Family Medicine: Reality Check!

I've been gathering opinions on how best to set up Family Medicine in the curriculum. There is resounding support for the regular appearance of a generalist who could position the week's lecture material into real clinical contexts.

This happened last year (by chance?) when Dr. WR gave a talk on commonly encountered infections during the ID block. T M (VP Academic) says that it's the one lecture everybody remembers from Family Medicine.

I'd like to have this kind of "Primary Care: Reality Check" scheduled for one hour in prime time (9:30-11:30) on a weekly or biweekly basis in Phases 1 and 2.

I think the students would love it.
I think it would go some way toward reconciling the content-rich mornings with the clinical process afternoons.

(I do understand that it might be difficult to fully schedule by this September...)

I wonder what you think.

My First 3 Weeks - Keeping Busy

• Meetings
• Clerkship MCQ
• Clinical Skill/PBL
• Undergrad Evaluations/Objectives
• Phase 3 Website
• Clerks
• Phases 1 and 2

Passion

Here's some of what I'm thinking about lectures: I want to get away from the 'soft' stuff that usually falls to us ( e.g., empathy) and accentuate the practical clinical stuff we do everyday. (not that empathy is unimportant, but that lectures are the worst way to 'teach' it). Secondly, I want to de-emphasize specific content goals and prioritize passion - that is, have teachers choose the practical common stuff that they LOVE. There's no substitute for enthusiasm.

So... what would you LOVE to teach?

1st Choice Family Medicine

Vision

When Queen's med students are asked "What works well in your med school curriculum?"
I want them to say "Family Medicine".

Legitimacy

What helps to bring legitimacy to a curriculum?

Alignment:

• anchored objectives
  
• productive learning context
• reality-based evaluation

Bonk on Visual Learning

What I picked up from Curtis Bonk
(http://www.orion.on.ca/2007orionsummit/curtbonk.html)

The web has great potential for visual learning.

Things to try:
- Have a small movie to start
- Expert in action
- Case
- Reflective questions and ppt to "wrap-around" the film

- Students make their own film - leading to film festival (all Freshmen at Duke are required to do this!)

- "moodle" on-line learning environment

- ip-based video conferencing is free! - get an expert to show up in real time.

Let's Get Controversial

I don't like the title: Family Doctor.

Orthopods fix your bones.
Dermatologists deal with your skin.
Pediatricians consult on your kid.
Urologists ... you get the picture.

I don't doctor your family.

I treat you.

Sure, I may see your brother and your Mother and your aunt Petunia.
And that's a good thing. It helps me frame things for each of you. And it's fun to get to know you all.

But I don't get you and aunt Petunia together for physicals. or immunizations. or counseling.

So why am I your 'Family Doctor'?

Why not your 'Personal Doctor'? (Who thinks its usually a good idea to share a personal physician with other family members)

"I'm in Personology."
"I just got matched to my top choice in Personal Medicine."
"I've specialized in Personal Medicine."

I could sell that. It means something real. Different, because it suggests a relationship. And it implies wholeness, not just a part of you.

So let's start a movement to dump the term 'Family Medicine'.
And while we're at it, stop 'General medicine' (medicine for generals?).
And forget 'primary care specialist' - too abstract.

From now on, call me your Personal Doctor.

Start Here

I promise to post my thoughts and deeds regularly ... as long as you post your comments too!

I'll confess right up front. This is my attempt to get out of preparing briefs and updates on what is going on in Undergrad Family Medicine at Queen's. "just check out the blog," I'll say, "and you'll not only have my perspective, but others too - why you can even add your own thoughts!"