By Marilyn Little (auth.), Marilyn Little PhD, John E. Midtling MD (eds.)
Drawing at the services of a nationally well-known crew of kin perform educators affiliated with the collage of California, Drs. Little and Midtling may be able to current many particular examples on assembly the demanding situations of turning into a kinfolk healthcare professional. additionally incorporated are chapters that draw out the variations among inpatient and outpatient carrier, speak about the educating of perform administration, and contact at the impression of experts in ethics and pass cultural conversation on relations perform groups. The concluding chapters learn how kinfolk physicians have survived within the "medical community", and view the way forward for relations practice.
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Extra resources for Becoming a Family Physician
38) In spite of public and social pressures and increased government funding for primary care, in only one year of the entire 18-year period did the school admit an equivalent number of students inclined toward primary care-those with biosocial career interests. In all other 2. Family Practice and Residency Training Programs 25 years, students claiming bioscientific interests outnumbered biosocial students by margins ranging from 2 : 1 to 4 : 1. In fact, a few of Funkenstein's comments illustrate the degree to which specialty-oriented faculty resisted change and maintained control over admissions processes.
0) was also important to them. This zest for clinical diversity influenced both their choice of family practice and the training program. 3). This 2. Family Practice and Residency Training Programs 31 is somewhat surprising, since they would do most of their outpatient work in this clinic. Prior experiences in medical school may explain these differences. Since most clinical time in medical school is spent on inpatient wards, students approach the Match (National Residency Matching Program) with a good knowledge of hospital facilities.
In all other 2. Family Practice and Residency Training Programs 25 years, students claiming bioscientific interests outnumbered biosocial students by margins ranging from 2 : 1 to 4 : 1. In fact, a few of Funkenstein's comments illustrate the degree to which specialty-oriented faculty resisted change and maintained control over admissions processes. Before the 1960s, basic science professors had taken little interest in admissions. However, in response to 1960s' student activism and increased interest of students in social issues, they sought membership on admissions committees to ensure the continued preferences for more scientifically minded students.