Assessment of competencies in physicians-in-training through the delivery of a community-based health curriculum using distance learning.
Academic physicians must master the elements of curriculum development and evaluation specific to defined competencies in postgraduate medical education. Six fellows in primary care medicine, working as a peer group with a faculty mentor, designed and evaluated a distance-learning project that included resident physicians. Professionalism, interpersonal skills and systems-based medical practice skills were measured with original instruments designed by the peer group. By the process of evaluation and revision in a peer-group setting and with mentorship from program faculty, experiential learning enhanced the training of future academic physicians. This paper describes the background, process and statistical results of their work.
Bortot
Andrea T
AT
Joint Primary Care Fellowship, University of Texas Medical School at Houston, Houston, Texas 77030, USA.
Culberson
John W
JW
Modak
Isitri
I
Becan-McBride
Kathleen
K
Nieman
Linda Z
LZ
D000046:Academic Medical Centers; D002983:Clinical Competence; D003153:Community Health Services; D003154:Community Medicine / Q000193:education*; D003479:Curriculum; D020375:Education, Distance; D006801:Humans; D007396:Internship and Residency / Q000379:methods*; D008611:Mentors; D010379:Peer Group; D011320:Primary Health Care; D016730:Program Development; D015397:Program Evaluation; D014481:United States