ABORTION
Medical students’ attitudes toward abortion and other reproductive health services. Rosenblatt RA, Robinson KB, Larson EH, Dobie SA. 3:195-9.

ACADEMIC MEDICAL CENTERS
Retention of family medicine faculty development fellows in academic medicine. Kohrs FP, Mainous AG III. 1:23-7.

Review of University of British Columbia family practice resident research projects 1990–1997. Grzybowski S, Thommasen HV, Mills J, Herbert CP. 5:353-7.

ACCREDITATION
Lessons learned from ACGME. Saultz JW, Hill CE. 9:652-5.

ADAPTATION, PSYCHOLOGICAL
Balint group observations: the white knight and other heroic physician roles. Brock CD, Johnson AH. 6:404-8.

Measuring patient distress in primary care. Seelert KR, Hill RD, Rigdon MA, Schwenzfeier E. 7:483-7.

Through the looking glass. Griswold KS. 1:15-6.

ADOLESCENCE
A case for primary care of alcoholism. Ledesma F. 8:540-1.

Patterns and correlates of tobacco use among suburban Philadelphia 6th- through 12th-grade students. Abrams K, Skolnick N, Diamond JJ. 2:128-32.

Relationship of nutrition knowledge and obesity in adolescence. Thakur N, D’Amico F. 2:122-7.

AGENCY FOR HEALTH CARE POLICY AND RESEARCH
Family medicine research funding. Campos-Outcalt D, Senf J. 10:709-12.

ALCOHOLISM
A case for primary care of alcoholism. Ledesma F. 8:540-1.

“Sparkle:” a case for primary care and psychiatry. Griswold KS. 3:157-8.

AMBULATORY CARE
Evaluating programs for recruiting and retaining community faculty. Single PB, Jaffe A, Schwartz R. 2:114-21.

Exploring instructional quality indicators in ambulatory medical settings: an ethnographic approach. Zayas LE, James PA, Shipengrover JA, Schwartz DG, Osborne JW, Graham RP. 9:635-40.

A measure of medical instructional quality in ambulatory settings: the MedIQ. James PA, Osborne JW. 4:263-9.

AMYOTROPHIC LATERAL SCLEROSIS
Reading between the lines. Steyer TE. 6:389-90.

ANTIBIOTICS
Effects of viral respiratory disease education and surveillance on antibiotic prescribing. Temte JL, Shult PA, Kirk CJ, Amspaugh J. 2:101-6.

ANXIETY
Measuring patient distress in primary care. Seelert KR, Hill RD, Rigdon MA, Schwenzfeier E. 7:483-7.

APPOINTMENTS AND SCHEDULES
Failure to keep clinic appointments: implications for residency education and productivity. Hixon AL, Chapman RW, Nuovo J. 9:627-30.

ASTHMA
An unusually high prevalence of asthma in Ethiopian immigrants to Israel. Rosenberg R, Vinker S, Zakut H, Kizner F, Nakar S, Kitai E. 4:276-9.

The efficacy and safety of budesonide inhalation suspension: a nebulizable corticosteroid for persistent asthma in infants and young children. White MV, Cruz-Rivera M, Walton-Bowen K. 5:337-45.

Medicine’s blind spot. Miller CS. 4:280-2.

ATTITUDE
Attitudes regarding tuberculosis in immigrants from the Philippines to the United States. Yamada S, Caballero J, Matsunaga DS, Agustin G, Magana M. 7:477-82.

The role of the chair’s spouse in academic departments of family medicine. Taylor AD. 1:34-8.

Curriculum renewal and a process of care curriculum for teaching clerkship students. Rogers J, Dains J, Corboy J, Chang T. 6:391-7

Evaluating programs for recruiting and retaining community faculty. Single PB, Jaffe A, Schwartz R. 2:114-21.

Factors influencing satisfaction for family practice residency faculty. Kay LE, D’Amico F. 6:409-14.

Medical investigations requested by patients: how do primary care physicians react? Cohen O, Kahan E, Zalewski S, Kitai E. 6:426-31.

Medical students’ attitudes toward abortion and other reproductive health services. Rosenblatt RA, Robinson KB, Larson EH, Dobie SA. 3:195-9.

The patient, the teacher. Lee L. 2:133-4.

ATTITUDE TO DEATH
Diabetes education program use and patient-perceived barriers. Graziani C, Rosenthal MP, Diamond JJ. 5:358-63.

Factors associated with residents’ attitudes toward dying patients. Kvale J, Berg L, Groff JY, Lange G. 10:691-6.

BEHAVIORAL SCIENCES
The outsider: reflections on behavioral science in family medicine. Searight HR. 4:232-4.

Residency training in mental health: a South Carolina family practice research consortium study. Probst JC, Rainwater AF III, Michels PC. 8:566-71.

What should we be teaching residents about behavioral science? Opinions of practicing family physicians. Marvel K, Major G. 4:248-51.

CARDIOVASCULAR DISEASES
Hypertension, cardiovascular disease, and health care dilemmas in the Philadelphia Vietnamese community. Pham TM, Rosenthal MP, Diamond JJ. 9:647-51.

CAREER CHOICE
A career in family medicine. Frey JJ III. 4:230-1.

Choosing a specialty during a generalist initiative: a focus group study. Kuzel AJ, Moore SS. 9: 641-6.

Entry of US medical school graduates into family practice residencies: 1998–1999 and 3-year summary. Kahn NB Jr, Schmittling GT, Graham R. 8:542-50.

Evaluating residency applicants: stable values in a changing market. Travis C, Taylor CA, Mayhew HE. 4:252-6.

Factors influencing satisfaction for family practice residency faculty. Kay LE, D’Amico F. 6:409-14.

Practicing physicians can influence career choice in medicine. Penn MA, McCord G, Zupp LE. 9: 607.

L Results of the 1999 National Resident Matching Program: family practice. Kahn NB Jr, Schmittling GT, Graham R. 8:551-8.

CAREGIVERS
The patient, the teacher. Lee L. 2:133-4.

CHRONIC DISEASE
The Americans With Disabilities Act and family practice residency programs. Shomaker TS. 9:622-3.

Provisions of the Americans With Disabilities Act and the development of essential job functions for family practice residents. Losh DP, Church L. 9:617-21.

The resident with disabilities. Smith MA, Pearson R. 9:624-6.

When a resident is incapacitated. Wilke AJ. 6:384-6.

CLINICAL CLERKSHIP
Author’s reply. [Does PBL reflect student competence?] McGrew MC. 7:460.

L Authors’ reply [Problem-based learning in a clerkship is debated]. Washington ET, Tysinger JW, Snell LM, Palmer LR. 5:306-7.

L Author’s reply [Purpose of FM clerkships discussed]. Lyons P. 8:532-3. L

Correlations of family medicine clerkship evaluations and Objective Structured Clinical Examination scores and residency directors’ ratings. Campos-Outcalt D, Watkins A, Fulginiti J, Kutob R, Gordon P. 2:90-4.

Curriculum renewal and a process of care curriculum for teaching clerkship students. Rogers J, Dains J, Corboy J, Chang T. 6:391-7.

Didactic content and teaching methodologies on required allopathic US family medicine clerkships. Schwiebert LP, Aspy CB. 2:95-100.

Discovering our hidden jewels. Burns EA. 8:534.

Does PBL reflect student competence? Henley E. 7:459.

L For Mary. Martin A. 6:440-1.

Observing students in a clinical setting. Qualters DM. 7:461-2.

Precepting preclinical students. McCormick LH. 4:235-6.

Precepting preclinical students. Seibert C, Haq C. 5:313-4.

Problem-based learning in a clerkship is debated. Armstrong EC. 5:306. L

Purpose of FM clerkships discussed. Brock C, Hueston WJ. 8:532. L

Student and faculty perceptions of problem-based learning on a family medicine clerkship. McGrew MC, Skipper B, Palley T, Kaufman A. 3:171-6.

Students as assets. Lipsky MS, Egan M. 6:387-8.

Students’ evaluations of teaching and learning experiences at community- and residency-based practices. Leone-Perkins M, Schnuth RL, Lipsky MS. 8:572-7.

Teaching about family violence when the trainee is also a survivor. Lawler MK. 2:87-9.

That family practice feeling. Lyons P. 1:39-41.

CLINICAL COMPETENCE
Correlations of family medicine clerkship evaluations and Objective Structured Clinical Examination scores and residency directors’ ratings. Campos-Outcalt D, Watkins A, Fulginiti J, Kutob R, Gordon P. 2:90-4.

Curriculum renewal and a process of care curriculum for teaching clerkship students. Rogers J, Dains J, Corboy J, Chang T. 6:391-7.

Evaluating without fear. Kaprielian VS, Bell HS. 3:155-6.

CODEPENDENCY (PSYCHOLOGY)
A case for primary care of alcoholism. Ledesma F. 8:540-1.

COMMUNICATION
Does telephone contact with a physician’s office staff improve mammogram screening rates? Bodiya A, Vorias D, Dickson HA. 5:324-6.

Dr Scherger’s response [Future patient care: preserving the humanity of health care delivery]. Scherger JE. 10:727-8.

Family practice residencies in the 21st century: how much old? How much new? Scherger JE. 10: 722-5.

Future patient care: preserving the humanity of health care delivery. Pugno PA. 10:726-7.

Randomized clinical trial of a diagnostic instrument for pain complaints. Radecki SE, Brunton SA. 10:713-21.

COMMUNICATION BARRIERS
Clinical and cultural issues in caring for deaf people. Barnett S. 1:17-22.

Factors associated with residents’ attitudes toward dying patients. Kvale J, Berg L, Groff JY, Lange G. 10:691-6.

Hypertension, cardiovascular disease, and health care dilemmas in the Philadelphia Vietnamese community. Pham TM, Rosenthal MP, Diamond JJ. 9:647-51.

A teachable moment in Laramie, Wyoming. Turner AL. 9:656-7.

COMMUNITY HEALTH
SERVICES
Is population-based medicine the same as community-oriented primary care? Henley E, Williams RL. 7:501-2.

Practical tools for qualitative community-oriented primary care community assessment. Williams RL,Crabtree BF, O’Brien C, Zyzanski SJ, Gilchrist VJ. 7:488-94.

Primary care physicians’ training and their community involvement. Steiner BD, Pathman DE, Jones B, Williams ES, Riggins T. 4:257-62.

COMPUTERS
Precept Assist: a computerized, data-based evaluation system. DiTomasso RA, Gamble JD, Willard MA. 5:346-52.

Training residents in medical informatics. Jerant AF. 7:465-72.

CONTINUITY OF PATIENT CARE
Failure to keep clinic appointments: implications for residency education and productivity. Hixon AL, Chapman RW, Nuovo J. 9:627-30.

COSTS AND COST ANALYSIS
A cost construction model to assess the cost of a family practice residency program. Franzini L, Monteiro FM, Fowler GC, Low MD. 3:159-70.

CULTURE
Clinical and cultural issues in caring for deaf people. Barnett S. 1:17-22.

CURRICULUM
Beyond biochemistry: readings for early professional development. Breeze MJ, Ventres WB. 9:611-3.

Curriculum renewal and a process of care curriculum for teaching clerkship students. Rogers J, Dains J, Corboy J, Chang T. 6:391-7.

Didactic content and teaching methodologies on required allopathic US family medicine clerkships. Schwiebert LP, Aspy CB. 2:95-100.

Domestic violence education in family practice residencies. Rovi S, Mouton CP. 6:398-403.

Effects of viral respiratory disease education and surveillance on antibiotic prescribing. Temte JL, Shult PA, Kirk CJ, Amspaugh J. 2:101-6.

Faculty workload assessment: a case study. Poehlman GS. 7:473-6.

The family practice residency curriculum: is there any place for spirituality and religion? McBride JL. 10:685-6.

A field guide to frustrations in predoctoral education. Ricer RE, Short J. 8:535-7.

Observing students in a clinical setting. Qualters DM. 7:461-2.

Perspectives on longer community-based preceptorships. Londo RA, Glasser ML, Stearns JA. 1:13-4.

The preceptor as ethics educator. Pierce J, Paulman A. 10:687-8.

Protection against HIV infection for medical trainees outside the United States. Markle WH. 7:495-500.

Research fellowships: a road less traveled. Rodnick JE. 6:438-9.

Residency orientation: what we present and its effect on our residents. Grover M, Puczynski S. 10:697-702.

Residency training in mental health: a South Carolina Family Practice Research Consortium study. Probst JC, Rainwater AF III, Michels PC. 8:566-71.

Teaching practice management during residency. Rose EA, Neale AV, Rathur WA. 2:107-13.

That family practice feeling. Lyons P. 1:39-41.

Training medical students in evidence-based medicine: a community campus approach. Wadland WC, Barry HC, Farquhar L, Holzman C, White A. 10:703-8.

Training residents in medical informatics. Jerant AF. 7:465-72.

Variability in the learning experiences of family practice residents during an obstetrics rotation. Weissman AM, Dawson JD, Fox DL. 1:28-33.

What should we be teaching residents about behavioral science? Opinions of practicing family physicians. Marvel K, Major G. 4:248-51.

DATA COLLECTION
Didactic content and teaching methodologies on required allopathic US family medicine clerkships. Schwiebert LP, Aspy CB. 2:95-100.

Review of University of British Columbia family practice resident research projects 1990-1997. Grzybowski S, Thommasen HV, Mills J, Herbert CP. 5:353-7.

Teaching practice management during residency. Rose EA, Neale AV, Rathur WA. 2:107-13.

DATA INTERPRETATION, STATISTICAL
How to use and interpret interval likelihood ratios. Sonis J. 6:432-7.

DEAFNESS
Clinical and cultural issues in caring for deaf people. Barnett S. 1:17-22.

DELIVERY
Number of deliveries performed during family practice residency training. Murrain VE, Gordon P, Senf J. 9:631-4.

Variability in the learning experiences of family practice residents during an obstetrics rotation. Weissman AM, Dawson JD, Fox DL. 1:28-33.

DELIVERY OF HEALTH CARE
Dr Scherger’s response [Future patient care: preserving the humanity of health care delivery]. Scherger JE. 10:727-8.

Exploring instructional quality indicators in ambulatory medical settings: an ethnographic approach. Zayas LE, James PA, Shipengrover JA, Schwartz DG, Osborne JW, Graham RP. 9:635-40.

Family practice residencies in the 21st century: how much old? How much new? Scherger JE. 10: 722-5.

Future patient care: preserving the humanity of health care delivery. Pugno PA. 10:726-7.

A mission of mercy. Klever TG. 10:689-90.

The outsider: reflections on behavioral science in family medicine. Searight HR. 4:232-4.

DEPRESSION
Measuring patient distress in primary care. Seelert KR, Hill RD, Rigdon MA, Schwenzfeier E. 7:483-7.

DEVELOPING COUNTRIES
Protection against HIV infection for medical trainees outside the United States. Markle WH. 7:495-500.

US model of family practice best choice in a developing country. Henley E. 1:7. L

DIABETES MELLITUS
Diabetes education program use and patient-perceived barriers. Graziani C, Rosenthal MP, Diamond JJ. 5:358-63.

Using a flow sheet to improve performance in treatment of elderly patients with type 2 diabetes. Ruoff G, Gray LS. 5:331-6.

DIAGNOSIS
How to use and interpret interval likelihood ratios. Sonis J. 6:432-7.

Medical investigations requested by patients: how do primary care physicians react? Cohen O, Kahan E, Zalewski S, Kitai E. 6:426-31.

Randomized clinical trial of a diagnostic instrument for pain complaints. Radecki SE, Brunton SA. 10:713-21.

DIAGNOSTIC IMAGING
Headaches of an EBM believer. Walling AD. 7:503-5.

DISEASE TRANSMISSION
Protection against HIV infection for medical trainees outside the United States. Markle WH. 7:495-500.

DIPHTHERIA-TETANUS- PERTUSSIS VACCINE
Are vaccination rates higher if providers receive free vaccines and follow contraindication guidelines? Zimmerman RK, Mieczkowski TA, Michel M. 5:317-23.

DISABILITIES
The Americans With Disabilities Act and family practice residency programs. Shomaker TS. 9:622-3.

Provisions of the Americans With Disabilities Act and the development of essential job functions for family practice residents. Losh DP, Church L. 9:617-21.

The resident with disabilities. Smith MA, Pearson R. 9:624-6. When a resident is incapacitated. Wilke AJ. 6:384-6.

DOCUMENTATION
Evaluating residency applicants: stable values in a changing market. Travis C, Taylor CA, Mayhew HE. 4:252-6.

Observing students in a clinical setting. Qualters DM. 7:461-2.

Using a flow sheet to improve performance in treatment of elderly patients with type 2 diabetes. Ruoff G, Gray LS. 5:331-6.

DOMESTIC VIOLENCE
Domestic violence education in family practice residencies. Rovi S, Mouton CP. 6:398-403.

Teaching about family violence when the trainee is also a survivor. Lawler MK. 2:87-9.

DRUG ADMINISTRATION SCHEDULE
The efficacy and safety of budesonide inhalation suspension: a nebulizable corticosteroid for persistent asthma in infants and young children. White MV, Cruz-Rivera M, Walton-Bowen K. 5:337-45.

Shorter dosing interval of opiate solution shortens hospital stay for methadone babies. Chumley Jones H. 5:327-30.

EDUCATION, MEDICAL
Evaluating without fear. Kaprielian VS, Bell HS. 3:155-6.

Family medicine training grants as a method of faculty development: are we doing it right? Baldor RA, Weiss BD. 3:205-6.

A measure of medical instructional quality in ambulatory settings: the MedIQ. James PA, Osborne JW. 4:263-9.

Primary care physicians’ training and their community involvement. Steiner BD, Pathman DE, Jones B, Williams ES, Riggins T. 4: 257-62.

EDUCATION, MEDICAL
Evaluating without fear. Kaprielian VS, Bell HS. 3:155-6.

Family medicine training grants as a method of faculty development: are we doing it right? Baldor RA, Weiss BD. 3:205-6.

A measure of medical instructional quality in ambulatory settings: the MedIQ. James PA, Osborne JW. 4:263-9.

Primary care physicians’ training and their community involvement. Steiner BD, Pathman DE, Jones B, Williams ES, Riggins T. 4: 257-62.

EDUCATION, MEDICAL, GRADUATE
Balint group observations: the white knight and other heroic physician roles. Brock CD, Johnson AH. 6:404-8.

Confrontation in graduate medical education. Price JL. 9:608-10.

The current status of combined family practice and psychiatry residency programs. Wulsin L, Cantor L. 9:606. L

Domestic violence education in family practice residencies. Rovi S, Mouton CP. 6:398-403.

Exploring the vision of family medicine: research, technology, and practice. Burns EA. 6:382-3.

Failure to keep clinic appointments: implications for residency education and productivity. Hixon AL, Chapman RW, Nuovo J. 9:627-30.

Lessons learned from ACGME. Saultz JW, Hill CE. 9:652-5.

The preceptor as ethics educator. Pierce J, Paulman A. 10:687-8.

Resident developmental issues. Martin PA, O’Donnell JA. 9:614-5.

Washington policy makers and rural health: do they get it? Ambrose PW. 4:237-8.

DUCATION, MEDICAL, UNDERGRADUATE
Author’s reply [Getting a feeling for that family practice feeling]. Lyons P. 5:308. L

Building a regional clinical campus: experience with preclinical students. Todini CR, Crump WJ. 1: 6-7. L

Combining educational process and medical content during preceptor faculty development. Nieman LZ. 5:310-2.

A field guide to frustrations in predoctoral education. Ricer RE, Short J. 8:535-7.

Precepting preclinical students. McCormick LH. 4:235-6.

Precepting preclinical students. Seibert C, Haq C. 5:313-4.

Sex talk: what makes it hard to learn sexual history taking? O’Keefe R, Tesar CM. 5:315-6.

EDUCATIONAL MEASUREMENT
Evaluating residency applicants: stable values in a changing market. Travis C, Taylor CA, Mayhew HE. 4:252-6.

A field guide to frustrations in predoctoral education. Ricer RE, Short J. 8:535-7.

A measure of medical instructional quality in ambulatory settings: the MedIQ. James PA, Osborne JW. 4:263-9.

Medical investigations requested by patients: how do primary care physicians react? Cohen O, Kahan E, Zalewski S, Kitai E. 6:426-31.

Observing students in a clinical setting. Qualters DM. 7:461-2.

Precept-Assist: a computerized, data-based evaluation system. DiTomasso RA, Gamble JD, Willard MA. 5:346-52.

EMIGRATION AND IMMIGRATION
Attitudes regarding tuberculosis in immigrants from the Philippines to the United States. Yamada S, Caballero J, Matsunaga DS, Agustin G, Magana M. 7:477-82.

An unusually high prevalence of asthma in Ethiopian immigrants to Israel. Rosenberg R, Vinker S, Zakut H, Kizner F, Nakar S, Kitai E. 4:276-9.

EMPATHY
The human side of medicine: how can we teach it? Ledyard RH. 1:6. L

An understanding with people. Frey JJ III. 2:82-3.

The wise physician. Gerard RJ. 8:586-7.

EMPLOYEE PERFORMANCE APPRAISAL
Confrontation in graduate medical education. Price JL. 9:608-10.

Evaluating without fear. Kaprielian VS, Bell HS. 3:155-6.

Late-night reflections on the difficult resident. Neher JO. 10:732-3.

Precept Assist: a computerized, data-based evaluation system. DiTomasso RA, Gamble JD, Willard MA. 5:346-52.

The problem resident: learning from our mistakes. Anonymous. 10: 729-31.

ENVIRONMENTAL EXPOSURE
Medicine’s blind spot. Miller CS. 4:280-2.

An unusually high prevalence of asthma in Ethiopian immigrants to Israel. Rosenberg R, Vinker S, Zakut H, Kizner F, Nakar S, Kitai E. 4:276-9.

ETHNOGRAPHY
Exploring instructional quality indicators in ambulatory medical settings: an ethnographic approach. Zayas LE, James PA, Shipengrover JA, Schwartz DG, Osborne JW, Graham RP. 9:635-40.

Hypertension, cardiovascular disease, and health care dilemmas in the Philadelphia Vietnamese community. Pham TM, Rosenthal MP, Diamond JJ. 9:647-51.

Student and faculty perceptions of problem-based learning on a family medicine clerkship. McGrew MC, Skipper B, Palley T, Kaufman A. 3:171-6.

Students’ evaluations of teaching and learning experiences at community- and residency-based practices. Leone-Perkins M, Schnuth RL, Lipsky MS. 8:572-7.

EVIDENCE-BASED MEDICINE
Author’s reply [The evidence is in: EBM benefits all]. Walling AD. 10:683. L

Authors’ reply [Problem-based learning in a clerkship is debated]. Washington ET, Tysinger JW, Snell LM, Palmer LR. 5:306-7. L

The evidence is in: EBM benefits all. Ebell M. 10:682-3. L

Headaches of an EBM believer. Walling AD. 7:503-5.

Problem-based learning in a clerkship is debated. Armstrong EC. 5:306. L

Training medical students in evidence-based medicine: a community campus approach. Wadland WC, Barry HC, Farquhar L, Holzman C, White A. 10:703-8.

FACULTY, MEDICAL
Authors’ reply [Fellowship program results applied locally]. Kohrs FP, Mainous AG III. 8:533. L

Evaluating programs for recruiting and retaining community faculty. Single PB, Jaffe A, Schwartz R. 2:114-21.

Exploring the vision of family medicine: research, technology, and practice. Burns EA. 6:382-3.

Factors influencing satisfaction for family practice residency faculty. Kay LE, D’Amico F. 6:409-14.

Faculty workload assessment: a case study. Poehlman GS. 7:473-6.

Family medicine training grants as a method of faculty development: are we doing it right? Baldor RA, Weiss BD. 3:205-6.

Fellowship program results applied locally. Morzinski JA, Meurer L. 8:533. L

Late-night reflections on the difficult resident. Neher JO. 10:732-3.

The outsider: reflections on behavioral science in family medicine. Searight HR. 4:232-4.

Resident developmental issues. Martin PA, O’Donnell JA. 9:614-5.

Resident resistance. Price JL, Cleary B. 1:10-2.

Retention of family medicine faculty development fellows in academic medicine. Kohrs FP, Mainous AG III. 1:23-7.

The role of the chair’s spouse in academic departments of family medicine. Taylor AD. 1:34-8.

Student and faculty perceptions of problem-based learning on a family medicine clerkship. McGrew MC, Skipper B, Palley T, Kaufman A. 3:171-6.

FAMILY HEALTH
A case for primary care of alcoholism. Ledesma F. 8:540-1.

Patterns and correlates of tobacco use among suburban Philadelphia 6th- through 12th-grade students. Abrams K, Skolnick N, Diamond JJ. 2:128-32.

FAMILY PRACTICE
A career in family medicine. Frey JJ III. 4:230-1.

Effect of a reorganized after-hours family practice service on frequent attenders. Vedsted P, Olesen F. 4:270-5.

Entry of US medical school graduates into family practice residencies: 1998–1999 and 3-year summary. Kahn NB Jr, Schmittling GT, Graham R. 8:542-50.

Exploring the vision of family medicine: research, technology, and practice. Burns EA. 6:382-3.

Family medicine research funding. Campos-Outcalt D, Senf J. 10:709-12.

Family medicine training grants as a method of faculty development: are we doing it right? Baldor RA, Weiss BD. 3:205-6.

Is US model of family practice best choice in a developing country? Henley E. 1:7. L

A long-term perspective on family practice residency Match success: 1984–1998. Skinner BD, Newton WP. 8:559-65.

Results of the 1999 National Resident Matching Program: family practice. Kahn NB Jr, Schmittling GT, Graham R. 8:551-8.

The role of the chair’s spouse in academic departments of family medicine. Taylor AD. 1:34-8.

Thinking versus knowing is questioned. Bujenovic S. 3:154. L

FAMILY PRACTICE/ ECONOMICS
A cost construction model to assess the cost of a family practice residency program. Franzini L, Monteiro FM, Fowler GC, Low MD. 3:159-70.

FAMILY PRACTICE/ EDUCATION
Authors’ reply [Fellowship program results applied locally]. Kohrs FP, Mainous AG III. 8:533. L

Author’s reply [Getting a feeling for that family practice feeling]. Lyons P. 5:308. L

Author’s reply [More on Balint leaders]. Merenstein JH. 7:459. L

Author’s reply [Purpose of FM clerkships discussed]. Lyons P. 8:532-3. L

Balint group observations: the white knight and other heroic physician roles. Brock CD, Johnson AH. 6:404-8.

Balint seminar leaders: what do they do? Merenstein JH, Chillag K. 3:182-6.

The current status of combined family practice and psychiatry residency programs. Wulsin L, Cantor L. 9:606. L

Evaluating residency applicants: stable values in a changing market. Travis C, Taylor CA, Mayhew HE. 4:252-6.

Family practice residencies in the 21st century: how much old? How much new? Scherger JE. 10:722-5.

Fellowship program results applied locally. Morzinski JA, Meurer L. 8:533. L

A field guide to frustrations in predoctoral education. Ricer RE, Short J. 8:535-7.

For Mary. Martin A. 6:440-1.

Getting a feeling for that family practice feeling. Heiderscheidt P. 5:307-8. L

The human side of medicine: how can we teach it? Ledyard RH. 1:6. L

Medicine’s blind spot. Miller CS. 4:280-2. More on Balint leaders. Addison RB. 7:458-9. L

Number of deliveries performed during family practice residency training. Murrain VE, Gordon P, Senf J. 9:631-4.

Observing students in a clinical setting. Qualters DM. 7:461-2.

The outsider: reflections on behavioral science in family medicine. Searight HR. 4:232-4.

Physician practice style patterns with established patients: determinants and differences between family practice and general internal medicine residents. Bertakis KD, Robbins JA, Callahan EJ, Helms LJ, Azari R. 3:187-94.

Purpose of FM clerkships discussed. Brock C, Hueston WJ. 8:532. L

Research fellowships: a road less traveled. Rodnick JE. 6:438-9.

Residency orientation: what we present and its effect on our residents. Grover M, Puczynski S. 10:697-702.

Residency training in mental health: a South Carolina family practice research consortium study. Probst JC, Rainwater AF III, Michels PC. 8:566-71.

Resident resistance. Price JL, Cleary B. 1:10-2.

Right from the start: the family practice orientation study. Grover M, Puczynski S. 3:177-81.

That family practice feeling. Lyons P. 1:39-41.

Training residents in medical informatics. Jerant AF. 7:465-72.

What don’t Balint group leaders do? Ventres W. 7:458. L

FELLOWSHIPS AND SCHOLARSHIPS
Authors’ reply [Fellowship program results applied locally]. Kohrs FP, Mainous AG III. 8:533. L

Fellowship program results applied locally. Morzinski JA, Meurer L. 8:533. L

Research fellowships: a road less traveled. Rodnick JE. 6:438-9.

Retention of family medicine faculty development fellows in academic medicine. Kohrs FP, Mainous AG III. 1:23-7.

FEMINISM
Thinking versus knowing is questioned. Bujenovic S. 3:154. L

FEVER
How to use and interpret interval likelihood ratios. Sonis J. 6:432-7.

FOCUS GROUPS
Choosing a specialty during a generalist initiative: a focus group study. Kuzel AJ, Moore SS. 9: 641-6.

FOLLOW-UP STUDIES
Effect of a reorganized after-hours family practice service on frequent attenders. Vedsted P, Olesen F. 4:270-5.

FOOD HABITS
Relationship of nutrition knowledge and obesity in adolescence. Thakur N, D’Amico F. 2:122-7. FORECASTING Exploring the vision of family medicine: research, technology, and practice. Burns EA. 6:382-3.

GALACTOSEMIA
A family practice precepting story. Boulter S. 7:463-4.

GERIATRICS
Using a flow sheet to improve performance in treatment of elderly patients with type 2 diabetes. Ruoff G, Gray LS. 5:331-6.

HEAD INJURIES, CLOSED
The patient, the teacher. Lee L. 2:133-4.

HEADACHE
Headaches of an EBM believer. Walling AD. 7:503-5.

HEALTH MAINTENANCE ORGANIZATIONS
Are vaccination rates higher if providers receive free vaccines and follow contraindication guidelines? Zimmerman RK, Mieczkowski TA, Michel M. 5:317-23.

HEALTH PROMOTION
Hypertension, cardiovascular disease, and health care dilemmas in the Philadelphia Vietnamese community. Pham TM, Rosenthal MP, Diamond JJ. 9:647-51.

HEALTH SERVICES ACCESSIBILITY
Diabetes education program use and patient-perceived barriers. Graziani C, Rosenthal MP, Diamond JJ.5:358-63.

HELPING BEHAVIOR
Balint group observations: the white knight and other heroic physician roles. Brock CD, Johnson AH. 6:404-8.

HIV INFECTIONS
Protection against HIV infection for medical trainees outside the United States. Markle WH. 7:495-500.

HOMOSEXUALITY
A teachable moment in Laramie, Wyoming. Turner AL. 9:656-7.

HOUSE CALLS
For Mary. Martin A. 6:440-1.

Reading between the lines. Steyer TE. 6:389-90.

HUMANISM
Dr Scherger’s response [Future patient care: preserving the humanity of health care delivery]. Scherger JE. 10:727-8.

Future patient care: preserving the humanity of health care delivery. Pugno PA. 10:726-7.

The human side of medicine: how can we teach it? Ledyard RH. 1:6. L

HYPERTENSION
Hypertension, cardiovascular disease, and health care dilemmas in the Philadelphia Vietnamese community. Pham TM, Rosenthal MP, Diamond JJ. 9:647-51.

HYPOGLYCEMIC AGENTS
Diabetes education program use and patient-perceived barriers. Graziani C, Rosenthal MP, Diamond JJ. 5:358-63.

INSERVICE TRAINING
Residency orientation: what we present and its effect on our residents. Grover M, Puczynski S. 10:697-702.

Right from the start: the family practice orientation study. Grover M, Puczynski S. 3:177-81.

INSULIN
Diabetes education program use and patient-perceived barriers. Graziani C, Rosenthal MP, Diamond JJ. 5:358-63.

INSURANCE, HEALTH
Are vaccination rates higher if providers receive free vaccines and follow contraindication guidelines? Zimmerman RK, Mieczkowski TA, Michel M. 5:317-23.

INTERNAL MEDICINE/ EDUCATION
Physician practice style patterns with established patients: determinants and differences between family practice and general internal medicine residents. Bertakis KD, Robbins JA, Callahan EJ, Helms LJ, Azari R. 3:187-94.

INTERNSHIP AND RESIDENCY
The Americans With Disabilities Act and family practice residency programs. Shomaker TS. 9:622-3.

Author’s reply [More on Balint leaders]. Merenstein JH. 7:459. L

Balint group observations: the white knight and other heroic physician roles. Brock CD, Johnson AH. 6:404-8.

Balint seminar leaders: what do they do? Merenstein JH, Chillag K. 3:182-6.

Correlations of family medicine clerkship evaluations and Objective Structured Clinical Examination scores and residency directors’ ratings. Campos-Outcalt D, Watkins A, Fulginiti J, Kutob R, Gordon P. 2:90-4.

A cost construction model to assess the cost of a family practice residency program. Franzini L, Monteiro FM, Fowler GC, Low MD. 3:159-70.

The current status of combined family practice and psychiatry residency programs. Wulsin L, Cantor L. 9:606. L

Domestic violence education in family practice residencies. Rovi S, Mouton CP. 6:398-403.

Evaluating residency applicants: stable values in a changing market. Travis C, Taylor CA, Mayhew HE. 4:252-6.

Factors influencing satisfaction for family practice residency faculty. Kay LE, D’Amico F. 6:409-14.

Family practice residencies in the 21st century: how much old? How much new? Scherger JE. 10:722-5.

Medicine’s blind spot. Miller CS. 4:280-2.

More on Balint leaders. Addison RB. 7:458-9. L

Number of deliveries performed during family practice residency training. Murrain VE, Gordon P, Senf J. 9:631-4.

The outsider: reflections on behavioral science in family medicine. Searight HR. 4:232-4.

Physician practice style patterns with established patients: determinants and differences between family practice and general internal medicine residents. Bertakis KD, Robbins JA, Callahan EJ, Helms LJ, Azari R. 3:187-94.

Precept Assist: a computerized, data-based evaluation system. DiTomasso RA, Gamble JD, Willard MA. 5:346-52.

The problem resident: learning from our mistakes. 10:729-31.

Provisions of the Americans With Disabilities Act and the development of essential job functions for family practice residents. Losh DP, Church L. 9:617-21.

Residency orientation: what we present and its effect on our residents. Grover M, Puczynski S. 10:697-702.

Residency training in mental health: a South Carolina Family Practice Research Consortium study. Probst JC, Rainwater AF III, Michels PC. 8:566-71.

Resident developmental issues. Martin PA, O’Donnell JA. 9:614-5.

Resident resistance. Price JL, Cleary B. 1:10-2.

The resident with disabilities. Smith MA, Pearson R. 9:624-6.

Review of University of British Columbia family practice resident research projects 1990–1997. Grzybowski S, Thommasen HV, Mills J, Herbert CP. 5:353-7.

Right from the start: the family practice orientation study. Grover M, Puczynski S. 3:177-81.

Telemedicine precepting. Pugno PA. 4:244-5.

Telemedicine precepting in a family practice center. Mills OF, Tatarko M, Bates JF, Hunsberger TA, Everhart-Yost E, Pendleton V. 4:239-43.

Through the looking glass. Griswold KS. 1:15-6.

Training residents in medical informatics. Jerant AF. 7:465-72.

Variability in the learning experiences of family practice residents during an obstetrics rotation. Weissman AM, Dawson JD, Fox DL. 1:28-33.

What don’t Balint group leaders do? Ventres W. 7:458. L

What should we be teaching residents about behavioral science? Opinions of practicing family physicians. Marvel K, Major G. 4:248-51.

When a resident is incapacitated. Wilke AJ. 6:384-6.

INTERNSHIP AND RESIDENCY/ RECRUITMENT
Entry of US medical school graduates into family practice residencies: 1998–1999 and 3-year summary. Kahn NB Jr, Schmittling GT, Graham R. 8:542-50.

A long-term perspective on family practice residency Match success: 1984–1998. Skinner BD, Newton WP. 8:559-65.

Results of the 1999 National Resident Matching Program: family practice. Kahn NB Jr, Schmittling GT, Graham R. 8:551-8.

INTERPROFESSIONAL RELATIONS
Confrontation in graduate medical education. Price JL. 9:608-10.

Late-night reflections on the difficult resident. Neher JO. 10:732-3.

“Sparkle:” a case for primary care and psychiatry. Griswold KS. 3:157-8.

JOB DESCRIPTION
The Americans With Disabilities Act and family practice residency programs. Shomaker TS. 9:622-3.

Curriculum renewal and a process of care curriculum for teaching clerkship students. Rogers J, Dains J, Corboy J, Chang T. 6:391-7.

JOB SATISFACTION
Balint group observations: the white knight and other heroic physician roles. Brock CD, Johnson AH. 6:404-8.

A career in family medicine. Frey JJ III.4:230-1.

Factors influencing satisfaction for family practice residency faculty. Kay LE, D’Amico F. 6:409-14.

Provisions of the Americans With Disabilities Act and the development of essential job functions for family practice residents. Losh DP, Church L. 9:617-21.

The resident with disabilities. Smith MA, Pearson R. 9:624-6. Retention of family medicine faculty development fellows in academic medicine. Kohrs FP, Mainous AG III. 1:23-7.