Family medicine
Audio Summaries

Trends in Rural and Urban Family Physician Teaching of Health Professions Students and Residents

Aug 3, 2026

The authors aimed to investigate trends in teaching by family physicians to health professions students and residents in rural versus urban settings, analyzing data from nearly 15,000 early career family physicians. They found that while a higher percentage of rural physicians taught various health professions students compared to their urban counterparts, there was a notable decline in the teaching of advanced practice professional students in rural areas. The study highlights the importance of understanding these trends to enhance the rural clinician workforce and address the decline in teaching capacity.

Multiorganizational Recommendations for Point-of-Care Ultrasound in Family Medicine Residency Education

Aug 3, 2026

The authors aim to establish a comprehensive curriculum for Point-of-Care Ultrasound (POCUS) in family medicine residency education by identifying essential applications and prioritizing their implementation. They recommend that residency programs achieve competency in Tier 1 applications by 2028, with a structured approach to integrating additional applications in the future. This initiative is endorsed by key organizations in the field, emphasizing the importance of POCUS training in family medicine.

Limited Agreement Regarding Outpatient Preceptor Behaviors: Observer, Residents, Self

Aug 3, 2026

The authors aimed to evaluate the reliability of self-reported and resident-reported teaching behaviors of outpatient preceptors compared to peer observations using the Mayo Outpatient Precepting Evaluation Tool (MOPET). Their findings indicated that while residents perceived preceptors to exhibit more teaching behaviors than observers reported, there was limited agreement between the different assessment methods, suggesting that self-assessment and resident feedback may not be as reliable as direct peer observation.

From Pilot to Practice: A Checklist Approach to POCUS Training in Family Medicine

Aug 3, 2026

The authors aimed to develop and evaluate the effectiveness of direct-observation checklists for teaching point-of-care ultrasound (POCUS) skills in family medicine residency, specifically for obstetric and musculoskeletal assessments. Their findings indicate that these structured checklists are feasible, well-received by both faculty and residents, and enhance the learning experience by providing systematic feedback, despite some challenges related to time constraints and checklist item observability.

A Novel Learner- and Patient-Oriented Needs Assessment for a Point-of-Care Ultrasound Curriculum in Family Medicine

Aug 3, 2026

The authors aimed to assess both learner and patient needs to inform the development of a point-of-care ultrasound (POCUS) curriculum for family medicine residents. Their study revealed significant skill gaps in specific POCUS modalities among learners, while patient data indicated that hepatobiliary and obstetrics/gynecology concerns were the most commonly addressed by POCUS. The findings suggest that integrating both learner and patient-oriented assessments is crucial for effective POCUS training in primary care.

Establishing Point-of-Care Ultrasound General Competencies: A Consensus-Based Delphi Process in Family Medicine

Aug 3, 2026

This study aimed to establish a consensus on general competencies for point-of-care ultrasound (POCUS) in family medicine residency programs through a Delphi process involving 25 experts. After three rounds of voting, 45 competencies were agreed upon, aligning with the Accreditation Council for Graduate Medical Education (ACGME) milestones. The findings provide a foundational framework for teaching and assessing POCUS competency in family medicine residents.

Student Competency in Outpatient Documentation: Insights From the 2025 CERA Clerkship Directors Study

Aug 3, 2026

This study aimed to characterize the teaching and assessment practices for outpatient documentation competency in family medicine clerkships across the US and Canada. The findings revealed significant variability in instructional methods and assessment processes, with many programs lacking structured approaches, highlighting the need for standardized guidelines to ensure all medical students achieve documentation competency before entering residency.

Recommended Point-of-Care Ultrasound (POCUS) Applications for US Family Medicine Residency Training: A National Delphi Study From the STFM POCUS Task Force

Aug 3, 2026

The authors aimed to identify which point-of-care ultrasound (POCUS) applications should be included in family medicine residency training curricula, addressing the lack of evidence-based guidelines in this area. Through a three-round Delphi study involving 25 expert panelists, they reached consensus on 54 POCUS applications that should be prioritized for teaching, while excluding 41 applications and 162 others that did not achieve consensus. The findings provide a structured framework for residency programs to enhance the competency of graduating residents in essential POCUS skills.

Milestone Attainment of Accelerated 3-Year MD Graduates Compared to Nonaccelerated Graduates in Family Medicine Residency

Jul 15, 2026

This study investigates whether graduates of accelerated 3-year MD programs (A3YPs) are as well-prepared for family medicine residency as their counterparts from traditional 4-year programs. The authors found that A3YP graduates achieved equal or slightly higher milestone ratings in key competency areas during their first year of residency, suggesting that these accelerated pathways can effectively address workforce shortages and reduce student debt without compromising educational outcomes.

Early Intervention and Remediation in Family Medicine Residencies: Behavioral Science Faculty Ratings of the Integration of Consensus-Based Recommendations

Jul 15, 2026

This study investigates the implementation of consensus-based best practices (CBBP) for early intervention and remediation in family medicine residency programs, as perceived by behavioral science faculty (BSF). By surveying 70 BSF, the authors aimed to identify the frequency of CBBP implementation and develop a questionnaire to evaluate residency processes and infrastructure. The findings highlight the importance of organized remediation processes and a supportive culture to foster growth and psychological safety in residency training.