Background: The use of family genograms is an important component in family practice, yet little has been written about curriculum for teaching genograms in medical school. Since 1981, the Department of Family and Community Medicine at the University of California, San Francisco, has conducted a behavioral science seminar for fourth-year students on their required 8-week ambulatory care clerkship. At one site, this seminar includes presentation of the students' personal genograms. This report describes the curriculum and a study to determine whether students understood genograms or used them in clinical settings.
Methods: We compared students' perceptions of the usefulness of genograms and genogram documentation in new patient assessments. Students at two sites were given pre- and postclerkship questionnaires, and a random sample of charts was reviewed for documentation of genograms.
Results: Students in the genogram demonstration group increased significantly in their stated use of genograms. Surprisingly, the group of students not exposed to the genogram curriculum were more likely to have genograms with more details recorded in the patients' charts.
Conclusion: These results imply that there were initial differences in the two groups and that didactic teaching must be complemented with clinical supervision. Also, the results have implications for specific areas in need of faculty development.
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