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Scholarship is essential to growth and innovation in family medicine. Moreover, the Accreditation Council for Graduate Medical Education Review Committee-Family Medicine requires family medicine residents to complete scholarly activities. However, many residents lack the training and confidence to successfully conduct such activities. In the year 2014, our residency implemented a scholarly activity curriculum to train our residents to plan, complete, and disseminate research and quality improvement projects. We sought to evaluate the impact of one institution's scholarly activity curriculum for family medicine residents on resident scholarly activity productivity.

We reviewed the scholarly activities conducted by our family medicine residents in the 5 years after initiation of the scholarly activity curriculum and compared them to those conducted in the 5 years prior to initiation of the curriculum.

Since 2014, the percentage of residents who coauthored at least one poster increased significantly, from 55.2% in 2009-2014, to 82.5% in 2014-2019 (P<.001). In the academic years 2014 to 2019, residents also coauthored significantly more book chapters compared to the 5 years prior to the curriculum.

Our curriculum has been successful in improving resident scholarly activity productivity as evidenced by a significant increase in the percentage of residents coauthoring posters and the total number of book chapters written by residents.

Our curriculum has been successful in improving resident scholarly activity productivity as evidenced by a significant increase in the percentage of residents coauthoring posters and the total number of book chapters written by residents.

On March 17, 2020, the Association of American Medical Colleges recommended temporary suspension of all medical student clinical activities due to the COVID-19 pandemic, which required a rapid development of alternatives to traditional teaching methods. This study examines education changes spurred by COVID-19.

Data were collected via a Council of Academic Family Medicine Educational Research Alliance survey of family medicine clerkship directors. Participants answered questions about didactic and clinical changes made to clerkship teaching due to the COVID-19 pandemic, how positive the changes were, whether the changes would be made permanent, and how prepared clerkship directors were for the changes.

The response rate was 64%. The most frequent change made to didactic teaching was increasing online resources. The most frequent change made to clinical teaching was adding clinical simulation. Greater changes were made to clinical teaching than to didactic teaching. Changes made to didactic teaching weree than clinical changes and were more likely to be adopted long term.

Controlling negative emotions and getting sufficient sleep are key factors in reducing medical errors and optimizing quality of care. Savolitinib The objective of this study was to measure the relationship between the emotions of medical residents and sleep as measured by a wearable device.

We conducted a cross-sectional study addressing all residents of all postgraduation years and specialties at an Accreditation for Graduate Medical Educations-I accredited institution over 6 months. Sleep quantity and quality were measured by Fitbit Charge 2 device, and daily emotions by the Positive and Negative Affect Schedule questionnaire.

We included a total of 45 participants with a total of 1,112 observations (response rate=19.3%). The mean duration of total daily sleep was 5.9±1.6 hours, with a deep sleep time of 1.1±0.4 hours. We found a negative association between negative emotions and total sleep (rrm=-0.14, P<.0001) and deep sleep (rrm=-0.11, P=.0005) using repetitive measures correlation. A linear regression model to predict the negative emotions of the residents revealed additional determinants beyond deep sleep.

Our findings provide a further understanding of the importance of sleep quality on emotions by emphasizing deep sleep as a predictor of the second-day affect. Residency programs should strive to provide an ideal sleep environment to their residents and deliver workshops to deal with negative emotions.

Our findings provide a further understanding of the importance of sleep quality on emotions by emphasizing deep sleep as a predictor of the second-day affect. Residency programs should strive to provide an ideal sleep environment to their residents and deliver workshops to deal with negative emotions.

Many clinical supervisors in family medicine feel ill-equipped to teach senior care to their family medicine residents (trainees). We therefore sought to explore their preferred learning strategies for improving their clinical and teaching skills with regard to senior care.

In this qualitative study, we conducted focus groups and interviews with supervisors from four family medicine clinics, to explore their preferred educational strategies. We selected four clinics using a maximum-variation strategy, based on a survey assessing continuing professional development (CPD) needs. The qualitative thematic analysis followed an inductive/deductive approach based on McGuire's attributes of persuasive communication.

The four focus groups and nine interviews with 53 supervisors (37 physicians, 9 nurses, 4 psychologists, 1 social worker, 1 nutritionist, 1 sexologist) revealed that supervisors preferred being trained by experienced trainers specialized in senior care, from various professional backgrounds, and kno model for learners.

The feasibility of funding an additional year of residency training is unknown, as are perspectives of residents regarding related financial considerations. We examined these issues in the Family Medicine Length of Training Pilot.

Between 2013 and 2019, we collected data on matched 3-year and 4-year programs using annual surveys, focus groups, and in-person and telephone interviews. We analyzed survey quantitative data using descriptive statistics, independent samples t test, Fisher's Exact Test and χ2. Qualitative analyses involved identifying emergent themes, defining them and presenting exemplars.

Postgraduate year (PGY)-4 residents in 4-year programs were more likely to moonlight to supplement their resident salaries compared to PGY-3 residents in three-year programs (41.6% vs 23.0%; P=.002), though their student debt load was similar. We found no differences in enrollment in loan repayment programs or pretax income. Programs' descriptions of financing a fourth year as reported by the program director were limited and budget numbers could not be obtained.