Discrimination between metachromatic leukodystrophy and pseudo-deficiency of arylsulfatase A by restriction digest of amplified gene fragments

Teaching adolescent medicine in the office setting

Despite recent educational improvements in adolescent medicine, challenges remain. Residents in pediatrics are required to have a 1-month block rotation in adolescent medicine, and residents in family medicine and internal medicine are strongly encouraged to receive training in adolescent health issues. Meeting the educational challenges for all of these residents can be a daunting task but can be accomplished with proper curricular development, utilization of learner-centered materials, and effective planning of the clinical education program. A significant amount of adolescent teaching occurs in the ambulatory setting. Clinical preceptors should be familiar with teaching approaches such as the 1-minute preceptor and should regularly reflect on their own teaching styles and skills. Proper learner feedback is crucial to any clinical teaching endeavor.

The AMA Residency Training in Adolescent Preventive Services Project: report of the working group. The American Medical Association

PURPOSE

To improve resident education in provision of adolescent preventive health care. The American Medical Association (AMA) Residency Training in Adolescent Preventive Services Project Working Group convened to identify specific goals and objectives (G&Os) for pediatric and family medicine resident education in adolescent clinical preventive services and recommend strategies to achieve these G&Os.

METHODS

Iterative review process involving members of the working group, nine experienced teaching faculty and 16 resident physicians from family medicine and pediatric training programs, and an advisory board.

RESULTS

We achieved consensus on appropriate G&Os for pediatric and family medicine residency education in adolescent clinical preventive services. Faculty and residents expressed concerns about achieving G&Os because of challenges to implementing effective training and evaluation strategies. Suggestions for achieving G&Os included development of an adolescent clinical preventive services curriculum and evaluation program that could be adapted for use in a variety of training program structures. Faculty and residents anticipated the success of a training curriculum would be influenced by: (a) availability of adequate numbers of skilled teaching faculty; (b) availability of time and support for faculty development and teaching efforts; and (c) exposure of residents to adequate numbers of adolescent patients in settings where there are clear expectations for delivery of comprehensive preventive services.

CONCLUSIONS

The AMA Residency Training in Adolescent Preventive Services Project Working Group presents G&Os for organizing training experiences in adolescent clinical preventive services in family medicine and pediatric residency training programs and recommends strategies to achieve these G&Os.