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Teaching quality improvement QI in undergraduate medical education to meet entrustable professional activities EPA requirements is a challenge. We describe a model where first-year medical students learn QI methods using online modules and then apply their knowledge by leading an interprofessional project in a clinical setting. This model project, set in an outpatient family medicine clinic, sought to improve patient compliance with the preventive care metric of annual serum potassium and creatinine monitoring for patients taking a diuretic, angiotensin-converting enzyme inhibitor ACEIor angiotensin receptor blocker ARB medication.

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Comments Abstract Background and Objectives: Rural Stfm 121 disparities are growing, and medical schools and residency programs need new approaches to encourage learners to enter and stay in rural practice.

Top correlates of rural practice are rural upbringing and rurally Stfm 121 training, yet preparation for rural practice plays a role. Participants included 18 physician program directors, one nonphysician program administrator, and one PhD researcher who had studied rural preparation.

Interview transcripts were read twice using an inductive process: Educators may select strategies that mesh with the structure and location of their training program.

Health is now poorer in rural communities than in urban and suburban communities. Studies show important factors for rural practice recruitment and retention include understanding rural life,10 engaging communities,4, and demonstrating community leadership,29 yet physicians report feeling unprepared for some of these aspects of rural practice.

In this study we sought to explore how and to what extent medical schools and residencies with success in producing rural physicians prepare learners for rural life independent of the clinical skills needed for rural practice.

Methods We conducted qualitative, semi-structured phone interviews with one faculty member from each of 20 medical schools and family medicine residencies across the United States, Canada, Australia, and South Africa; 18 physician program directors; one nonphysician program administrator when the program director was not available ; and one PhD researcher who had published on the subject of rural preparation Table 1.

Interviewees were invited to participate via email. The interview guide Table 2 was reviewed by a rural physician and pilot tested with one rural residency director, whose responses were included in the study. Verbal consent was obtained, and the conversations were recorded then transcribed verbatim.

Transcriptions were read twice S. All themes were discussed among authors until reaching consensus. Results Collectively, participants offered 24 recommendations for how medical schools and residencies can help learners prepare for rural life.

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The recommendations fall into five thematic categories: Be Intentional Programs teaching learners need to be intentional in their rural preparation for learners.

Study participants in more urban settings or communities that had grown over time tended to be more explicit about rural preparation. So last summer we identified a set of core values that make a doctor successful in a rural community which we emphasize in our resident recruitment and training.

Second, provide full-spectrum care: Third, lead and advocate: Fifth, care for vulnerable populations: Yet they acknowledged that some urban-raised physicians went into rural practice and stayed, which suggests giving everyone exposure to rural practice—casting a wide net—can cultivate more future rural practitioners.

An urban-raised participant said: I do not fit any of the criteria.

EFundi : STFM M : Assignments

You need to have programs and experiences for students to find their way. Develop Confidence and Competence to Meet Rural Community Needs Confidence and competence are developed through exposure in rural settings and skill building in rural competencies.

Rural physicians operate with fewer resources and referral options than urban counterparts. Several participants discussed the challenge of teaching a scope of practice broader than was practiced by physicians in their rural regions: If you train people enough in breadth and scope of practice, they will no longer fit in that community.

And I want to retain them [here]. Another argued that physicians need to expect to adapt their clinical practice to meet community need. Basic Training ENG English Composition 1 April 23, The ability to overcome personal fear is very difficult to accomplish. Anxiety gripped me and sweat began to bead on my forehead, all I wanted to do was to cry, as I am terribly afraid of heights, but I knew I .

Tools list begins here. Overview; Assignments; Tests & Quizzes; Drop Box; Site Info; Content begins here. The following is a list of complete Long Form layer designations, in group orders.


Only those combinations that are used will be listed, as not all combinations of . This research project was conducted in a large Canadian family medicine residency program from July to June The residency program is a 2-year program based on the Triple C curriculum, 17 comprised of urban and rural family medicine block-time, integrated experiences, and off service rotations.

Approval for this research was obtained from the institution’s Human Research Ethics Board. Z Encounter for routine child health examination with abnormal findings (Use additional code to identify abnormal findings, such as dental caries) Z Encounter for routine child health examination without abnormal findings.

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