Department of Family and Community Medicine, Thomas Jefferson University, Philadelphia, PA.
Department of Family Medicine, University of Washington, Seattle, WA.
Fam Med. 2021 Nov;53(10):835-842. doi: 10.22454/FamMed.2021.567515.
The 2011 Alliance for Clinical Education panel recommended the development of a specialty-specific curriculum for all subinternships (sub-Is). A 2019 CERA survey found that 58% of family medicine clerkship directors agreed that a standardized curriculum would be helpful. The goal of this study was to explore attitudes and preferences regarding a national family medicine sub-I curriculum among a broad set of stakeholders.
Focus groups were conducted with medical students, residents, residency faculty, and undergraduate medical education faculty at the 2020 STFM Conference on Medical Student Education. Focus groups were transcribed, and a qualitative analysis was conducted with participants' responses about the benefits and characteristics of a family medicine sub-I, recommendations for core sub-I skills/objectives, likelihood of using a national curriculum, and preferred student and program evaluation methods.
There were four focus groups with a total of 24 participants. The following main themes emerged: the family medicine sub-I has distinctive characteristics from other sub-Is and provides unique benefits for students and residency programs, a standardized curriculum should allow for adaptability and flexibility, and the sub-I evaluation for the students and program should be specific and experience-focused. These themes were classified into specific subthemes.
The stakeholder emphasis on themes of uniqueness, adaptability, and specificity within evaluation will help educators structure a comprehensive framework for national recommendations for the sub-I curriculum. A well-designed family medicine sub-I may provide rigorous educational training for students and may also encourage career commitment to the discipline.
2011 年临床教育联盟小组建议为所有实习前（sub-I）课程制定专业特定的课程。2019 年 CERA 调查发现，58%的家庭医学实习主任认为标准化课程将有所帮助。本研究的目的是在广泛的利益相关者中探讨对家庭医学 sub-I 国家课程的态度和偏好。
在 2020 年 STFM 医学生教育会议上，对医学生、住院医师、住院医师教师和本科医学教育教师进行了焦点小组讨论。对焦点小组的讨论进行了转录，并对参与者关于家庭医学 sub-I 的益处和特征、核心 sub-I 技能/目标的建议、使用国家课程的可能性以及首选的学生和项目评估方法的回答进行了定性分析。
共有四个焦点小组，共 24 名参与者。出现了以下主要主题：家庭医学 sub-I 与其他 sub-I 有独特的特征，并为学生和住院医师项目提供独特的益处，标准化课程应具有适应性和灵活性，学生和项目的 sub-I 评估应具体且注重经验。这些主题被分为具体的子主题。
利益相关者强调评估中的独特性、适应性和具体性主题，这将有助于教育工作者构建国家 sub-I 课程推荐的全面框架。精心设计的家庭医学 sub-I 可能为学生提供严格的教育培训，也可能鼓励他们对该学科做出职业承诺。
