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Doody's Review ServiceReviewer: Rick Kellerman, MD (University of Kansas School of Medicine-Wichita)
Description: This is a guide to developing practical education programs for medical students and residents in primary care physician community-based practices.
Purpose: As medical care shifts from an inpatient to an outpatient focus, successful innovation in medical student and resident education in community-based settings is necessary. Community-based teaching explains how to plan teaching programs with volunteer faculty in office and community settings.
Audience: The book will be most useful to course directors who have been newly charged with developing community-based educational programs. For those already administering successful programs, it is a good review and will stimulate new ideas. Community-based volunteer faculty with interests in the process of medical education will also enjoy the book.
Features: The book explores how to recruit, train, and maintain a quality cadre of volunteer faculty; the development, evaluation, and enhancement of curriculum and teaching methodologies in a community-based setting; financial implications to the medical school and the practitioner; and expectations and needs of the student, resident, and volunteer faculty. Four model programs that have successfully integrated community-based training into their academic teaching programs are explained. Useful tools are an appendix of 25 "Frequently Asked Questions" pertinent to community-based teaching and a first-person "One Day's Experience" written by a volunteer faculty member.
Assessment: This is a useful, easily read, concise book on this increasingly important topic in medical education. It is limited in its discussion of emerging concerns for community-based teachers, such as the impact of managed care on volunteer teachers, new Medicare physician documentation requirements for billing when patients are seen by residents and medical students, medical-legal aspects of allowing learners to care for patients, graduate medical education funding in ambulatory settings, working with medical students and residents with problems, and dealing with teacher-pupil conflict. An expanded bibliography about the economic costs to the practicing physician who teaches in the office would be helpful.