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Journal articles on the topic 'Family medicine and community'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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1

Knottnerus, JA. "Community genetics and community medicine*." Family Practice 20, no. 5 (2003): 601–6. http://dx.doi.org/10.1093/fampra/cmg519.

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2

Casado Vicente, Verónica. "Appraisal of Family and Community Medicine." Atención Primaria 42, no. 12 (2010): 601–3. http://dx.doi.org/10.1016/j.aprim.2010.07.001.

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3

Joshi, Ankur, AbhijitP Pakhare, Surya Bali, and DK Pal. "Changeover of community medicine into community and family medicine: A perspective analysis." Indian Journal of Community and Family Medicine 1, no. 2 (2015): 7. http://dx.doi.org/10.4103/2395-2113.251641.

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4

Roberts, Cleora S., and Mel K. Strange. "Defining the Family in Family Medicine." Social Work in Health Care 12, no. 2 (1987): 51–60. http://dx.doi.org/10.1300/j010v12n02_05.

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5

Kumar, Rajesh. "Community medicine, family medicine, and public health: The way forward." Indian Journal of Community and Family Medicine 1, no. 1 (2015): 6. http://dx.doi.org/10.4103/2395-2113.251610.

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6

BORKAN, JEFFREY M. "Risk Management in the Community: Lessons for Family Medicine." Family Practice 9, no. 1 (1992): 42–48. http://dx.doi.org/10.1093/fampra/9.1.42.

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7

Prasad, Shailendra, Andrea Westby, and Renee Crichlow. "Family Medicine, Community, and Race: A Minneapolis Practice Reflects." Annals of Family Medicine 19, no. 1 (2021): 69–71. http://dx.doi.org/10.1370/afm.2628.

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8

Levy, B. T., L. Albrecht, and C. L. Gjerde. "Using videoconferencing to train community family medicine preceptors." Academic Medicine 73, no. 5 (1998): 616–7. http://dx.doi.org/10.1097/00001888-199805000-00094.

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9

Scherger, Joseph E. "Expanding family & community medicine without rejecting biomedicine." Families, Systems, & Health 19, no. 4 (2001): 365–67. http://dx.doi.org/10.1037/h0089554.

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10

Barr, Wendy B., Jennifer Somers, Ryan Dono, and Joshua St. Louis. "FAMILY MEDICINE PROGRAMS MEETING THEIR COMMUNITY NEEDS: LESSONS LEARNED FROM COMMUNITY-BASED PROGRAM COVID-19 RESPONSE." Annals of Family Medicine 19, no. 5 (2021): 472–73. http://dx.doi.org/10.1370/afm.2745.

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11

Tunzi, Marc, and William Ventres. "Family Medicine Ethics:." Family Medicine 50, no. 8 (2018): 583–88. http://dx.doi.org/10.22454/fammed.2018.821666.

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The practice of modern medical ethics is largely acute, episodic, fragmented, problem-focused, and institution-centered. Family medicine, in contrast, is built upon a relationship-based model of care that is accessible, comprehensive, continuous, contextual, community-focused and patient-centered. “Doing ethics” in the day-to-day practice of family medicine is therefore different from doing ethics in many other fields of medicine, emphasizing different strengths and exemplifying different values. For family physicians, medical ethics is more than just problem solving. It requires reconciling ethical concepts with modern medicine and asking the principal medical ethics question—What, all things considered, should happen in this situation?—at every clinical encounter over the course of the patient-doctor relationship. We assert that family medicine ethics is an integral part of family physicians’ day-to-day practice. We frame this approach with a four-step process modified from other ethical decision-making models: (1) Identify situational issues; (2) Identify involved stakeholders; (3) Gather objective and subjective data; and (4) Analyze issues and data to direct action and guide behavior. Next, we review several ethical theories commonly used for step four, highlighting the process of wide reflective equilibrium as a key integrative concept in family medicine. Finally, we suggest how to incorporate family medicine ethics in medical education and invite others to explore its use in teaching and practice.
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12

Jacobs, Christine, Adam Seehaver, and Sarah Skiold-Hanlin. "A Longitudinal Underserved Community Curriculum for Family Medicine Residents." Family Medicine 51, no. 1 (2019): 48–54. http://dx.doi.org/10.22454/fammed.2019.320104.

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Background and Objectives: Postgraduate education in cultural competence and community health is a key strategy for eliminating health disparities in underserved populations. Evidence suggests that an experiential, rather than knowledge-based approach equips physicians with practical and effective communication tools that generalize to a greater diversity of patients and cultures. However, there is limited data about the efficacy of a longitudinal, experiential residency curriculum. This study details the results of a longitudinal underserved community curriculum for family medicine residents training in a federally qualified health center. Methods: All residents in the first 5 years of a new residency participated in a longitudinal curriculum of workshops and seminars focused on social determinants of health and cultural competency for underserved patients. Pre- and postcurriculum surveys assessed knowledge gain. Self-reported Likert scale ratings assessed attitudes and confidence related to underserved care. Results: Pre/post learning evaluations after each seminar documented average knowledge increase of 31.0% and 28.8%, respectively. At the end of the 3-year curriculum, 81.8% of residents reported confidence in their ability to incorporate culturally relevant information into a treatment plan and 57.1% of residents reported feeling very aware of obstacles faced by underserved populations seeking health care and of the relationship between sociocultural background, health, and medicine. Conclusions: A longitudinal, experiential curriculum in underserved community health and cultural competence can improve resident knowledge and attitudes with respect to health disparities and delivering health care to diverse patient populations.
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13

Fetters, Michael D., and Timothy C. Guetterman. "Discovering and doing family medicine and community health research." Family Medicine and Community Health 7, no. 2 (2019): e000084. http://dx.doi.org/10.1136/fmch-2018-000084.

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14

Mann, Karen V., D. Bruce Holmes, Vonda M. Hayes, Fred I. Burge, and Patricia Weld Viscount. "Community family medicine teachers’ perceptions of their teaching role." Medical Education 35, no. 3 (2008): 278–85. http://dx.doi.org/10.1111/j.1365-2923.2001.00769.x.

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15

Mash, Bob, and Marietjie de Villiers. "Community-based training in Family Medicine - a different paradigm." Medical Education 33, no. 10 (1999): 725–29. http://dx.doi.org/10.1046/j.1365-2923.1999.00531.x.

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16

Mann, Karen V., D. Bruce Holmes, Vonda M. Hayes, Fred I. Burge, and Patricia Weld Viscount. "Community family medicine teachers' perceptions of their teaching role." Medical Education 35, no. 3 (2001): 278–85. http://dx.doi.org/10.1046/j.1365-2923.2001.00769.x.

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17

Wang, Wei. "The global reach of family medicine and community health." Family Medicine and Community Health 4, no. 3 (2016): 2–3. http://dx.doi.org/10.15212/fmch.2016.0116.

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18

Wang, Wei. "Family medicine and community health have borderless health topics." Family Medicine and Community Health 5, no. 4 (2017): 223–24. http://dx.doi.org/10.15212/fmch.2017.0143.

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19

Hoverman, J. Russell. "Taking Care: Community, Family, and Dying in Place." Journal of Oncology Practice 7, no. 6 (2011): 359–61. http://dx.doi.org/10.1200/jop.2011.000363.

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Medicine, and cancer medicine particularly, exists on the interface of the human condition and science. The profession is distinguished by its human side, yet it is science that informs and complements patient interaction.
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20

Haq, Cynthia, Gustavo Gusso, and Maria Inez Padula Anderson. "Strengthening Primary Health Care with Family and Community Medicine in Brazil." Revista Brasileira de Medicina de Família e Comunidade 2, no. 7 (2006): 196–202. http://dx.doi.org/10.5712/rbmfc2(7)55.

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This paper reviews the development of the specialty of family medicine with attention to strategies that may be used to strengthen Brazilian health care with appropriately trained family doctors. These strategies include establishing academic departments of family and community medicine in all Brazilian medical schools, ensuring a common core curriculum in training programs, and defining standards for the evaluation and certification of family doctors. These strategies could enhance the quality, scope and effectiveness of the Brazilian Family Healthcare Program.
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21

Coutinho, Anastasia J., Bich-May Nguyen, Christina Kelly, et al. "Formal Advocacy Curricula in Family Medicine Residencies:." Family Medicine 52, no. 4 (2020): 255–61. http://dx.doi.org/10.22454/fammed.2020.591430.

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Background and Objectives: Health advocacy has been declared an essential physician skill in numerous professional physician charters. However, there is limited literature on whether, and how, family medicine residencies teach this skill. Our aim was to determine the prevalence of a formal mandatory advocacy curriculum among US family medicine residencies, barriers to implementation, and what characteristics might predict its presence. Methods: Questions about residency advocacy curricula, residency characteristics, and program director (PD) attitudes toward family medicine and advocacy were included in the 2017 Council of Academic Family Medicine Educational Research Alliance (CERA) survey of family medicine residency PDs. We used univariate and bivariate statistics to describe residency characteristics, PD attitudes, the presence of a formal advocacy curriculum, and the relationship between these. Results: Of 478 PDs, 261 (54.6%) responded to the survey and 236/261 (90.4%) completed the full advocacy module. Just over one-third (37.7%, (89/236)) of residencies reported the presence of a mandatory formal advocacy curriculum, of which 86.7% (78/89) focused on community advocacy. The most common barrier was curricular flexibility. Having an advocacy curriculum was positively associated with faculty experience and optimistic PD attitudes toward advocacy. Conclusions: In a national survey of family medicine PDs, only one-third of responding PDs reported a mandatory advocacy curriculum, most focusing on community advocacy. The largest barrier to implementation was curricular flexibility. More research is needed to explore the best strategies to implement these types of curricula and the long-term impacts of formal training.
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22

Bernard, Matthew E., Carrie A. Zabel, and James E. Rohrer. "Improving Risk Assessment in Family Medicine Through the Family History." Journal of Primary Care & Community Health 1, no. 3 (2010): 147–51. http://dx.doi.org/10.1177/2150131910375841.

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23

Al-Almaie, SameehM. "A new era for theJournal of Family and Community Medicine." Journal of Family and Community Medicine 19, no. 2 (2012): 67. http://dx.doi.org/10.4103/2230-8229.98277.

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24

Levy, B. T., C. K. Wolff, P. Niles, H. Morehead, Y. Xu, and J. M. Daly. "Radon Testing: Community Engagement By a Rural Family Medicine Office." Journal of the American Board of Family Medicine 28, no. 5 (2015): 617–23. http://dx.doi.org/10.3122/jabfm.2015.05.140346.

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25

Carlisle, Robert. "Financing and Budgeting of Community-based Family Medicine Residency Programs." Southern Medical Journal 99, no. 6 (2006): 576–78. http://dx.doi.org/10.1097/01.smj.0000217494.36725.48.

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26

Shafir, M. Sharon, and Karl Wilkins. "Traditional vs. flexible programmes: training in family and community medicine." Medical Education 30, no. 5 (1996): 385–89. http://dx.doi.org/10.1111/j.1365-2923.1996.tb00852.x.

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27

Woolley, D., та T. Clements. "Family medicine residentsʼ and community physiciansʼ concerns about patient truthfulness". Academic Medicine 72, № 2 (1997): 155–7. http://dx.doi.org/10.1097/00001888-199702000-00027.

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28

Morris, Juliana E. "When “Patient-Centered” is Not Enough: A Call for Community-Centered Medicine." Annals of Family Medicine 17, no. 1 (2019): 82–84. http://dx.doi.org/10.1370/afm.2335.

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29

AITKEN, ASHLEY M., M. H. AL-SIBAI, and TAWFIQ M. AL-TAMIMI. "The King Faisal University Fellowship Training Programme in Family and Community Medicine." Family Practice 5, no. 4 (1988): 253–59. http://dx.doi.org/10.1093/fampra/5.4.253.

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30

Dresang, L. T., L. Brebrick, D. Murray, A. Shallue, and L. Sullivan-Vedder. "Family Medicine in Cuba: Community-Oriented Primary Care and Complementary and Alternative Medicine." Journal of the American Board of Family Medicine 18, no. 4 (2005): 297–303. http://dx.doi.org/10.3122/jabfm.18.4.297.

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31

Ponzo, Jacqueline. "Origins and possibilities of development of family and community medicine in Uruguay." Medwave 13, no. 01 (2013): e5615-e5615. http://dx.doi.org/10.5867/medwave.2013.01.5615.

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32

Garrison, Gregory M., Rachel L. Keuseman, Christopher L. Boswell, Jennifer L. Horn, Nathaniel T. Nielsen, and Megan L. Nielsen. "Family Medicine Patients Have Shorter Length of Stay When Cared for on a Family Medicine Inpatient Service." Journal of Primary Care & Community Health 10 (January 2019): 215013271984051. http://dx.doi.org/10.1177/2150132719840517.

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Introduction: Hospitalists have been shown to have shorter lengths of stays than physicians with concurrent outpatient practices. However, hospitalists at academic medical centers may be less aware of local resources that can support the hospital to home transition for local primary care patients. We hypothesized that local family medicine patients admitted to a family medicine inpatient service have shorter length of stay than those admitted to general hospitalist services which also care for tertiary patients at an academic medical center. Methods: A retrospective cohort study was conducted at an academic medical center with a department of family medicine providing primary care to over 80 000 local patients. A total of 3100 consecutive family medicine patients admitted to either the family medicine inpatient service or a general medicine inpatient service over 3 years were studied. The primary outcome was length of stay, which was adjusted using multivariate linear regression for demographics, prior utilization, diagnosis, and disease severity. Results: Adjusted length of stay was 33% longer (95% CI 24%-44%) for local family medicine patients admitted to general medicine inpatient services as compared with the family medicine inpatient service. Readmission rates within 30 days were not different (19% vs 16%, P = .14). Conclusions: Local primary care patients were safely discharged from the hospital sooner on the family medicine inpatient service than on general medicine inpatient services. This is likely because the family physicians staffing their inpatient service are more familiar with outpatient resources that can be effectively marshaled to help local patients with the transition from hospital to home.
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33

Huang, William Y., Joel Purkiss, Aimee Eden, and Nital Appelbaum. "Family Medicine Clerkship Directors’ Handling of Student Mistreatment: Results From a CERA Survey." Family Medicine 52, no. 5 (2020): 324–31. http://dx.doi.org/10.22454/fammed.2020.409025.

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Background and Objectives: Little is known about how family medicine clerkship directors (FMCDs) handle reports of student mistreatment. We investigated FMCDs’ involvement in handling and resolving these reports. Methods: We collected data as part of the 2019 CERA survey of FMCDs. FMCDs provided responses on how they handled student mistreatment reports and their comfort level in resolving these reports. Results: Ninety-nine out of 142 FMCDs (69.7%) responded to the survey. Regarding mistreatment reports, 24.2% of FMCDs had received at least one report of student mistreatment about full-time faculty in the past 3 years, compared to 64.6% of FMCDs receiving at least one report about community preceptors (P<.001). Regarding who determined the response to the mistreatment, 13.1% of FMCDs were the highest level of leadership responsible for stopping use of a full-time faculty member for mistreatment concerns, while 42.4% of FMCDs were the highest level of leadership responsible for stopping use of a community preceptor. Regarding their comfort level in resolving mistreatment reports, 59.1% of FMCDs were either somewhat or very comfortable resolving a mistreatment report about a community preceptor, while only 48.9% reported those comfort levels for full-time faculty. FMCDs who had previously stopped using full-time faculty and/or community preceptors due to mistreatment reports were less likely to feel comfortable with resolving reports about full-time faculty compared to those who had no such experience (P=.03). Conclusions: FMCDs more frequently receive mistreatment reports about community preceptors than full-time faculty and are more likely to be the highest decision maker to stop using a community preceptor for mistreatment concerns. Further study is needed to elucidate factors that affect FMCDs’ comfort in handling student mistreatment reports.
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34

Fàbregues, Sergi, and Michael D. Fetters. "Fundamentals of case study research in family medicine and community health." Family Medicine and Community Health 7, no. 2 (2019): e000074. http://dx.doi.org/10.1136/fmch-2018-000074.

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The aim of this article is to introduce family medicine researchers to case study research, a rigorous research methodology commonly used in the social and health sciences and only distantly related to clinical case reports. The article begins with an overview of case study in the social and health sciences, including its definition, potential applications, historical background and core features. This is followed by a 10-step description of the process of conducting a case study project illustrated using a case study conducted about a teaching programme executed to teach international family medicine resident learners sensitive examination skills. Steps for conducting a case study include (1) conducting a literature review; (2) formulating the research questions; (3) ensuring that a case study is appropriate; (4) determining the type of case study design; (5) defining boundaries of the case(s) and selecting the case(s); (6) preparing for data collection; (7) collecting and organising the data; (8) analysing the data; (9) writing the case study report; and (10) appraising the quality. Case study research is a highly flexible and powerful research tool available to family medicine researchers for a variety of applications.
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35

Ohta, Ryuichi, Yoshinori Ryu, Takuji Katsube, Jun Otani, and Yoshihiro Moriwaki. "Strengths and Challenges for Medical Students and Residents in Rural Japan." Family Medicine 53, no. 1 (2021): 32–38. http://dx.doi.org/10.22454/fammed.2021.308872.

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Background and Objectives: In Japan, family medicine training is driven by community-based medical education (CBME) and is often provided in rural community hospitals and clinics. Although CBME’s positive relationship to family medicine in rural community hospitals is proven, the learning processes of medical students and residents in rural community hospitals needs investigating. The objective of this study was to reveal medical students’ and residents’ changing motivations and learning behaviors, as well as the factors underpinning their transition between medical schools or tertiary hospitals and rural community hospitals. Methods: Over 2 years, the researchers conducted one-on-one interviews with 50 medical students and 30 residents participating in family medicine training at a rural community hospital, and analyzed the difficulties the participants encountered and how they overcame them. The interviews were audio recorded and transcribed verbatim. We used grounded theory in the data analysis to clarify the findings. Results: Three key themes emerged: educational background, changing environment, and factors driving the learning cycle. Participants had difficulties in overcoming differences between their previous education and their CBME, particularly regarding expected roles and the variety of medical issues. They overcame their difficulties through cognitive apprenticeships and legitimate peripheral participation enhanced by daily reflection. Conclusions: In rural community hospitals, participants struggled to adapt to the wider practice range and the more interactive relationship with educators. Cognitive apprenticeships and legitimate peripheral participation, supported by constant reflection between learners and clinical teachers, can facilitate learning, leading to more effective learning and practice of family medicine in rural areas.
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36

Ohta, Ryuichi, Yoshinori Ryu, Takuji Katsube, Jun Otani, and Yoshihiro Moriwaki. "Strengths and Challenges for Medical Students and Residents in Rural Japan." Family Medicine 53, no. 1 (2021): 32–38. http://dx.doi.org/10.22454/fammed.2021.308872.

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Background and Objectives: In Japan, family medicine training is driven by community-based medical education (CBME) and is often provided in rural community hospitals and clinics. Although CBME’s positive relationship to family medicine in rural community hospitals is proven, the learning processes of medical students and residents in rural community hospitals needs investigating. The objective of this study was to reveal medical students’ and residents’ changing motivations and learning behaviors, as well as the factors underpinning their transition between medical schools or tertiary hospitals and rural community hospitals. Methods: Over 2 years, the researchers conducted one-on-one interviews with 50 medical students and 30 residents participating in family medicine training at a rural community hospital, and analyzed the difficulties the participants encountered and how they overcame them. The interviews were audio recorded and transcribed verbatim. We used grounded theory in the data analysis to clarify the findings. Results: Three key themes emerged: educational background, changing environment, and factors driving the learning cycle. Participants had difficulties in overcoming differences between their previous education and their CBME, particularly regarding expected roles and the variety of medical issues. They overcame their difficulties through cognitive apprenticeships and legitimate peripheral participation enhanced by daily reflection. Conclusions: In rural community hospitals, participants struggled to adapt to the wider practice range and the more interactive relationship with educators. Cognitive apprenticeships and legitimate peripheral participation, supported by constant reflection between learners and clinical teachers, can facilitate learning, leading to more effective learning and practice of family medicine in rural areas.
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37

Suharti, Bangun, Tina Kartika, and Sugiyanta Sugiyanta. "Culture and social: herbal medicine as health communication to build urban community empowerment." Jurnal Studi Komunikasi (Indonesian Journal of Communications Studies) 5, no. 1 (2021): 151. http://dx.doi.org/10.25139/jsk.v5i1.3124.

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This article discusses culture and social issues in the community related to herbal medicine used for health communication and community empowerment in Bandar Lampung. Additionally, herbal medicine plays a significant role in empowering families from the dependence of conventional medicine and developing traditional medicine. A good health level of community is an asset of Indonesia's human development that is independent, healthy, and strong. Using the qualitative research approach, the data source consisted of interviews, deep observations, and documentation. The results are herbal medicine 1) empowers the community for better family finance, 2) empowers people to get a job, 3) creates a new paradigm, making herbal medicine the first treatment choice when one is sick, instead of conventional medicine (medics). This study's findings describe the culture of the Indonesian people who are accustomed to drinking herbal medicine. Therefore, traditional herbal medicine needs to be empowered as a unique Indonesian culture, as it is possible to combine herbal and conventional medicines. This research contributes to policymakers to make herbal treatment models holistically, to support Program Indonesia Sehat (Indonesian General Health Program).
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Lochner, Jennifer, Robin Lankton, Kirsten Rindfleish, Brian Arndt, and Jennifer Edgoose. "Transforming a Family Medicine Residency Into a Community-Oriented Learning Environment." Family Medicine 50, no. 7 (2018): 518–25. http://dx.doi.org/10.22454/fammed.2018.118276.

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Background and Objectives: Improvement in population health has become a key goal of health systems and payers in the United States. Because 80% of health outcomes are driven by social determinants of health beyond medical care and health care access, such improvements require attention to factors outside of the conventional areas of expertise for clinicians. Yet primary care physicians often graduate from training programs with few skills in population and community health. Methods: In 2011, the University of Wisconsin Department of Family Medicine began transformative work to become a Department of Family Medicine and Community Health (DFMCH). As part of this effort, educators in the department addressed deficiencies in its residency’s community and population health curriculum by implementing curricular change and faculty development. A set of guiding principles, “Three Community Health Responsibilities for Family Doctors,” was developed to provide background and structure to current and future work. Results: An annual program evaluation survey was administered to faculty and residents between 2012 and 2016. Respondents reported a significant increase in their understanding of population and community health over the prior year in each year this was assessed (P<0.001). Conclusions: Community and population health principles have become part of the fabric of the entire residency curriculum in the DFMCH. Faculty development was a key part of this work and will be integral to sustaining improvements.
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Agusria, Lesi, Gusmiatun Gusmiatun, and Dita Adawiyah. "Counseling on the Use of Plants as Alternative Family Medicines in Talang Jambe Village, Palembang City." Altifani Journal: International Journal of Community Engagement 1, no. 2 (2021): 90. http://dx.doi.org/10.32502/altifani.v1i2.3225.

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The utilization of the yard can support the provision of a variety of food at the household level, so that the family food consumption pattern is realized diverse, balanced, and safe because the management of the yard can meet the needs of household consumption, save daily expenses, and provide additional income. The yard could be used in addition to being planted with fruits, flowers, vegetables, it could also be planted with medicinal plants. Medicinal plants are planted in the yard, in addition, to be consumed as an alternative choice of family medicine that could also be an additional source of income. In addition, the medicinal plants could also be a decoration that was comfortable to look at when laid out beautifully. Family medicinal plants (TOGA) were basically a piece of land in the yard of the house that was used for plants that were efficacious as medicine in order to meet the family's need for medicines. The Food and Drug Control Agency itself determined nine excellent family medicinal plants (TOGA) that had been clinically researched and tested. The nine medicinal plants were sambiloto, guava, dutch teak, Javanese chili, temulawak, red ginger, turmeric, mengkudu, and salam. The existence of 9 types of medicinal plants needed to be socialized to the community so that they could use the plant as an alternative to family medicine needs so that it could save household income. The method of activities carried out in this community service activity was counseling by using lecture methods and using PowerPoint slide media that contains explanations about nine types of excellent family medicinal plants and by inviting the community to utilize the yard by planting TOGA. The success of this community service was judged from the target number of participants as much as 90%, the reach of the goal of 80%, the reach of the material target of 100%, and the example of the utilization of the yard at home by 80%. The conclusion of this community service was that TOGA counseling improved public knowledge and understanding about TOGA to be used as an alternative choice of family medicine from 9 clinically tested plants.
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40

Lu, Jiayun, Emily Ketterer, and Patricia McGuire. "Implementation of psychiatric e-consultation in family medicine community health centers." International Journal of Psychiatry in Medicine 54, no. 4-5 (2019): 296–306. http://dx.doi.org/10.1177/0091217419869081.

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Psychiatric E-consult is an innovative model of psychiatric consultation via the electronic health record. The project was completed as a quality improvement effort within a residency program in order to increase timely access to psychiatric consultation. Over 100 electronic consultations were requested in the initial 20 months of this project. Questions ranged from assistance with medication management, diagnostic clarification, to referral to outside resources. Findings from this quality improvement project include that the e-consultation model enhanced primary care physicians’ and associated primary care health professionals’ management of behavioral issues, increased behavioral health knowledge, and subjectively improved patient care.
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41

Creswell, John W., and Mariko Hirose. "Mixed methods and survey research in family medicine and community health." Family Medicine and Community Health 7, no. 2 (2019): e000086. http://dx.doi.org/10.1136/fmch-2018-000086.

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Many family medicine and community health researchers use surveys as an original research methodology. Our purpose is to illustrate how survey research provides an important form of quantitative research that can be effectively combined with qualitative data to form a mixed methods study. We first provide an overview of the key principles in survey research and in mixed methods research. We review the various ways that survey can be used in mixed methods studies, citing options such as beginning a study with a survey, using a survey as the second form of data collection, or combining a survey and a form of qualitative data in a single data collection procedure. Finally, we illustrate in a specific example six steps in conducting a mixed methods study using survey research. In a mixed methods study using a survey, primary care researchers should consider six steps. Step 1. Articulate the rationale for mixed methods study. Step 2. Detail quantitative and qualitative databases. Step 3. Identify a mixed methods design. Step 4. Analyse and report the results of the quantitative and qualitative databases. Step 5. Present and show integration. Step 6. Explicate the value of using mixed methods. The ability to combine and integrate survey research into a mixed methods study provides a more rigorous approach to research than conducting only a survey or conducting just a qualitative interview. While requiring skills beyond traditional survey approaches, surveys in primary care offers an opportunity for a high level of sophistication in research methodology.
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42

Kollisch, D. O. "Community preceptors' views of a required third-year family medicine clerkship." Archives of Family Medicine 6, no. 1 (1997): 25–28. http://dx.doi.org/10.1001/archfami.6.1.25.

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43

Lesser, J. G. "Clinical Social Work and Family Medicine: A Partnership in Community Service." Health & Social Work 25, no. 2 (2000): 119–26. http://dx.doi.org/10.1093/hsw/25.2.119.

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44

Morris, Carl G., Sarah E. Lesko, Holly A. Andrilla, and Frederick M. Chen. "Family Medicine Residency Training in Community Health Centers: A National Survey." Academic Medicine 85, no. 10 (2010): 1640–44. http://dx.doi.org/10.1097/acm.0b013e3181f08e2b.

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45

Talamantes, Efrain, Anthony Jerant, Mark C. Henderson, et al. "Community College Pathways to Medical School and Family Medicine Residency Training." Annals of Family Medicine 16, no. 4 (2018): 302–7. http://dx.doi.org/10.1370/afm.2270.

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46

Cho, Yu Jang, Hwan Sik Hwang, Hoon Ki Park, and Jae Ghil Jeong. "Prevalence of Erectile Dysfunction and Utilization of Sexual Counseling in Community Family Medicine Clinics." Korean Journal of Family Medicine 30, no. 8 (2009): 617. http://dx.doi.org/10.4082/kjfm.2009.30.8.617.

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47

McCubbin, Marilyn A., Susan Clemen-Stone, Diane Gerber Eigsti, and Sandra L. McGuire. "Comprehensive Family and Community Health Nursing." American Journal of Nursing 87, no. 10 (1987): 1384. http://dx.doi.org/10.2307/3425714.

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48

Trangmar, P., and V. A. Diaz. "Investigating Complementary and Alternative Medicine Use in a Spanish-Speaking Hispanic Community in South Carolina." Annals of Family Medicine 6, suppl_1 (2008): S12—S15. http://dx.doi.org/10.1370/afm.736.

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49

Lim, Yee Wei, Joanna Ling, Zoe Lim, and Audrey Chia. "Family Medicine Clinic: a case study of a hospital–family medicine practice redesign to improve chronic disease care in the community in Singapore." Family Practice 35, no. 5 (2018): 612–18. http://dx.doi.org/10.1093/fampra/cmy007.

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50

Koren, Gideon, Linoy Gabay, and Joseph Kuchnir. "A Clinician-Researcher Training Program for Family Medicine Residents." Clinical and Investigative Medicine 42, no. 3 (2019): E35—E39. http://dx.doi.org/10.25011/cim.v42i3.33090.

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Purpose: Research training for clinicians is becoming relatively common for postdoctoral trainees in academic institutions. In contrast, there are relatively few such training programs for family physician residents. The purpose of this article is to describe a novel program for family medicine trainees in Maccabi Health Services, a large Israeli health fund. Methods: Following organizational approval and budget allocation, a call for family residents resulted in 18 applications, 15 of whom were selected for a two-year research training program. Each trainee submitted a research proposal, dealing with a community- based research question. Each protocol was allocated a budget. The Program, overseen by a steering committee of family physicians and scientists, has a designated clinical epidemiologist who coordinates all activities. The Project runs monthly face-to-face meetings where trainees present their research proposals. The group reviewed the protocols ahead of time, commented on them and criticized them. In parallel, the trainees participate in a detailed discussion of their research proposals face-to-face with the program director and clinical epidemiologist, and the revised research proposal is submitted to the Institution Review Board. Results: The Program received enthusiastic responses from the trainees and from Maccabi Health Services, which has already approved the budget for the second year of the Program with a new stream of trainees. The approved research proposals dealt with original and important community-based clinical questions. Conclusions: With the aim of developing clinician-researchers in the field of family medicine, this novel program will help change the research climate in a large organization, where community-based family practitioners were not typically involved in research.
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