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2000
A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W ABSENTEEISM
ABSTRACT
Research abstracts: publish or perish. Berger MS. 1:7. L
2000 annual spring conference research abstracts. 7:466-79.
ACCREDITATION
ADMINISTRATIVE
PERSONNEL
ADRENAL CORTEX
HORMONES
ALTERNATIVE
MEDICINE
Prevalence of the use of herbal products in a low-income population. Planta M, Gundersen B, Petitt JC. 4:252-7.
Suggested curriculum guidelines on complementary and alternative medicine: recommendations of the Society of Teachers of Family Medicine Group on Alternative Medicine. Kligler B, Gordon A, Stuart M, Sierpina V. 1:30-3.
Understanding patients from the former Soviet Union. Grabbe L. 3:201-6. AMBULATORY
CARE
Differences in ambulatory teaching and learning by gender match of preceptors and students. Carney PA, Dietrich AJ, Eliassen S, Pipas C, Donahue D. 9:618-23.
Get out of my office. Lyons P. 10:674-7.
"Thou dost protest too much": lessons from the last ASPN convocation. Sumner W II. 6:422-3.
ANECDOTES
Listening, perhaps without hearing. Hepworth J. 9:624.
The older I get, the better I used to be. Curtis P. 8:573-4.
ANGER
ANTIBIOTICS
Can we make it better? Temte JL, Yusuf-Safavi Y, Shult PA. 9:596. L
An evaluation of statewide strategies to reduce antibiotic overuse. Mainous AG III, Hueston WJ, Love MM, Evans ME, Finger R. 1:22-9.
ANTIFUNGAL
AGENTS
ATTITUDE
OF HEALTH PERSONNEL
Authors' reply [End-of-life care seen from broader perspective]. Kvale J, Berg L. 4:226. L
The comfort of family practice residents with health care of patients of the opposite gender. Paluska SA, D'Amico FJ. 9:612-7. Complementary/alternative medicine: comparing the views of medical students with students in other health care professions. Baugniet J, Boon H, Ostbye T. 3:178-84.
End-of-life care seen from broader perspective. Greiner KA. 4:226. L
Family practice and its midlife crisis. Rosenfeld JA. 1:7. L
The fishmongers' secret. Bogdewic SP. 8:521-2.
German family physicians' attitudes toward care of involuntarily childless patients. Ittner E, Himmel W, Kochen MM. 2:119-25.
Literature and the arts in medical education. Shapiro J. 3:157-8.
Physician expression of empathy and positiveness to Hispanic and non-Hispanic white patients during medical encounters. Sleath B, Rubin RH, Arrey-Wastavino A. 2:91-6.
Recruitment behavior and program directors: how ethical are their perspectives about the Match process? Carek PJ, Anderson KD, Blue AV, Mavis BE. 4:258-60.
Student religiosity and attitudes toward religion in medicine at a private Catholic medical school. Chibnall JT, Call CB, Jeral JM, Holthaus C. 2:102-8.
Suggested curriculum guidelines on complementary and alternative medicine: recommendations of the Society of Teachers of Family Medicine Group on Alternative Medicine. Kligler B, Gordon A, Stuart M, Sierpina V. 1:30-3.
Symptoms as a source of medical knowledge: understanding medically unexplained disorders in women. Malterud K. 9:603-11.
Why geriatrics? Academic geriatricians' perceptions of the positive, attractive aspects of geriatrics. Cravens DD, Campbell J, Mehr DR. 1:34-41.
ATTITUDE
TO DEATH
The play's the thing: using literature and drama to teach about death and dying. Holleman WL. 8:523-4. ATTITUDE
TO HEALTH
Learning from patient noncompliance. Church L. 1:11-2.
AUTHORSHIP
BACTERIAL
VACCINES
Improving pneumococcal vaccination rates: a three-step approach. Redfield JR, Wang TW. 5:338-41.
BEHAVIORAL
MEDICINE
BETAMETHASONE
BIOLOGICAL
WARFARE
BODY
WEIGHT
BREAST
NEOPLASMS
CARDIOVASCULAR DISEASES CAREER
CHOICE
Predictors of physician nursing home practice: does what we do in residency training make a difference? Gazewood JD, Mehr DR. 8:551-5.
Rejecting family practice: why medical students switch to other specialties. Schafer S, Shore W, French L, Tovar J, Hughes S, Hearst N. 5:320-5.
Results of the 2000 National Resident Matching Program: family practice. Pugno PA, McPherson DS, Schmittling GT, Kahn NB Jr. 8:543-50.
Why geriatrics? Academic geriatricians' perceptions of the positive, attractive aspects of geriatrics. Cravens DD, Campbell J, Mehr DR. 1:34-41.
CASE
REPORT
CESAREAN
SECTION
CHOICE
BEHAVIOR
Rejecting family practice: why medical students switch to other specialties. Schafer S, Shore W, French L, Tovar J, Hughes S, Hearst N. 5:320-5.
Use of clotrimazole/betamethasone diproprionate by family physicians. Shaffer MP, Feldman SR, Fleischer AB Jr. 8:561-5.
CLINICAL
CLERKSHIP
ENT experience in a family medicine clerkship: is there enough? O'Hara BS, Saywell RM Jr, Zollinger TW, Smith CP, Burba JL, Stopperich DM. 10:691-5. Get out of my office. Lyons P. 10:674-7.
Goal setting for community preceptorships. Stearns JA, Hemesath K, Londo RA. 3:161-2.
Safety should be priority during clerkships. Jacobs T. 3:154. L
Teaching behaviors used by community-based preceptors for a family and community medicine clerkship. Huang WY, Monteiro FM. 10:678-80.
CLINICAL
COMPETENCE
Author's reply [Can we make it better?]. Weiss BD. 9:597. L
Author's reply [How do OB delivery volume and training adequacy correlate?]. Murrain V, Gordon P, Senf JH. 6:371. L
Can we make it better? Temte JL, Yusuf-Safavi Y, Shult PA. 9:596. L
Changing the format of educational rotations. Wilson S, Reece JS, McKenzie JF. 8:519. L
ECG interpretation remains an important skill. Grauer K. 8:519- 20. L
Editor's reply [More focus needed on residency curriculum]. Weiss BD. 8:518. L
ENT experience in a family medicine clerkship: is there enough? O'Hara BS, Saywell RM Jr, Zollinger TW, Smith CP, Burba JL, Stopperich DM. 10:691-5.
Family practice residency training: can we make it better? Weiss BD. 5:346-9.
How do OB delivery volume and training adequacy correlate? Taylor F, Preswich B, Paladine H, Strohm M, Merzenich A, Lai Y. 6:370-1. L
More focus needed on residency curriculum. Manahan B. 8:518. L
The reflecting team: an innovative approach for teaching clinical skills to family practice residents. Lebensohn-Chialvo P, Crago M, Shisslak CM. 8:556-60. Suggested curriculum guidelines on complementary and alternative medicine: recommendations of the Society of Teachers of Family Medicine Group on Alternative Medicine. Kligler B, Gordon A, Stuart M, Sierpina V. 1:30-3.
Surgical practice of primary care physicians in a rural state: implications for curriculum design. Curet MJ, McGrew MC. 2:97-101.
CLOTHING
CLOTRIMAZOLE
COMMUNICATION
Role of technology in health care is debated. Phillips WR. 2:83. L
COMMUNITY
MEDICINE
Get out of my office. Lyons P. 10:674-7.
Goal setting for community preceptorships. Stearns JA, Hemesath K, Londo RA. 3:161-2.
Illinois RMED: a comprehensive program to improve the supply of rural family physicians. Stearns JA, Stearns MA, Glasser M, Londo RA. 1:17-21.
Implementing community-oriented primary care projects in an urban family practice residency program. Harper PG, Baker NJ, Reif CJ. 10:683-90.
Responding to a national disaster with service learning. Steiner B, Sands R. 9:645-9.
Teaching behaviors used by community-based preceptors for a family and community medicine clerkship. Huang WY, Monteiro FM. 10:678-80.
COMPLIANCE COMPUTER
LITERACY
Core curriculum guidelines: minimum standards, practical goals, or lofty ideals? Chop WM Jr. 4:273-4.
COMPUTERS
Electronic medical records personified. Lenhart JB. 7:450. L
Using handheld computers to document family practice resident procedure experience. Garvin R, Otto F, McRae D. 2:115-8.
Virtual seminars for medical student nutrition education. Kolasa KM, Jobe AC, Daugherty JE. 7:450-1. L
Web-based education in family medicine predoctoral programs. Leong SL, Baldwin CD, Usatine RP, Adelman AM, Gjerde CL. 10:696-700.
CONFERENCES
Effect of attendance at an annual primary care research methods conference on research productivity and development. Katerndahl DA. 10:701-8.
More credit is deserved. Mohl V. 6:371. L
Research at the STFM annual spring conference: current status and future trends. Dickinson WP, Hale FA. 7:465.
"Thou dost protest too much": lessons from the last ASPN convocation. Sumner W II. 6:422-3.
2000 annual spring conference research abstracts. 7:466-79. CULTURAL
DIVERSITY
Author's reply [Appreciation expressed for article on cultural diversity]. Grabbe L. 9:594-5. L
Mini-ethnography: meaningful exploration made easy. Weinstein J, Ventres W. 9:600-2.
Multicultural curricula in family practice residencies. Culhane-Pera KA, Like RC, Lebensohn-Chialvo P, Loewe R. 3:167-73.
Physician expression of empathy and positiveness to Hispanic and non-Hispanic white patients during medical encounters. Sleath B, Rubin RH, Arrey-Wastavino A. 2:91-6.
Understanding patients from the former Soviet Union. Grabbe L. 3:201-6.
CURRICULUM
Can a 3-day preceptorship change first-year medical students' opinions about working in small towns? Lynch DC, Willis SE. 7:495-9.
Changing the format of educational rotations. Wilson S, Reece JS, McKenzie JF. 8:519. L
Core curriculum guidelines: minimum standards, practical goals, or lofty ideals? Chop WM Jr. 4:273-4.
Do literature and the arts make us better doctors? Wellbery C. 6:376-8.
ECG interpretation remains an important skill. Grauer K. 8:519-20. L
Editor's reply [More focus needed on residency curriculum]. Weiss BD. 8:518. L
Education for the 21st centurymoving beyond the Flexner model. Burns EA. 4:228-9.
ENT experience in a family medicine clerkship: is there enough? O'Hara BS, Saywell RM Jr, Zollinger TW, Smith CP, Burba JL, Stopperich DM. 10:691-5.
Evaluating a primary care vertically integrated curriculum in undergraduate medical education. Bridge PD, Schenk M. Popp S. 8:525-7. Family practice residency training: can we make it better? Weiss BD. 5:346-9.
Food for thought. Lutton ME. 8:531-2.
Gender and power in family medicine education. Burge SK. 9:625-7.
Illinois RMED: a comprehensive program to improve the supply of rural family physicians. Stearns JA, Stearns MA, Glasser M, Londo RA. 1:17-21.
Implementing community-oriented primary care projects in an urban family practice residency program. Harper PG, Baker NJ, Reif CJ. 10:683-90.
Keeping an eye on the prize. Burns EA. 2:84.
Literature and the arts in medical education. Shapiro J. 3:157-8.
More focus needed on residency curriculum. Manahan B. 8:518. L
Multicultural curricula in family practice residencies. Culhane-Pera KA, Like RC, Lebensohn-Chialvo P, Loewe R. 3:167-73.
New world views: preparing physicians in training for global health work. Haq C, Rothenberg D, Gjerde C, Bobula J, Wilson C, Bickely L, Cardelle A, Joseph A. 8:566-72.
The physician as ethics educator. Paulman A, Pierce J. 6:381-2.
A poet confronts his own mortality: what a poet can teach medical students and teachers. Whitman N. 10:673-4.
Predictors of physician nursing home practice: does what we do in residency training make a difference? Gazewood JD, Mehr DR. 8:551-5.
Responding to a national disaster with service learning. Steiner B, Sands R. 9:645-9.
Right on the mark. Bedell AW. 9: 597. L
Spirituality in residency education: taking the next step. Wolkenstein AS. 3:159-60.
Student religiosity and attitudes toward religion in medicine at a private Catholic medical school. Chibnall JT, Call CB, Jeral JM, Holthaus C. 2:102-8. Suggested curriculum guidelines on complementary and alternative medicine: recommendations of the Society of Teachers of Family Medicine Group on Alternative Medicine. Kligler B, Gordon A, Stuart M, Sierpina V. 1:30-3.
Surgical practice of primary care physicians in a rural state: implications for curriculum design. Curet MJ, McGrew MC. 2:97-101.
Web-based education in family medicine predoctoral programs. Leong SL, Baldwin CD, Usatine RP, Adelman AM, Gjerde CL. 10:696-700.
DATA COLLECTION
A comparison of resident and faculty attitudes toward physician-assisted suicide and active voluntary euthanasia. Bushwick B, Emrhein D, Peters K. 4:261-6.
Recruitment behavior and program directors: how ethical are their perspectives about the Match process? Carek PJ, Anderson KD, Blue AV, Mavis BE. 4:258-60.
Sentinel practices. [Originally published: Fam Med 1982;14(1);22-3.] Green L. 6:394-5.
Survey garners data on numbers of faculty members. Kay LE. 3: 156. L
DEATH
The play's the thing: using literature and drama to teach about death and dying. Holleman WL.8: 523-4.
A poet confronts his own mortality: what a poet can teach medical students and teachers. Whitman N. 10:673-4.
Sharing the mystery of death with new acquaintances. Farber S. 4:230-1.
DELIVERY
Author's reply [How do OB delivery volume and training adequacy correlate?]. Murrain V, Gordon P, Senf JH. 6:371. L How do OB delivery volume and training adequacy correlate? Taylor F, Preswich B, Paladine H, Strohm M, Merzenich A, Lai Y. 6:370-1. L
DELIVERY OF HEALTH
CARE
Family medicine: return to counterculture? Murray JL. 2:129-30.
Implementing community-oriented primary care projects in an urban family practice residency program. Harper PG, Baker NJ, Reif CJ. 10:683-90.
Rural residency tracks in family practice: graduate outcomes. Rosenthal TC, McGuigan MH, Anderson G. 3:174-7.
DIAGNOSIS,
DIFFERENTIAL
Symptoms as a source of medical knowledge: understanding medically unexplained disorders in women. Malterud K. 9:603-11.
DIETARY SUPPLEMENTS
DISEASE
TRANSMISSION
DOCUMENTATION
Using handheld computers to document family practice resident procedure experience. Garvin R, Otto F, McRae D. 2:115-8.
DRUG UTILIZATION
EDUCATION, MEDICAL
Can we make it better? Temte JL, Yusuf-Safavi Y, Shult PA. 9: 596. L
Education for the 21st centurymoving beyond the Flexner model. Burns EA. 4:228-9.
Gender and power in family medicine education. Burge SK. 9:625-7.
Literature and the arts in medical education. Shapiro J. 3:157-8.
Managing the difficult learning situation. Langlois JP, Thach S. 5:307-9.
Practical idealism: a blueprint for caring. Bogdewic SP. 6:372-5.
Web-based education in family medicine predoctoral programs. Leong SL, Baldwin CD, Usatine RP, Adelman AM, Gjerde CL. 10:696-700.
Effect of attendance at an annual primary care research methods conference on research productivity and development. Katerndahl DA. 10:701-8.
Evaluating faculty development outcomes by using curriculum vitae analysis. Morzinski JA, Schubot DB. 3:185-9.
More credit is deserved. Mohl V. 6:371. L
Sharing the mystery of death with new acquaintances. Farber S. 4:230-1.
EDUCATION, MEDICAL,
UNDERGRADUATE
Virtual seminars for medical student nutrition education. Kolasa KM, Jobe AC, Daugherty JE. 7:450-1. L
ELECTROCARDIOGRAPHY
ECG interpretation remains an important skill. Grauer K. 8:519-20. L EMOTIONS
EMPATHY
ENGLAND
ENVIRONMENTAL
EXPOSURE
Host/environment medicine and social realities. Yamada S. 5:298-9. L
ETHICS,
MEDICAL
Recruitment behavior and program directors: how ethical are their perspectives about the Match process? Carek PJ, Anderson KD, Blue AV, Mavis BE. 4:258-60.
ETHNIC
DIVERSITY
Author's reply [Appreciation expressed for article on cultural diversity]. Grabbe L. 9:594-5. L
Authors' reply [Safety should be priority during clerkships]. Leone-Perkins M, Schnuth R, Lipsky M. 3:154-5. L
Physician expression of empathy and positiveness to Hispanic and non-Hispanic white patients during medical encounters. Sleath B, Rubin RH, Arrey-Wastavino A. 2:91-6.
Safety should be priority during clerkships. Jacobs T. 3:154. L
Understanding patients from the former Soviet Union. Grabbe L. 3:201-6. EUTHANASIA
EVALUATION
Evaluating a primary care vertically integrated curriculum in undergraduate medical education. Bridge PD, Schenk M, Popp S. 8:525-7.
Evaluation as a dynamic process. LeBaron SW, Jernick J. 1:13-4.
Medical student evaluation of family nurse practitioners as teachers. Henley E, Glasser M, May J. 7:491-4.
The reflecting team: an innovative approach for teaching clinical skills to family practice residents. Lebensohn-Chialvo P, Crago M, Shisslak CM. 8:556-60.
EVIDENCE-BASED
MEDICINE
Get out of my office. Lyons P. 10:674-7.
Showdown at the EBM corral. Vega C. 6:383-4.
FACULTY, MEDICAL
Authors' reply [Demand for family medicine faculty]. Hueston WJ, Mainous AG III. 7:451. L
Challenges to academic family medicine in the current health care environment. Hueston WJ. Mainous AG III, Bazell C, Connor MK. 4:240-5.
A comparison of resident and faculty attitudes toward physician-assisted suicide and active voluntary euthanasia. Bushwick B, Emrhein D, Peters K. 4:261-6.
Demand for family medicine faculty. Holloway RL. 7:451-2. L Effect of attendance at an annual primary care research methods conference on research productivity and development. Katerndahl DA. 10:701-8.
Evaluating faculty development outcomes by using curriculum vitae analysis. Morzinski JA, Schubot DB. 3:185-9.
Faculty workload assessment proves to be beneficial. Cundari A, Singer-Chang G. 3:155. L
Family practice residency training: can we make it better? Weiss BD. 5:346-9.
Involving all family physicians and family medicine faculty in the use and generation of new knowledge. Dickinson WP, Stange KC, Ebell MH, Ewigman BG, Green LA. 7:480-90.
Keeping an eye on the prize. Burns EA. 2:84.
Medical student evaluation of family nurse practitioners as teachers. Henley E, Glasser M, May J. 7:491-4.
Pilot test of family medicine faculty development fellowship accreditation guidelines. Reznich CB, Mavis BE. 10:709-19.
Research training for residents. Miller JL, Smith M. 5:305-6.
The second generation. Smith MA. 6:387-8.
Survey garners data on numbers of faculty members. Kay LE. 3:156. L FAMILY
FAMILY
PRACTICE
Entry of US medical school graduates into family practice residencies: 19992000 and 3-year summary. Pugno P, Schmittling GT, McPherson DS, Kahn NB Jr. 8:534-42.
Evaluating faculty development outcomes by using curriculum vitae analysis. Morzinski JA, Schubot DB. 3:185-9.
Family medicine funding crisis: opportunities and dangers. [Originally published: Fam Med 1984; 16(2):71-3.] Arradondo JE. 6:414-6.
Family medicine: return to counterculture? Murray JL. 2:129-30.
Family practice and its midlife crisis. Rosenfeld JA. 1:7. L
A literature analysis in family medicine and general practice. [Originally published: Fam Med 1981; 13(6):7-10.] Frey JJ, Frey J. 6:398-402.
Mirror, mirror on the wall. Curtis P. 6:393.
Putting practice into research: a 20-year perspective. Green LA. 6:396-7.
Sentinel practices. [Originally published: Fam Med 1982;14(1):22-3.] Green L. 6:394-5.
Surveys are important research tools. Kaczorowski J, Trim K. 1:6. L
What kind of research in family medicinefurther reflections. [Originally published: Family Medicine Teacher 1980;12(6):8-11.] Curtis P. 6:389-92.
FAMILY PRACTICE/
EDUCATION
Along for the ride. Belisle L. 3:163-4.
An analysis of trends, perceptions, and use patterns of electronic medical records among US family practice residency programs. Lenhart JB, Honess K, Covington D, Johnson KE. 2:109-14. Authors' reply [Research funding article is discussed. More on family medicine research funding article]. Campos-Outcalt D, Senf J. 5:300-1. L
Authors' reply [Safety should be priority during clerkships]. Leone-Perkins M, Schnuth R, Lipsky M. 3:154-5. L
Challenges to academic family medicine in the current health care environment. Hueston WJ. Mainous AG III, Bazell C, Connor MK. 4:240-5.
Community practice experience developed for third-year residents. Simasek M, Reed DE. 3:155-6. L
Conference formats in family practice residencies. Hill SJ, Butler DJ, Guse C. 6:417-21.
Evaluation as a dynamic process. LeBaron SW, Jernick J. 1:13-4.
Family practice residency training: can we make it better? Weiss BD. 5:346-9.
Family practice training in Nepal. Ackerman L, Karki P. 2:126-8.
Including the patient in student presentations. LeBaron S, Schillinger E. 2:87-8.
More on family medicine research funding article. Sloane P. 5:300-1. L
Multicultural curricula in family practice residencies. Culhane-Pera KA, Like RC, Lebensohn-Chialvo P, Loewe R. 3:167-73.
Preventing the difficult learning situation. Langlois JP, Thach S. 4:232-4.
The questioning machine. Bogdewic SP. 10:670-2.
Reflections from a rotation in Cambridge, England. David SP. 5: 310-2.
Research funding article is discussed. Montgomery R, Meurer LN, Holloway RL. 5:299-300.L
Responding to patients' emotions: important for standardized patient satisfaction. Blue AV, Chessman AW, Gilbert GE, Mainous AG III. 5:326-30.
Results of the 2000 National Resident Matching Program: family practice. Pugno PA, McPherson DS, Schmittling GT, Kahn NB Jr. 8:543-50. Right on the mark. Bedell AW. 9:597. L
Safety should be priority during clerkships. Jacobs T. 3:154. L
The second generation. Smith MA. 6:387-8.
Sharing the mystery of death with new acquaintances. Farber S. 4:230-1.
Steelworker furnaces and families: from history and fiction to medicine. Stein HF. 5:302-4.
Teacher comfort in teaching sexuality: reflections from an STFM seminar. Nusbaum MR. 4:235-7.
Understanding anger in residents. Price JL, Newton WL. 2:85-6.
Using handheld computers to document family practice resident procedure experience. Garvin R, Otto F, McRae D. 2:115-8.
Suggested curriculum guidelines on complementary and alternative medicine: recommendations of the Society of Teachers of Family Medicine Group on Alternative Medicine. Kligler B, Gordon A, Stuart M, Sierpina V. 1:30-3.
Surgical practice of primary care physicians in a rural state: implications for curriculum design. Curet MJ, McGrew MC. 2:97-101.
Survey garners data on numbers of faculty members. Kay LE. 3:156. L
FAMILY PRACTICE/
RECRUITMENT
Authors' reply [Demand for family medicine faculty]. Hueston WJ, Mainous AG III. 7:452. L
Demand for family medicine faculty. Holloway RL. 7:451-2. L
Entry of US medical school graduates into family practice residencies: 19992000 and 3-year summary. Pugno P, Schmittling GT, McPherson DS, Kahn NB Jr. 8:534-42.
Rejecting family practice: why medical students switch to other specialties. Schafer S, Shore W, French L, Tovar J, Hughes S, Hearst N. 5:320-5. Results of the 2000 National Resident Matching Program: family practice. Pugno PA, McPherson DS, Schmittling GT, Kahn NB Jr. 8:543-50.
Rural residency tracks in family practice: graduate outcomes. Rosenthal TC, McGuigan MH, Anderson G. 3:174-7.
FAMILY
PRACTICE/TRENDS
Authors' reply [Are family physicians keeping up with the rapid changes in medicine?]. Schneider FD, Freeman J. 2:83. L
Author's reply [Role of technology in health care is debated]. Scherger JE. 2:83. L
Education for the 21st centurymoving beyond the Flexner model. Burns EA. 4:228-9.
Keeping an eye on the prize. Burns EA. 2:84.
Role of technology in health care is debated. Phillips WR. 2:83. L
FELLOWSHIPS AND
SCHOLARSHIPS
FINANCIAL SUPPORT
Authors' reply [Research funding article is discussed. More on family medicine research funding article]. Campos-Outcalt D, Senf J. 5:300-1. L
Family medicine funding crisis: opportunities and dangers. [Originally published: Fam Med 1984;16(2):71-3.] Arradondo JE. 6:414-6.
More on family medicine research funding article. Sloane P. 5:300-1. L
Research funding article is discussed. Montgomery R, Meurer LN, Holloway RL. 5:299-300. L GENDER
Differences in ambulatory teaching and learning by gender match of preceptors and students. Carney PA, Dietrich AJ, Eliassen S, Pipas C, Donahue D. 9:618-23.
Symptoms as a source of medical knowledge: understanding medically unexplained disorders in women. Malterud K. 9:603-11.
US medical schools and the rural family physician gender gap. Ellsbury KE, Doescher MP, Hart LG. 5:331-7.
GERIATRICS
GERMANY
GOALS
Goal setting for community preceptorships. Stearns JA, Hemesath K, Londo RA. 3:161-2.
GUIDELINES
Medical students and Health Care Financing Administration documentation guide. Chappelle KG, Blanchard SH, Ramirez-Williams MF, Fields SA. 7:459-61.
HANDWASHING
HEALTH CARE REFORM
HEALTH SERVICES NEEDS
AND DEMAND HEALTH CARE SURVEYS
Rural residency tracks in family practice: graduate outcomes. Rosenthal TC, McGuigan MH, Anderson G. 3:174-7.
HISPANIC
AMERICANS
HOSPITALS,
RURAL
HYPERTENSION
IMMUNIZATION
Improving pneumococcal vaccination rates: a three-step approach. Redfield JR, Wang TW. 5:338-41.
INFECTIONS
INFERTILITY
INTERNET
Role of technology in health care is debated. Phillips WR. 2:83. L
Showdown at the EBM corral. Vega C. 6:383-4.
Virtual seminars for medical student nutrition education. Kolasa KM, Jobe AC, Daugherty JE. 7:450-1. L Web-based education in family medicine predoctoral programs. Leong SL, Baldwin CD, Usatine RP, Adelman AM, Gjerde CL. 10:696-700.
INTERNSHIP AND
RESIDENCY
An analysis of trends, perceptions, and use patterns of electronic medical records among US family practice residency programs. Lenhart JB, Honess K, Covington D, Johnson KE. 2:109-14.
Applied medical informatics and computing skills of students, residents, and faculty. Jerant AF, Lloyd AJ. 4:267-72.
Community practice experience developed for third-year residents. Simasek M, Reed DE. 3:155-6. L
A comparison of resident and faculty attitudes toward physician-assisted suicide and active voluntary euthanasia. Bushwick B, Emrhein D, Peters K. 4:261-6.
Conference formats in family practice residencies. Hill SJ, Butler DJ, Guse C. 6:417-21.
Dialogues in the exam room: medical interviewing by resident family physicians. Marvel K, Major G, Jones K, Pfaffly C. 9:628-32.
Family practice residency training: can we make it better? Weiss BD. 5:346-9.
Family practice training in Nepal. Ackerman L, Karki P. 2:126-8.
Multicultural curricula in family practice residencies. Culhane-Pera KA, Like RC, Lebensohn-Chialvo P, Loewe R. 3:167-73.
Recruitment behavior and program directors: how ethical are their perspectives about the Match process? Carek PJ, Anderson KD, Blue AV, Mavis BE. 4:258-60.
Reflections from a rotation in Cambridge, England. David SP. 5:310-2.
Research training for residents. Miller JL, Smith M. 5:305-6.
Residency program vision. Price JL. 6:379-80.
Rural residency tracks in family practice: graduate outcomes. Rosenthal TC, McGuigan MH, Anderson G. 3:174-7. Spirituality in residency education: taking the next step. Wolkenstein AS. 3:159-60.
Suggested curriculum guidelines on complementary and alternative medicine: recommendations of the Society of Teachers of Family Medicine Group on Alternative Medicine. Kligler B, Gordon A, Stuart M, Sierpina V. 1:30-3.
Survey garners data on numbers of faculty members. Kay LE. 3:156. L
Understanding anger in residents. Price JL, Newton WL. 2:85-6.
Using handheld computers to document family practice resident procedure experience. Garvin R, Otto F, McRae D. 2:115-8.
INTERNSHIP AND
RESIDENCY/ RECRUITMENT
Results of the 2000 National Resident Matching Program: family practice. Pugno PA, McPherson DS, Schmittling GT, Kahn NB Jr. 8:543-50.
INTERPERSONAL
RELATIONS
Understanding anger in residents. Price JL, Newton WL. 2:85-6.
Why geriatrics? Academic geriatricians' perceptions of the positive, attractive aspects of geriatrics. Cravens DD, Campbell J, Mehr DR. 1:34-41.
INTERPROFESSIONAL
RELATIONS
Why geriatrics? Academic geriatricians' perceptions of the positive, attractive aspects of geriatrics. Cravens DD, Campbell J, Mehr DR. 1:34-41. INTERVIEWS
Responding to patients' emotions: important for standardized patient satisfaction. Blue AV, Chessman AW, Gilbert GE, Mainous AG III. 5:326-30.
Why geriatrics? Academic geriatricians' perceptions of the positive, attractive aspects of geriatrics. Cravens DD, Campbell J, Mehr DR. 1:34-41.
ISRAEL JOB APPLICATION
KNOWLEDGE, ATTITUDES,
PRACTICE
Involving all family physicians and family medicine faculty in the use and generation of new knowledge. Dickinson WP, Stange KC, Ebell MH, Ewigman BG, Green LA. 7:480-90. Practical idealism: a blueprint for caring. Bogdewic SP. 6:372-5.
Symptoms as a source of medical knowledge: understanding medically unexplained disorders in women. Malterud K. 9:603-11.
LABOR
LEARNING
Learning from patient noncompliance. Church L. 1:11-2.
Managing the difficult learning situation. Langlois JP, Thach S. 5:307-9. Mini-ethnography: meaningful exploration made easy. Weinstein J, Ventres W. 9:600-2.
Preventing the difficult learning situation. Langlois JP, Thach S. 4:232-4.
Web-based education in family medicine predoctoral programs. Leong SL, Baldwin CD, Usatine RP, Adelman AM, Gjerde CL. 10:696-700.
LIABILITY,
LEGAL
LIFESTYLE
Understanding patients from the former Soviet Union. Grabbe L. 3:201-6.
LITERATURE
Do literature and the arts make us better doctors? Wellbery C. 6:376-8.
Knowing what a human life really is: doctors and priests. Frey JJ III. 9:598-9.
A literature analysis in family medicine and general practice. [Originally published: Fam Med 1981;13(6):7-10.] Frey JJ, Frey J. 6:398-402.
Literature and the arts in medical education. Shapiro J. 3:157-8.
The play's the thing: using literature and drama to teach about death and dying. Holleman WL. 8:523-4.
A poet confronts his own mortality: what a poet can teach medical students and teachers. Whitman N. 10:673-4.
Sharing the mystery of death with new acquaintances. Farber S. 4:230-1.
Steelworker furnaces and families: from history and fiction to medicine. Stein HF. 5:302-4.
(Whose) family values?: a literary inquiry. Wear D. 7:453-5. LOBBYING
More on family medicine research funding article. Sloane P. 5:300-1. L
MANAGED CARE PROGRAMS
Family practice and its midlife crisis. Rosenfeld JA. 1:7. L
MASTECTOMY, MODIFIED
RADICAL
MEDICAL HISTORY
TAKING
Including the patient in student presentations. LeBaron S, Schillinger E. 2:87-8.
Teaching at the bedside. Langlois JP, Thach S. 8:528-30.
MEDICAL INFORMATICS
APPLICATIONS
Core curriculum guidelines: minimum standards, practical goals, or lofty ideals? Chop WM Jr. 4:273-4.
MEDICAL
RECORDS
Medical students and Health Care Financing Administration documentation guide. Chappelle KG, Blanchard SH, Ramirez-Williams MF, Fields SA. 7:459-61.
MEDICAL RECORDS SYSTEMS, COMPUTERIZED |