Publications (13) View all
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Article: The residency program in social medicine of Montefiore Medical Center: 37 years of mission-driven, interdisciplinary training in primary care, population health, and social medicine.
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ABSTRACT: Founded in 1970 to train physicians to practice in community health centers and underserved areas, the Residency Program in Social Medicine (RPSM) of Montefiore Medical Center, Bronx, New York, has graduated 562 board-eligible family physicians, general internists, and pediatricians whose careers fulfill this mission. The RPSM was a model for federal funding for primary care residency programs and has received Title VII grants during most of its history. The RPSM has tailored its mission and structured its curriculum to promote a community and population orientation and to provide the requisite knowledge and skills for integrating social medicine into clinical practice. Six unique hallmarks of RPSM training are (1) mission-oriented resident recruitment/selection and self-management, (2) interdisciplinary collaborative training among primary care professionals, (3) community-health-center-based and community-oriented primary care education, (4) biopsychosocial and ecological family systems curriculum, (5) the social medicine core curriculum and projects, and (6) grant support through Title VII. These hallmark curricular, training, and funding elements, in which population health is deeply embedded, have been carefully evaluated, regularly revised, and empirically validated since the program's inception. Practice outcomes for RPSM graduates as leaders in and advocates for population health and the care of underserved communities are described and discussed in this case study.Academic Medicine 05/2008; 83(4):378-89. · 3.52 Impact Factor -
Article: Book Review: Doing Health Anthropology: Research Methods for Community Assessment & Change – Christie W. Kiefer, PhD
Social Medicine. 01/2007; -
Article: The influence of longitudinal mentoring on medical student selection of primary care residencies.
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ABSTRACT: The number of students selecting careers in primary care has declined by 41% in the last decade, resulting in anticipated shortages. First-year medical students interested in primary care were paired with primary care mentors. Mentors were trained, and mentors and students participated in focus groups at the end of each academic year. Quantitative and qualitative results are presented. Students who remained in the mentoring program matched to primary care programs at 87.5% in the first year and 78.9% in the second year, compared to overall discipline-specific match rates of 55.8% and 35.9% respectively. Students reported a better understanding of primary care and appreciated a relationship with a mentor. A longitudinal mentoring program can effectively support student interest in primary care if it focuses on the needs of the students and is supportive of the mentors.BMC Medical Education 06/2011; 11:27. · 1.15 Impact Factor -
Article: Students as patients and teachers: evaluation of an experiential emergency contraception project.
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ABSTRACT: Students on a required family medicine clerkship participated in an experiential project designed to teach them about emergency contraception (EC). This study describes students' changes in knowledge and attitudes about barriers to care after assuming the patient role and presenting their findings to peers and after hearing a presentation about EC from their peers. This mixed-methods study used quantitative measures of knowledge and attitudes about EC before and after the students' family medicine clerkship. Qualitative in-depth interviews were conducted with all students who self-selected the EC Project and assumed the role of a patient and then taught their peers. All student groups showed improvement in knowledge and attitude scores, though gains were not statistically significant. Students who participated in the EC Project reported multiple benefits related to (1) assuming the role of the patient, (2) engaging in an experiential learning process, (3) teaching their peers, and (4) considering their future role as clinicians. Our findings demonstrate that playing the role of a patient and teaching their peers are valuable learning experiences, and students can learn well during peer-taught sessions. Students increased their medical knowledge and sensitivity to the barriers that patients face and began to consider their role in improving systems of health care.Family medicine 03/2011; 43(3):172-8. · 1.33 Impact Factor -
Article: Learning social medicine in the Bronx: an orientation for primary care residents.
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ABSTRACT: Primary care educators face the challenge of teaching the social context of health and disease to clinicians. Since 1975, the Residency Program in Social Medicine has trained clinicians to practice in urban underserved communities. During Orientation Month, 1st-year residents are relieved of inpatient duties and participate in learning activities addressing social and cultural aspects of health. Learning objectives include understanding patients' social context, their community, and the role of physicians as professionals. Recent innovations include incorporating an overall theme, weekly case studies, "triple jump" exercises, community mapping projects, patient-led community tours, and theme-specific visits to community institutions (e.g., prisons). Residents complete weekly formative evaluations, a summative evaluation, and narrative reflections. Faculty complete an evaluative questionnaire. Orientation is a highly rated and valued part of our curriculum. Its success derives from ongoing curricular innovation and evolution, a departmental commitment to social medicine, and positive community response to our learners' interest and energy.Teaching and Learning in Medicine 01/2011; 23(1):85-9. · 0.75 Impact Factor
