Exploration of the use of problem-based learning at allopathic family medicine residency programs in the United States, An

2013 Spring.Includes bibliographical references.Background: Problem-based learning (PBL) is a learner-centered approach that allows learners to be self-directed and learn content in the context where it will be applied. Recent research on outcomes shows strong evidence for a positive impact on physician competency. PBL was designed by Barrows to teach students in the preclinical medical school years; however, it is an approach well suited for adult learners, like those at the graduate medical education level. It is not known whether and to what extent PBL is used in graduate medical education in any specialty. This study provides an original contribution to knowledge by describing the use of PBL in graduate medical education specifically focusing on family medicine. Method: Surveys were sent to program directors at 444 allopathic family medicine residency programs in the United States. Results: One hundred seventy five programs (39.4%) responded to the survey. Of those responding, 82.9% used PBL as defined in this study; however only one-third of respondents used the term PBL at their programs. Use of PBL did not vary by program types or program location. Almost all (97.2%) programs used physician faculty to facilitate PBL and over half (56%) trained PBL facilitators with formal faculty development. Over 90% of programs relied on actual patient cases to provide case content for PBL. The majority of program directors felt their implementation of PBL was a success. Conclusions: PBL is widely used at family medicine residency programs and there is great consistency across programs for facilitator training, case creation, and perceptions of success with this method. It is a method that warrants further study based on its broad use

Scholarly Activities of Family Medicine Faculty: Results of a National Survey

Background and Objectives: This survey examined how family medicine residency programs define scholarly activity, the productivity of programs, and perceived barriers to scholarly work. Five types of residency programs are compared: university-based, community-based (unaffiliated, university-affiliated, university-administered), and military. Methods: A 13 item web-based questionnaire was sent to all 455 U. S. family medicine residency programs. The survey solicited demographic information as well as program expectations of faculty, presence of a research coordinator/director, activities considered scholarly, productivity, and perceived barriers. Results: A total of 177 surveys were completed for a response rate of 38%, similar to response rates of web-based surveys in the literature. 67.6 % of programs encouraged, but did not require scholarly activity, and 44.5 % indicated their program had no research coordinator / director. University-based programs had the highest levels of productivity compared to other program types. Primary barriers to scholarly activity noted were lack of time (73/138, 53%) and lack of supportive infrastructure (37/138, 27%). Conclusions: While interpretations are limited by the response rate of the survey, results provide an increased understanding of how programs define scholarly activity as well as reference points for faculty productivity. This information can help program directors when setting criteria for scholarly work