Effective Learning in an Ambulatory Family Medicine Clerkship: A Qualitative Study of Medical Student Midpoint Feedback.

Background And Objectives: There is substantial research on the effectiveness of ambulatory medical preceptors' teaching skills, but less is known about the student perspective on what contributes most to effective learning in a busy clinical practice.

Methods: As part of a formative midpoint assessment during the third-year clerkship in family medicine, students were asked to respond to the following open-ended reflective prompt: "My preceptor contributed to my learning by..

Beyond diagnoses: family medicine core themes in student reflective writing.

Background And Objectives: We share qualitative study results of third-year medical student writings during their family medicine clerkship utilizing a reflective writing exercise from 2005 and 2013.

Methods: For this paper, 50 student writings were randomly selected from the 2005 cohort in addition to 50 student writings completed by the 2013 cohort. Deductive thematic analysis utilizing Atlas.

Residency faculty opinions about medical student advising: a national survey.

Background And Objectives: Medical student faculty advisors are charged with providing students the best possible information and advice regarding residency selection and how to increase their likelihood of matching into the program of their choice. Given the lack of clear and consistent processes for ranking residency applicants, medical student advisors will benefit from better insight into the perspectives of family medicine residency (FMR) faculty.

Methods: This study was designed to increase understanding of the perceptions of FMR faculty in evaluating and ranking medical student applicants.

A collaboration among health sciences schools to enhance faculty development in teaching.

Those involved in providing faculty development may be among only a few individuals for whom faculty development is an interest and priority within their work setting. Furthermore, funding to support faculty development is limited. In 2010, an interprofessional, self-formed, faculty learning community on faculty development in teaching was established to promote collaboration on faculty development initiatives that have transference to faculty members across disciplines and to share expertise and resources for wider impact.

Career advising in family medicine: a theoretical framework for structuring the medical student/faculty advisor interview.

Background: There are unique challenges to recruiting students into the specialty of family medicine within academic medical centers.

Methods: At Virginia Commonwealth University, we developed an advising framework to help students address institutional and personal obstacles to choosing family medicine as a career.

Results: The role of a faculty advisor is not to direct the student to a career choice but rather to foster a mentor relationship and help the student come to his or her own realizations regarding career choice.

Medical student evaluation of faculty in student-preceptor pairs.

Background: Students' willingness to provide candid feedback about faculty in student-preceptor pairs is unknown. Strategies addressing this in U.S.