Teaching outpatient procedures: most common settings, evaluation methods, and training barriers in family practice residencies.
OBJECTIVE
The processes of teaching outpatient procedures in the training of primary care physicians have not been widely studied or standardized. This study identified the most widely used teaching settings, methods of evaluation, and barriers to teaching several key procedures in US family practice residencies.


METHODS
A survey was sent to directors of family practice residency programs. Key issues identified in phone survey data of published experts in procedural training were used in developing the survey.


RESULTS
Of the 464 residency directors contacted, 342 (73.7%) returned completed surveys. Results showed that the family practice center (FPC) was the most common setting for this teaching. Faculty observation was used as a principal evaluation method in most programs for all procedures. Several barriers to training were identified as "very" or "moderately" important.


CONCLUSIONS
While the FPC is the most frequently used setting for training in procedures, significant limitations include problems of low volume, limited methods of evaluation, scheduling difficulties, and lack of faculty interest and skill. Several internal and external strategies may be used to alleviate these problems.
Sierpina
V S
VS
Department of Family Medicine, University of Texas Medical Branch at Galveston, USA. vssierpi@utmb.edu
Volk
R J
RJ
D000553:Ambulatory Care; D002983:Clinical Competence; D005180:Faculty, Medical; D005194:Family Practice / Q000193:education*; D005500:Follow-Up Studies; D006801:Humans; D007396:Internship and Residency / Q000379:methods*; D007398:Interpersonal Relations; D015397:Program Evaluation / Q000379:methods*; D011795:Surveys and Questionnaires; D013663:Teaching / Q000379:methods*; D014481:United States