ABORTION
Management of spontaneous abortion in family practices and hospitals.
Wiebe E, Janssen P. 4:293-6.

ACADEMIC MEDICAL CENTERS
Authors’ reply [Family practice should play substantial role in the academic health care system].
Scherger JE. 2:83. L

Cochairs: a new model for departmental leadership. Gordon PR, McClure CL. 10:740-3.

Emergency department use by family practice patients in an academic health center.
Campbell PA, Pai RK, Derksen DJ, Skipper B. 4:272-5.

Family practice should play substantial role in the academic health care system.
Rodney WM. 2:82-3. L

ACCREDITATION Integrating osteopathic training into family practice residencies.
Johnson KH, Raczek JA, Meyer D. 5:345-7.

A process for developing a rural training track.
Damos JR, Sanner LA, Christman C, Aronson J, Larson S. 2:94-9.

Smoky Hill is good example of how RRTs work.
Allred C, Kellerman R. 8:543-4. L

AGE FACTORS
Geriatrics in the family practice center.
Warshaw G. 1:10-1.

Knowledge and care of chronic illness in three ethnic minority groups. Becker G, Beyene Y, Newsom EM, Rodgers DV. 3:173-8.

Prescription medication use in older Americans: a national report card on prescribing.
Rathore SS, Mehta SS, Boyko WL Jr, Schulman KA. 10:733-9.

Sensitizing students to functional limitations in the elderly: an aging simulation. Lorraine V, Allen S, Lockett A, Rutledge CM. 1:15-8.

US family physicians’ experiences with practice guidelines.
Wolff M, Bower DJ, Marbella AM, Casanova JE. 2:117-21.

ALTERNATIVE MEDICINE
Knowledge and care of chronic illness in three ethnic minority groups.
Becker G, Beyene Y, Newsom EM, Rodgers DV. 3: 173-8.

ALZHEIMER’S DISEASE
Recognition of Alzheimer's disease: the 7 Minute Screen.
Solomon PR, Pendlebury WW. 4:265-71.

AMBULATORY CARE Geriatrics in the family practice center. Warshaw G. 1:10-1. Teaching outpatient procedures: most common settings, evaluation methods, and training barriers in family practice residencies.
Sierpina VS, Volk RJ. 6:421-3.

ASIAN AMERICANS Hmong/medicine interactions: improving cross-cultural health care.
Barrett B, Shadick K, Schilling R, Spencer L, del Rosario S, Moua K, Vang M. 3:179-84.

Knowledge and care of chronic illness in three ethnic minority groups.
Becker G, Beyene Y, Newsom EM, Rodgers DV. 3: 173-8.

ATTITUDE OF HEALTH PERSONNEL
Authors’ reply [Family practice should play substantial role in the academic health care system].
Scherger JE. 2:83. L

Barriers to health care access for Latino children: a review.
Flores G, Vega LR. 3:196-205.

Do we practice what we teach about childhood immunization in New Jersey?
Sharkness CM, Goun BD, Davis LA, Sykes LE. 10:727-32.

The effect of physician characteristics on compliance with adult preventive care guidelines.
Ely JW, Goerdt CJ, Bergus GR, West CP, Dawson JD, Doebbeling BN. 1:34-9.

Family practice should play substantial role in the academic health care system.
Rodney WM. 2: 82-3. L

Hmong/medicine interactions: improving cross-cultural health care. Barrett B, Shadick K, Schilling R, Spencer L, del Rosario S, Moua K, Vang M. 3:179-84.

Independent activities for student learning during community-based rotations.
Shreve R, Kaprielian VS. 6:408-9. Teaching styles. Benzie D. 2:88-9.

US family physicians’ experiences with practice guidelines.
Wolff M, Bower DJ, Marbella AM, Casanova JE. 2:117-21.

ATTITUDE TO DEATH Association between spirituality and health hard to measure.
Daaleman TP, Frey B. 7:470. L The things we must teach. Hobbs J. 2:84-5.

ATTITUDE TO HEALTH
Association between spirituality and health hard to measure.
Daaleman TP, Frey B. 7:470. L

Author’s reply [Association between spirituality and health hard to measure].
McBride JL, Pilkington L. 7:470-1. L

Barriers to health care access for Latino children: a review.
Flores G, Vega LR. 3:196-205.

Family practice in Nepal: an international perspective.
Carlough MC. 8:411-600.

Hmong/medicine interactions: improving cross-cultural health care.
Barrett B, Shadick K, Schilling R, Spencer L, del Rosario S, Moua K, Vang M. 3:179-84.

BEHAVIORAL MEDICINE
The quarterback drops back for a grande plič.
Holstein BB. 8:551-2.

BISEXUALITY
Survey of curriculum on homosexuality/bisexuality in departments of family medicine.
Tesar CM, Rovi SL. 4:283-7.

BLACKS
Disaggregating the effects of race on breast cancer survival.
Howard DL, Penchansky R, Brown MB. 3:228-35.

Family practice in the new South Africa.
Williams RL, Reid SJ. 8:574-8.

Knowledge and care of chronic illness in three ethnic minority groups.
Becker G, Beyene Y, Newsom EM, Rodgers DV. 3: 173-8.

The Morehouse Faculty Development Program: methods and 3-year outcomes.
Rust G, Taylor V, Morrow R, Everett J. 3:162-7.

Patient ethnicity and diagnosis of emotional disorders in women.
Kosch SG, Burg MA, Podikuju S. 3:215-9.

BREAST NEOPLASMS Disaggregating the effects of race on breast cancer survival.
Howard DL, Penchansky R, Brown MB. 3:228-35.

CAPITATION FEE
Medical education in a changing world: thoughts from California.
Zweifler J, Rodnick J. 2:127-33.

CAREER CHOICE Alternate career choices of medical students and their eventual specialty choice: a follow-up study. Rabinowitz HK, Diamond JJ, Gayle JA, Turner TN, Rosenthal MP. 10:695. L

Entry of US medical school graduates into family practice residencies: 1997–1998 and 3-year summary. Kahn NB Jr, Schmittling GT, Garner JG, Graham R. 8: 554-63.

Family practice residency programs and the graduation of rural family physicians.
Bowman RC, Penrod JD. 4:288-92.

Professional moves: risks, rules, and rewards.
Shank JC. 6:404-5.

Results of the 1998 National Resident Matching Program: family practice. Kahn NB Jr, Garner JG, Schmittling GT, Ostergaard DJ, Graham R. 8:564-70.

The summer observership program: an 11-year report. Taylor AD, Fields SA. 7:472. L

CHARACTER
The family physician: what sort of person?
Brody H. 8:589-93.

CHILD HEALTH SERVICES
Barriers to health care access for Latino children: a review.
Flores G, Vega LR. 3:196-205.

CHRONIC DISEASE Knowledge and care of chronic illness in three ethnic minority groups.
Becker G, Beyene Y, Newsom EM, Rodgers DV. 3: 173-8.

CLINICAL CLERKSHIP
The accuracy of patient encounter logbooks used by family medicine clerkship students.
Patricoski CT, Shannon K, Doyle GA. 7: 487-9.

A comparison of family medicine clerkship student performance across multiple teaching sites.
Prislin MD, Fitzpatrick CF, Radecki S. 4:279-82.

Effective use of feedback. Kaprielian VS, Gradison M. 6:406-7. Family practice residency programs: agents for positive social change?
Norris TE. 2:100-2.

From the front lines: balancing demands on time for teaching, productivity, and family.
Larimore WL. 7:478-9.

Learner contracts.
Ferrante J. 10:703-4.

Prematriculation clinical experiences: optimizing the outcome.
Toffler WL, Taylor AD. 10: 701-2.

Quality of student learning and preceptor productivity in urban community health centers.
McKee MD, Steiner-Grossman P, Burton W, Mulvihill M. 2:108-12.

Tracking the contribution of a family medicine clerkship to the clinical curriculum.
Maple SA, Jones TA, Bahn TJ, Kiovsky RD, O’Hara BS, Bogdewic SP. 5:332-7.

Use of an objective structured clinical examination in evaluating student performance.
Prislin MD, Fitzpatrick CF, Lie D, Giglio M, Radecki S, Lewis E. 5:338-44.

CLINICAL COMPETENCE
Assessing colposcopic skills: the instructor’s handbook.
Brotzman GL, Apgar BS. 5:350-5.

Authors’ reply [Tracking resident procedures needs accountability].
Baldor RA, Broadhurst J. 5:322. L

Effective use of feedback.
Kaprielian VS, Gradison M. 6:406-7.

Focused teaching: facilitating early clinical experience in an office setting.
Taylor C, Lipsky MS, Bauer L. 8:547-8.

Implementing problem-based learning in a family medicine clerkship.
Washington ET, Tysinger JW, Snell LM, Palmer LR. 10: 720-6.

Improving diabetes preventive care in a family practice residency program: a case study in continuous quality improvement.
Fox CH, Mahoney MC. 6:441-5.

Independent activities for student learning during community-based rotations.
Shreve R, Kaprielian VS. 6:408-9.

The problem-based medical audit program: influence on family practice residents’ knowledge and skills.
Ogilvie G, Walsh A, Rice S. 6:417-20.

Reported comfort with obstetrical emergencies before and after participation in the Advanced Life Support in Obstetrics course.
Taylor HA, Kiser WR. 2:103-7.

Retention of neonatal resuscitation skills and knowledge: a randomized controlled trial.
Kaczorowski J, Levitt C, Hammond M, Outerbridge E, Grad R, Rothman A, Graves L. 10:705-11.

Sensitizing students to functional limitations in the elderly: an aging simulation.
Lorraine V, Allen S, Lockett A, Rutledge CM. 1:15-8.

Teaching outpatient procedures: most common settings, evaluation methods, and training barriers in family practice residencies.
Sierpina VS, Volk RJ. 6:421-3.

Tracking resident procedures needs accountability.
Cohrssen A. 5:322. L

Tracking the contribution of a family medicine clerkship to the clinical curriculum.
Maple SA, Jones TA, Bahn TJ, Kiovsky RD, O’Hara BS, Bogdewic SP. 5:332-7.

Unique learning contributions of a family medicine preceptorship. Gjerde CL, Levy BT, Xakellis GC Jr. 6:410-6.

Use of an objective structured clinical examination in evaluating student performance.
Prislin MD, Fitzpatrick CF, Lie D, Giglio M, Radecki S, Lewis E. 5:338-44.

COLPOSCOPY Assessing colposcopic skills: the instructor’s handbook.
Brotzman GL, Apgar BS. 5:3

COMMUNICATION
The difficult teaching situation.
Benzie D. 8:549-50.

Effective use of feedback.
Kaprielian VS, Gradison M. 6:406-7.

Hmong/medicine interactions: improving cross-cultural health care.
Barrett B, Shadick K, Schilling R, Spencer L, del Rosario S, Moua K, Vang M. 3:179-84.

Knowledge and care of chronic illness in three ethnic minority groups.
Becker G, Beyene Y, Newsom EM, Rodgers DV. 3: 173-8.

COMMUNITY HEALTH SERVICES
Authors’ reply [Teaching community-oriented primary care].
Donsky J, Viella T, Rodriguez M, Grumbach K. 10:697. L

Care of persons with AIDS in the nursing home.
Heath JM. 6:436-40.

Improving diabetes preventive care in a family practice residency program: a case study in continuous quality improvement.
Fox CH, Mahoney MC. 6:441-5.

Independent activities for student learning during community-based rotations.
Shreve R, Kaprielian VS. 6:408-9.

Medical education in a changing world: thoughts from California.
Zweifler J, Rodnick J. 2:127-33.

Orientation to community in a family practice residency program. Thompson R, Haber D, Chambers C, Fanuiel L, Krohn K, Smith AJ. 1:24-8.

Quality of student learning and preceptor productivity in urban community health centers.
McKee MD, Steiner-Grossman P, Burton W, Mulvihill M. 2:108-12.

Teaching community-oriented primary care.
Cashman SM. 10:696. L

Teaching community-oriented primary care through longitudinal group projects.
Donsky J, Villela T, Rodriguez M, Grumbach K. 6:424-30.

Training family medicine faculty to teach in underserved settings.
Freeman J, Loewe R, Benson J. 3:168-72.

Validity of the Medical Outcomes Study depression screener in family practice training centers and community settings.
Nagel R, Lynch D, Tamburrino M. 5:362-5.

COMPUTERS
Can palmtop computers improve the feasibility of research projects of FM faculty?
Mohl VK, Allerheiligen DA, Cassell J, Houston RE, Schoeber JK, Wildman K. 5:322-3. L

Family practice residency program sites on the World Wide Web.
Hoekzema GS, Kodner C, Deckert J. 4:276-8.

The physician as computer: a modern medical metaphor.
Milligan T. 7:480-1.

CONFOUNDING FACTORS
A closer look at confounding.
Sonis J. 8:584-8.

COSTS AND COST ANALYSIS
Counting the cost of an NRSA Primary Care Research Fellowship Program.
Curtis P, Shaffer VD, Goldstein AO, Seufert L. 1: 19-23.

The effect of drug sampling policies on residents’ prescribing.
Brewer D. 7:482-6.

Family practice residency programs: agents for positive social change?
Norris TE. 2:100-2.

Research fellowships: coping with the cost.
Berg AO. 1:40-1.

Two-way interactive videoconferencing: why bother?
Spann SJ. 7:513-4.

US family physicians’ experiences with practice guidelines.
Wolff M, Bower DJ, Marbella AM, Casanova JE. 2:117-21.

Diversity.
Frey JJ III. 10:699-700.

Family medicine as counterculture.
Stephens GG. 9:629-36 (originally published: 1979;5:14-8).

Hmong/medicine interactions: improving cross-cultural health care. Barrett B, Shadick K, Schilling R, Spencer L, del Rosario S, Moua K, Vang M. 3:179-84.

Knowledge and care of chronic illness in three ethnic minority groups. Becker G, Beyene Y, Newsom EM, Rodgers DV. 3: 173-8.

The things we must teach. Hobbs J. 2:84-5.

CURRICULUM
Authors’ reply [Teaching community-oriented primary care].
Donsky J, Viella T, Rodriguez M, Grumbach K. 10:697. L

The birth of the blended curriculum.
Leibert BA. 6:449-51.

Enhancing the family medicine curriculum in deliveries and emergency medicine as a way of developing a rural teaching site.
Rodney WM, Crown LA, Hahn R, Martin J. 10:712-9.

Implementing problem-based learning in a family medicine clerkship.
Washington ET, Tysinger JW, Snell LM, Palmer LR. 10: 720-6.

Integrating osteopathic training into family practice residencies.
Johnson KH, Raczek JA, Meyer D. 5:345-7.

Motivating change: a missiological model.
Halvorsen JG. 5:378-82.

The problem-based medical audit program: influence on family practice residents’ knowledge and skills.
Ogilvie G, Walsh A, Rice S. 6:417-20.

A process for developing a rural training track.
Damos JR, Sanner LA, Christman C, Aronson J, Larson S. 2:94-9.

Residents find clinical practice guidelines valuable as educational and clinical tools.
Helwig A, Bower D, Wolff M, Guse C. 6:431-5.

Retention of neonatal resuscitation skills and knowledge: a randomized controlled trial.
Kaczorowski J, Levitt C, Hammond M, Outerbridge E, Grad R, Rothman A, Graves L. 10:705-11.

Russian family practice training program: a single step on a long journey. Jogerst GJ, Lenoch S, Ely JW. 5:372-7.

Survey of curriculum on homosexuality/bisexuality in departments of family medicine.
Tesar CM, Rovi SL.4:283-7.

Teaching community-oriented primary care. Cashman SM. 10: 696. L

Teaching community-oriented primary care through longitudinal group projects.
Donsky J, Villela T, Rodriguez M, Grumbach K. 6:424-30.

Tracking the contribution of a family medicine clerkship to the clinical curriculum.
Maple SA, Jones TA, Bahn TJ, Kiovsky RD, O’Hara BS, Bogdewic SP. 5:332-7.

Training family medicine faculty to teach in underserved settings.
Freeman J, Loewe R, Benson J. 3:168-72.

Training residents for the future: final draft report. The STFM Task Force on Training Residents for the Future.
9:655-64 (originally published: 1986;1:29-37). Women’s health. Conry C. 2:86-7.