FACULTY, MEDICAL
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

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

Is attending a teaching skills workshop worth your time?
Whitman N, Magill MK. 4:255-6.

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

My own perspective.
Grant WD. 4:257.

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

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

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

Teaching styles.
Benzie D. 2:88-9.

Ten tips for effective teaching.
Orientale E Jr. 5:326-7.

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

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

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

Authors’ reply [More on Haiti].
Fournier AM, Dodard MJ. 4: 252. L

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

Challenges for family medicine.
David AK. 6:446-8.

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

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 medicine as a meta- specialty—and the dangers of overdefinition.
Stein HF. 9:637-41 (originally published: 1981; 3:3-7).

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

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

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

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

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

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

Financing predoctoral family medicine education.
Hobbs J. 4:253-4.

HITS:
a short domestic violence screening tool for use in a family practice setting.
Sherin KM, Sinacore JM, Li XQ, Zitter RE, Shakli A. 7:508-12.

Host/environment medicine: a family practice model for the future.
Rabinowitz PM, Cullen MR, Feinstein RE. 4:297-300.

The intellectual basis of family medicine revisited. 9:642-54 (originally published: 1985;5:219-30).

International health training in family practice residency programs.
Schultz SH, Rousseau S. 1:29-33.

Is attending a teaching skills workshop worth your time? Whitman N, Magill MK. 4:255-6.

More on Haiti.
Humphrey WT. 4:251-2. L

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

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

Naturalistic inquiry: an appropriate model for family medicine.
Kuzel AJ. 9:665-71 (originally published: 1986;6:369-74).

Preparing our souls.
Frey JJ III. 8: 545-6.

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

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

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

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

Something that lasts: reflections on the practice of family medicine in a developing country.
Magill MK. 10:744-7.

Ten commandments for writing family medicine grants.
Beasley JW, Garcia-Shelton L, Magill MK. 7:515-6.

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).

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.

Ways of knowing in family medicine: contributions from a feminist perspective.
Candib LM. 9:672-6 (originally published: 1988;2:133-6).

Women’s health.
Conry C. 2:86-7.

FAMILY PRACTICE/ EDUCATION
Assessing colposcopic skills: the instructor’s handbook.
Brotzman GL, Apgar BS. 5:350-5.

Authors’ reply [Literature searches: how important are they?].
Bergus GR, Levy BT, Randall CS, Dawson JD, Jogerst GJ. 4:251. L

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

Cool Web sites for community preceptors.
Usatine RP, Lin K. 7:475-7.

Creating a research culture: what we can learn from residencies that are successful in research.
DeHaven MJ, Wilson GR, O’Connor-Kettlestrings P. 7:501-7.

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

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

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

Levels of questioning for learners. Benzie D. 1:12-3. Literature searches: how important are they?
Leavy BR. 4:250-1. L

Predicting resident confidence to lead family meetings.
Butler DJ, Holloway RL, Gottlieb M. 5:356-61.

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.

Promoting medical student involvement in primary care research.
Gonzales AO, Westfall J, Barley GE. 2:113-6.

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

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

Should any hospital-based training for family physicians persist?
Rodney WM. 6:398-9. L

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

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

Teaching styles.
Benzie D. 2:88-9.

Ten tips for effective teaching.
Orientale E Jr. 5:326-7.

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.

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

Using practice genograms to understand and describe practice configurations.
McIlvain H, Crabtree B, Medder J, Strange KC, Miller WL. 7:490-6.

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

Promoting medical student involvement in primary care research.
Gonzales AO, Westfall J, Barley GE. 2:113-6.

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

FINANCIAL SUPPORT
Financing predoctoral family medicine education.
Hobbs J. 4:253-4.

From managed care to managed education: how should we seize the day?
Broderick P. 5:324-5.

HEALTH SERVICES ACCESSIBILITY
Authors’ reply [More on Haiti].
Fournier AM, Dodard MJ. 4: 252. L

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

Filling the gap: equity and access to oral health services for minorities and the underserved.
Drum MA, Chen DW, Duffy RE. 3:206-9.

More on Haiti.
Humphrey WT. 4:251-2. L

Panic disorder in Hispanic patients.
Katerndahl DA, Realini JP. 3: 210-4.

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

HEALTH STATUS 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

Authors’ reply [Relationship between spirituality and health is important].
McBride JL, Pilkington L. 6:399-400. L

Bringing order to the care of complex patients.
Ramakrishnan K, Mold J, Cook J, Jones A. 9:625-6.

Health status of American Indians/Alaska Natives: general patterns of mortality. Mahoney MC, Michalek AM. 3:190-5.

Introduction to the dedicated issue on minority health.
Fernandez E, Foss F, Mouton C, South-Paul J. 3:158-9.

The relationship between a patient’s spirituality and health experiences.
McBride JL, Arthur G, Brooks R, Pilkington L. 2:122-6.

Relationship between spirituality and health is important.
Hatch RL. 6:399. L Sudanese refugees in a

Minnesota family practice clinic.
Power DV, Shandy DJ. 3:185-9.

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

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

Panic disorder in Hispanic patients.
Katerndahl DA, Realini JP. 3:210-4.

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

HOSPITALIZATION Author’s reply [Caring for hospital patients is invaluable experience]. Chapman RW. 10:694. L

Caring for hospital patients is invaluable experience.
Zervanos NJ. 10:694. L

The hospitalist: implications for family practice.
Chapman RW. 7: 517-8.

HOSPITALS, TEACHING
One-two rural residency tracks in family practice: are they getting the job done?
Rosenthal TC, McGuigan MH, Osborne J, Holden DM, Parsons MA. 2:90-3.

Should any hospital-based training for family physicians persist? Rodney WM. 6:398-9. L

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

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

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

GUIDELINE ADHERENCE
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.

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

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

GYNECOLOGY
Author’s reply [Innovative approaches used to teach OB-GYN residents].
Yen EY. 1:6. L

Innovative approaches used to teach OB-GYN residents. Monroe JA. 1:6. L

HAITI
Authors’ reply [More on Haiti].
Fournier AM, Dodard MJ. 4: 252. L

More on Haiti.
Humphrey WT. 4:251-2. L

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

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

HEALTH MAINTENANCE ORGANIZATION
Geriatrics in the family practice center.
Warshaw G. 1:10-1.

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

INDIANS, NORTH AMERICAN
Health status of American Indians/Alaska Natives: general patterns of mortality.
Mahoney MC, Michalek AM. 3:190-5.

INFANT MORTALITY
Health status of American Indians/Alaska Natives: general patterns of mortality.
Mahoney MC, Michalek AM. 3:190-5.

Race and ethnicity in research on infant mortality.
Anderson MR, Moscou S. 3:224-7.

INFANT, NEWBORN 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.

INTERACTIVE MULTIMEDIA
Changes in residents’ attitudes and achievement after distance learning via two-way interactive video.
Lewis YL, Bredfeldt RP, Strode SW, D’Arezzo KW. 7:497-500.

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

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

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

International health training in family practice residency programs.
Schultz SH, Rousseau S. 1:29-33.

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

Something that lasts: reflections on the practice of family medicine in a developing country.
Magill MK. 10:744-7.

INTERNET, USE OF
Cool Web sites for community preceptors.
Usatine RP, Lin K. 7: 475-7.

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

INTERNSHIP AND RESIDENCY
Assessing colposcopic skills: the instructor’s handbook.
Brotzman GL, Apgar BS. 5:350-5.

Author’s reply [Innovative approaches used to teach OB-GYN residents].
Yen EY. 1:6. L

Authors’ reply [Outdoor-based training examined].
Evans DV, Egnew TR. 1:7. L

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

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

Creating a research culture: what we can learn from residencies that are successful in research.
DeHaven MJ, Wilson GR, O’Connor-Kettlestrings P. 7:501-7.

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

Family practice night-call frequency: 1981–1997.
King DE, Larsen L, Shende AM. 8:571-3.

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

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

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

Innovative approaches used to teach OB-GYN residents.
Monroe JA. 1:6. L

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

International health training in family practice residency programs.
Schultz SH, Rousseau S. 1:29-33.

Medicare GME funding undergoes changes.
Pugno PA, Lewan R. 4:250. L The

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

New Year preparations.
Price JL, Ruiz DR. 7:473-4.

One-two rural residency tracks in family practice: are they getting the job done?
Rosenthal TC, McGuigan MH, Osborne J, Holden DM, Parsons MA. 2:90-3.

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

Outdoor-based training examined.
Strelnick AH. 1:6-7. L

Predicting resident confidence to lead family meetings.
Butler DJ, Holloway RL, Gottlieb M. 5:356-61.

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.

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

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

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

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).

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

INTERNSHIP AND RESIDENCY/ RECRUITMENT
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.

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