Family medicine curriculum: improving the quality of academic sessions.
PROBLEM ADDRESSED The Family Medicine Residency Program at the University of Alberta has used academic sessions and clinical-based teaching to prepare residents for private practice. Before the new curriculum, academic sessions were large group lectures given by specialists. These sessions lacked consistent quality, structured topics, and organization.


OBJECTIVE
The program was designed to improve the quality and consistency of academic sessions by creating a new curriculum. The goals for the new curriculum included improved organizational structure, improved satisfaction from the participants, improved resident knowledge and confidence in key areas of family medicine, and improved performance on licensing examinations.


METHODS
The new curriculum is faculty guided but resident organized. Twenty-three core topics in family medicine are covered during a 2-year rotating curriculum. Several small group activities, including problem-based learning modules, journal club, and examination preparation sessions, complement larger didactic sessions. A multiple-source evaluation process is an essential component of this new program.


CONCLUSIONS
The new academic curriculum for family medicine residents is based on a variety of learning styles and is consistent with the principles of adult learning theory. This structured curriculum provides a good basis for further development. Other programs across the country might want to incorporate these ideas into their current programming.
Klein
Douglas
D
Department of Family Medicine, Faculty of Medicine and Dentistry, University of Alberta, 205 College Plaza, Edmonton, AB T6G 2C8. doug.klein@ualberta.ca
Schipper
Shirley
S
D000416:Alberta; D003479:Curriculum / Q000592:standards*; D004503:Education, Medical, Graduate / Q000592:standards*; D005194:Family Practice / Q000193:education*; D006801:Humans; D007396:Internship and Residency; D007858:Learning