider PJ, Solberg R, Nesbitt T. 5:318-20.

More "pointed" discussion held on colposcopy. Ferris DG.
2:86-7. L

COMMUNICATION Collegial networking and faculty vitality. Woods SE, Reid A, Arndt JE, Curtis P, Stritter FT.
1:45-9.

Contributions of the office-based teacher to the development of family medicine. Mygdal WK, Kinard MJ. 8:540-1.

Control, compliance, and satisfaction in the family practice encounter. Cecil DW, Killeen I. 9:653-7.

Outdoor-based leadership training and group development of family practice interns. Evans DV, Egnew TR. 7:471-6. Overload. Magill MK. 10:743-4.

Patient-caregiver functional unit scale: a new scale to assess the patient-caregiver dyad. Fredman L, Daly MP. 9:658-65.

COMMUNITY MEDICINE
Community-based faculty: motivation and rewards. Fulkerson PK, Wang-Cheng R. 2:105-7.

The cost of outpatient training of residents in a community health center. Jones TF. 5:347-52.

The invisible faculty. Hobbs J. 10:689-91. Orienting medical students in community-based teaching sites. Steele DJ. 9:614-5.

The resident's perspective on community rotations. Ambarian AP. 10:694-5.

COMPUTERS
Documenting resident procedure and diagnostic experience: simplifying the process. Baldor RA, Broadhurst J. 9:629-33.

Managing and communicating information in a new era. Crandall S, Elson R, McLaughlin C. 4:270-4.

One residency's experience with the electronic residency application service. Mandel LP, Spadoni LR, Hewitson LA, Vontver LA. 3:209-12.

Resource materials for faculty development. Westberg J, Whitman N. 4:275-9. Use of computers by family practice residency graduates. Lee FW, Garr D, Ornstein SM, Jenkins RG. 9:611. L

CONFIDENTIALITY Integration of mental health and medical records: practices and opinions of behavioral scientists. Sanders D, Marvel K.
7:496-9.

COOPERATIVE BEHAVIOR
Combined residency training in family practice and other specialties. Chapman R, Nuovo J. 10:715-8. A consortium, graduate medical education, and Buffalo: defining a common ground. Rosenthal TC, Berger RC, Noe M, Naughton J. 7:465-70.

COSTS AND COST ANALYSIS
The cost of outpatient training of residents in a community health center. Jones TF.
5:347-52.

Costs of teaching for community teachers of family medicine. Dolye GA, Patricoski CT.
1:12-3.

Evidence-based management of upper respiratory infection in a family practice teaching clinic. English JA, Bauman KA.
1:38-41.

Family physician perception of economic incentives for the provision of office procedures. Leider PJ, Solberg R, Nesbitt T. 5:318-20.

CRIME VICTIMS Assaults against general practitioners in Ireland. O'Connell P, Bury G. 5:340-3.

CULTURAL DIVERSITY
A curriculum for multicultural education in family medicine. Culhane-Pera KA, Reif C, Egli E, Baker NJ, Kassekert R. 10:716-23.

CURRICULUM
Acquiring professional academic skills. Hitchcock MA, Hekelman FP, Monteiro M, Snyder CW. 4:266-9.

Alternative medicine instruction in medical schools and family practice residency programs. Carlston M, Stuart MR, Jonas W.
8:559-62.

Caring for the health of populations: will family practice residents be prepared to meet the challenge? Ambrose P. 5:313-4.

Colonoscopy experience at a family practice residency: a comparison to gastroenterology and general surgery services. Harper MB, Pope JB, Mayeaux EJ Jr, Davis TJ, Myers A, Lirette A. 8:575-9.

Combined residency training in family practice and other specialties. Chapman R, Nuovo J. 10:715-8.

Competency-based education in family practice. Bell HS, Kozakowski SM, Winter RO. 10:701-4.

Curriculum design and evaluation in faculty development. Simpson DE, Ullian JA. 4:251.

A curriculum for multicultural education in family medicine. Culhane-Pera KA, Reif C, Egli E, Baker NJ, Kassekert R. 10:716-23.

Dilemmas in family medicine education [clinical clerkship]. Garrett B. 3:160-1. The dilemma of required curriculum for emerging technologies in primary care. Rodney WM. 8:584-5.

Does comprehensive preventive medicine training enhance clinical prevention? Comninellis NB, Harper DM. 2:112-4.

Editor's reply [Outpatient-only family physicians criticized]. Weiss BD. 8:535. L

Enhancing procedural training in a family practice residency. Ackermann RJ, Ford VH.
8:586-9.

Esophagogastroduodenoscopy training in family practice residency programs. Thomas JM, Bredfeldt R, Easterling G, Massie M. 8:572-4.

Establishing proficiency in flexible sigmoidoscopy in a family practice residency program. Brill JR, Baumgardner DJ. 8:580-3.

Family practice residency behavioral science training: influence on graduate practice activity. Prislin MD, Lenahan P, Shapiro J, Radecki S. 7:483-7.

Focus groups: a useful tool for curriculum evaluation. Frasier PY, Slatt L, Kowlowitz V, Kollisch DO, Mintzer M.
7:500-7.

Incremental change in student knowledge during a third-year family medicine clerkship. Jacques LB. 7:477-82.

The most common dermatologic problems identified by family physicians, 1990-1994. Fleischer AB Jr, Feldman SR, McConnell RC. 9:648-52.

Outpatient-only family physicians criticized. Taylor F, Strohm M, Potter K, Reigel DL. 8:534-5. L

Perceived characteristics of successful family practice residency maternity care training programs. Taylor HA, Hansen GH. 10:709-14.

Procedures are (part of) family medicine, but family medicine is not procedures. Magill MK. 8:590-2.

Resident partnerships: a tool for enhancing ambulatory training. Adam P, Williamson HA Jr, Zweig SC. 10:705-8.

Residents/students need more than standard curricula to practice in underserved areas. Hunter PH. 3:158. L

Support and rewards for scholarly activity in family medicine: a national survey. Oeffinger KC, Roaten SP Jr, Ader DN, Buchanan RJ.
7:508-12.

Which procedures should be taught in family practice residency programs? Norris TE, Felmar E, Tolleson G.
2:99-104.

DATA COLLECTION Documenting resident procedure and diagnostic experience: simplifying the process. Baldor RA, Broadhurst J. 9:629-33.

Using other people's data: the ins and outs of secondary data analysis. Mainous AG III, Hueston WJ. 8:568-71.

DELIVERY OF
HEALTH CARE
Caring for the health of populations: will family practice residents be prepared to meet the challenge? Ambrose P. 5:313-4. The health care delivery crisis in Haiti. Fournier AM, Dodard M.
9:666-9.

DEPRESSION Depression in primary care: patient factors that influence recognition. Callahan EJ, Bertakis KD, Azari R, Helms LJ, Robbins J, Miller J.
3:172-6.

Recognition of mental health problems in primary care practices. Volk RJ, Nease DE Jr, Cass AR. 3:182-3.

Screening for anxiety and depression in primary care with the Duke Anxiety-Depression Scale. Parkerson GR Jr, Broadhead WE.
3:177-81.

DERMATOLOGY
The most common dermatologic problems identified by family physicians, 1990-1994. Fleischer AB Jr, Feldman SR, McConnell RC. 9:648-52.

Nursing homes can be a resource for teaching dermatology. Molberg P, Essman SW, Bumberry B, Zanol K. 5:307. L

DIABETES MELLITUS
Differences between diabetic patients who do and do not respond to a diabetes care intervention: a qualitative analysis. O'Connor PJ, Crabtree BF, Yanoshik MK. 6:424-8.

DOCUMENTATION Documenting resident procedure and diagnostic experience: simplifying the process. Baldor RA, Broadhurst J. 9:629-33.

DRUG SCREENING Attitudes of family practice residency program directors toward mandatory preemployment drug testing. Laufenberg HJ, Barton BA. 9:625-8.

EDUCATION, MEDICAL, CONTINUING
Assessment of faculty development program outcomes. Reid A, Stritter FT, Arndt JE. 4:242-7.

Clinical teaching improvement: past and future for faculty development. Skeff KM, Stratos GA, Mygdal WK, DeWitt TG, Manfred LM, Quirk ME, Roberts KB, Greenberg LW. 4:252-7.

Curriculum design and evaluation in faculty development. Simpson DE, Ullian JA. 4:251.

Future faculty development in family medicine. Bland CJ, Simpson D. 4:290-3.

Our back pages: faculty development and the evolution of family medicine. Holloway RL, Wilkerson L, Hejduk G. 4:233-6.

Resource materials for faculty development. Westberg J, Whitman N. 4:275-9.

Support and rewards for scholarly activity in family medicine: a national survey. Oeffinger KC, Roaten SP Jr, Ader DN, Buchanan RJ. 7:508-12.

Types of faculty development programs. Ullian JA, Stritter FT. 4:237-41.

EDUCATION, MEDICAL, GRADUATE
Competency-based education in family practice. Bell HS, Kozakowski SM, Winter RO. 10:701-4.

A consortium, graduate medical education, and Buffalo: defining a common ground. Rosenthal TC, Berger RC, Noe M, Naughton J. 7:465-70.

Dilemmas in family medicine education [developing a family practice residency program]. Kahn NB Jr, Hejduk GR. 2:90-1.

A profile of family medicine scholarship 1978-1995: an analysis of national presentations. Holloway RL, Meurer LN. 2:124-31.

Residents/students need more than standard curricula to practice in underserved areas. Hunter PH. 3:158. L

EDUCATION, MEDICAL, UNDERGRADUATE Alternative medicine instruction in medical schools and family practice residency programs. Carlston M, Stuart MR, Jonas W. 8:559-62.

Authors' reply [Work while you learn or learn while you work?]. Scherger JE, Fowkes WC Jr. 10:687. L

Community-based faculty: motivation and rewards. Fulkerson PK, Wang-Cheng R. 2:105-7.

A hypothetical model of the effect of medical education on specialty choice. Senf JH, Campos-Outcalt D, Watkins A, Bastacky S. 10:724-9.

It's time to put medical students back to work. Scherger JE, Fowkes WC. 2:137-8.

Work while you learn or learn while you work? Westfall JM, O'Brien A, Barley G. 10:686-7. L

EDUCATIONAL MEASUREMENT
Dilemmas in family medicine education [clinical clerkship]. Garrett B. 3:160-1.

The effects of the ALSO course as an educational intervention for residents. Bower DJ, Wolkomir MS, Schubot DB. 3:187-93.

Focus groups: a useful tool for curriculum evaluation. Frasier PY, Slatt L, Kowlowitz V, Kollisch DO, Mintzer M. 7:500-7.

Incremental change in student knowledge during a third-year family medicine clerkship. Jacques LB. 7:477- 82.

Is interruption in residency training associated with a change in in-training examination scores? Ellis DD, Kiser WR, Blount W. 3:184-6.

Standardized examination performance and specialty choice. Lynch DC, Whitley TW. 6:421-3.

Using standardized patients in licensing/certification examinations: comparison of two tests in Canada. Grand-Maison P, Brailovsky CA, Lescop J, Rainsberry P. 1:27-32.

Validity of NBME family medicine exam questioned. Beasley JW. 1:7. L

ELDER ABUSE
Home visit program for teaching elder abuse evaluations. Jogerst FJ, Ely JW. 9:634-9.

EMERGENCIES
The effects of the ALSO course as an educational intervention for residents. Bower DJ, Wolkomir MS, Schubot DB. 3:187-93.

Development of the woman abuse screening tool for use in family practice. Brown JB, Lent B, Brett PJ, Sas G, Pederson LL. 6:422-8.

EMPLOYMENT
Attitudes of family practice residency program directors toward mandatory preemployment drug testing. Laufenberg HJ, Barton BA. 9:625-8.

ENDOSCOPY, GASTROINTESTINAL Esophagogastroduodenoscopy training in family practice residency programs. Thomas JM, Bredfeldt R, Easterling G, Massie M. 8:572-4.

ETHNIC GROUPS
A curriculum for multicultural education in family medicine. Culhane-Pera KA, Reif C, Egli E, Baker NJ, Kassekert R. 10:716-23.

EVIDENCE-BASED MEDICINE
Evidence-based management of upper respiratory infection in a family practice teaching clinic. English JA, Bauman KA. 1:38-41. An integrated, evidence-based medicine program for FP residents. McCarthy LH, Zubialde JP. 10:687-8. L