Becoming a Family Physician - Exploring the Experiences of Residents During the First Six Months of Postgraduate Training describes the early training experience of residents from their perspective as they begin a postgraduate program in Family Medicine. A case study approach using focus groups and individual interviews was used to gain insight into the resident-participant's experiences of the first six months of training. Resident-participants were asked to describe their concerns, changes that occurred and the influences they attributed to those changes as a way to explore their early training experiences from their perspective. This study found resident-trainees do not begin a Family Medicine postgraduate training program knowing what it means to be a Family Physician, but must learn what it means to fulfill this role. From the participants' perspective, this process involves adjusting to significant shifts in responsibility in the areas of Knowledge, Practice Management and Relationships that occur when they make the transition from being medical students in undergraduate training to doctors responsible for the outcome of care during postgraduate training. As the participants began postgraduate training they were eager to accept the responsibility of being the doctor, but were uncertain they had the necessary medical experience and expertise for someone calling themselves the doctor. The experience of practice, which included developing relationships with different patients over time (continuity of care) was particularly influential in helping the participants gain confidence in fulfilling the role of doctor and learning that the role of Family Physician is complex, multifaceted and not limited to their initial concept of doctoring. As the participants adjusted to their new responsibilities, they gained confidence in their new role as doctor, which subsequently led to a more comprehensive understanding of what it meant to be a Family Physician. This study was able to contribute to what little is know about the transition into a postgraduate Family Medicine program by illuminating from the resident-participant's perspective how the transition is experienced. In doing so, medical educators have a better understanding of the early training experience of resident-trainees and how these experiences contribute to consolidating their new professional identity.

Becoming a Family Physician -- Exploring the Experiences of Residents During the First Six Months of Postgraduate Training describes the early training experience of residents from their perspective as they begin a postgraduate program in Family Medicine. A case study approach using focus groups and individual interviews was used to gain insight into the resident-participant's experiences of the first six months of training. Resident-participants were asked to describe their concerns, changes that occurred and the influences they attributed to those changes as a way to explore their early training experiences from their perspective.

Drawing on the expertise of a nationally recognized group of family practice educators affiliated with the University of California, Drs. Little and Midtling are able to present many specific examples on meeting the challenges of becoming a family physician. Also included are chapters that draw out the differences between inpatient and outpatient service, discuss the teaching of practice management, and touch on the impact of specialists in ethics and cross cultural communication on family practice teams. The concluding chapters examine how family physicians have survived in the "medical community", and examine the future of family practice.

This book, pseudonymously authored, relates the true story of one resident's training to become a family practitioner. From tears of pain and sadness to tears of laughter, joy and triumph, the narrative exposes the reader to the painful and sometimes humorous trials and tribulations of contemporary medical training in the United States. Taken from actual patient encounters and true-life experiences, these dramatic stories allow the reader to witness, and perhaps begin to understand, the struggles involved in training to be a family physician. The book begins with the competitive and stressful residency match, follows through to experiences with memorable patients, and ends with the final job selection process. In the Foreword, Robert E. Rakel, M.D., Professor of Family and Community Medicine, Baylor College of Medicine, writes, "This book is a well-written and spellbinding account of his experiences as a family practice resident. Once started, I could not put it down....It colorfully describes the joy and excitement of residency training. I recommend it not only to medical students, regardless of their intended specialty, but to all physicians who will enjoy this entertaining documentation of the rite of passage to becoming a physician." "Sections of the book might be used for family medicine interest groups comprised of medical students....Family physicians already in practice or in teaching can also relate very easily to this book.." - Alan K. David, M.D., Professor and Director, Department of Family Medicine, University of Cincinnati College of Medicine

This work includes a foreword by James Stageman. 'This book has been produced to serve as a resource for community physicians who bring medical residents into their practices and train them in their offices. This book has been designed with the busy community physician in mind. Each chapter is intended to serve as a practical, concise, easily read, stand alone resource on the topic covered.' - Paul M. Paulman, Audrey A. Paulman, Jeff D. Harrison, Jeff Susman and Kate Finkelstein, in the Preface. 'A comprehensive handbook for precepting residents. Although modern technology can change the way in which students acquire knowledge and skills, there is no substitute for a true mentor. In medicine, perhaps more than in any other profession, our mentors have always enjoyed a special place in our hearts and minds. Although some professional athletes may contend that "I am not a role model", there is no doubt where you and I, as preceptors, stand on this issue. We are role models. We are mentors and upon us falls the responsibility to prepare tomorrow's physicians for careers in public service that we can only begin to comprehend.' - James Stageman, in the Foreword. Written by practicing and academic physicians with decades of experience, this book is the only complete guide written specifically for busy community physicians who teach medical residents in their office. Each chapter is short, concise, easily read and serves as a stand alone reference on the topic covered. Its contents include: identifying learning needs and creating the learning environment; setting goals and objectives, providing feedback and evaluating residents; involving your office staff in teaching and integrating practice management into the preceptorship; preparing the community and practice for the residents and collaborating with local hospitals; documenting supervision and addressing ACGME competencies; and dealing with regulatory bodies and addressing liability issues. This book is an invaluable guide for practicing physicians teaching medical residents in the workplace, particularly those in family medicine, internal medicine and pediatrics, and a useful reference for residency program directors.