title: Assessment of competencies in physicians-in-training through the delivery of a community-based health curriculum using distance learning.
abstract: 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.
authors.affiliation: Joint Primary Care Fellowship, University of Texas Medical School at Houston, Houston, Texas 77030, USA.
authors.forename: Andrea T
authors.initials: AT
authors.lastname: Bortot
authors.forename: John W
authors.initials: JW
authors.lastname: Culberson
authors.forename: Isitri
authors.initials: I
authors.lastname: Modak
authors.forename: Kathleen
authors.initials: K
authors.lastname: Becan-McBride
authors.forename: Linda Z
authors.initials: LZ
authors.lastname: Nieman
mesh_terms: 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