Family medicine
Audio Summaries

Evaluating the Point-of-Care Ultrasound Curriculum in a Family Medicine Residency: Challenges and Successes From a 10-Year Experience

Jun 17, 2026

This study evaluates the effectiveness of a decade-long point-of-care ultrasound (POCUS) curriculum in a family medicine residency, focusing on its integration and the challenges faced by graduates in adopting POCUS in clinical practice. Survey results revealed that while graduates valued hands-on training, they frequently encountered barriers such as limited access to devices and inadequate training, leading to infrequent use of POCUS despite its perceived benefits. The authors conclude that a structured POCUS curriculum can be beneficial, but ongoing support and resources are essential for enhancing its adoption among family physicians.

A Decade of POCUS Training in Family Medicine: Curriculum and Outcomes

Jun 17, 2026

The authors aimed to evaluate the effectiveness of a structured point-of-care ultrasound (POCUS) curriculum implemented in family medicine training over a decade. They found that despite initial barriers such as limited faculty time and resources, the curriculum led to increased POCUS utilization among graduates, particularly in rural settings, and highlighted the importance of tailoring training to specific practice environments to enhance long-term adoption.

Integration of Patient Feedback in Family Medicine Residency Programs: A CERA Study

Jun 17, 2026

The study investigates how family medicine residency programs incorporate patient feedback into training and its perceived impact on residents' preparedness for independent practice. While a majority of program directors recognize the benefits of patient feedback for improving morale, quality of care, and communication skills, significant gaps remain in the implementation of structured curricula and faculty development related to patient feedback. The findings suggest an opportunity to enhance residency training by better integrating patient feedback mechanisms.

Cultivating a Culture of Research in Saudi Board Family Medicine Program

Jun 12, 2026

The authors aimed to evaluate the effectiveness of the research training provided by the Saudi Board Family Medicine (SBFM) program in Qassim, utilizing Kirkpatrick's evaluation model. Their findings indicated significant improvements in residents' research skills, high satisfaction rates, and a remarkable completion and publication rate of research projects, underscoring the program's success in fostering a culture of research within family medicine.

Use of Preference Signals in Family Medicine Residency Recruitment

Jun 12, 2026

This study investigates how family medicine program directors utilized preference signals during the 2023-2024 residency recruitment season, the first year this tool was available. The findings indicate that while preference signals were incorporated into the review process, they did not significantly impact interview offers or applicant rankings, with traditional factors like rotation experiences and geographic preferences remaining more influential. The authors suggest that further research is needed to enhance the effectiveness of preference signals in residency recruitment.

Recruitment and Retainment Trends in Diverse Family Medicine Academic Leadership: A CERA Secondary Analysis

Jun 12, 2026

The authors aimed to determine whether increases in the representation of female and BIPOC leaders in family medicine academic roles were due to recruitment or retention. Their analysis of CERA survey data from 2011 to 2023 revealed that the growth in BIPOC representation, particularly among clerkship and program directors, was primarily driven by retention rather than new recruitment. The study suggests that enhancing retention practices, such as mentorship and transparent promotion pathways, is essential for fostering diversity in leadership.

ARCH-SPIKES: Faculty Development to Deliver High-Stake, Complex Feedback

Jun 12, 2026

The authors aimed to determine whether a 60- to 90-minute workshop on the ARCH-SPIKES model could enhance medical educators' competence, comfort, knowledge, and application of delivering high-stake, bad news, and complex feedback. Results indicated significant improvements in these areas immediately after the workshop and sustained knowledge retention six to nine months later, with a notable percentage of participants applying the ARCH-SPIKES framework in practice.

Predicting Engagement of Applicants in the Leadership Through Scholarship Fellowship: A Qualitative Analysis

Jun 12, 2026

This study investigates the factors associated with a high hunger for success among applicants to the Leadership Through Scholarship Fellowship (LTSF) aimed at supporting underrepresented faculty in academic medicine. By analyzing successful applications from 2021 to 2023, the authors found that candidates who demonstrated themes of leadership, advocacy, and self-starting, along with longer tenure in their institutions, were more likely to exhibit a strong desire for success. The findings contribute to understanding the characteristics that enhance engagement in academic family medicine.

ACEs Educational Interventions for Medical Students and Residents: A Systematic Review

Jun 12, 2026

This systematic review investigates the effectiveness of educational interventions on adverse childhood experiences (ACEs) within US medical schools and residency programs, aiming to enhance students' and residents' knowledge, attitudes, and practices regarding ACEs. The review identifies a total of 15 relevant studies, finding that while most interventions improve knowledge and confidence in addressing ACEs, they often lack methodological rigor and fail to assess long-term behavioral changes. The authors suggest that future research should focus on objective and longitudinal outcomes to better equip future physicians for clinical practice related to ACEs.

Clerkship Grading, USMLE Step 1, and Student Distinction: A CERA Study

Jun 12, 2026

This study investigates family medicine clerkship directors' perceptions of how the transition to pass/fail scoring for USMLE Step 1 affects students' ability to distinguish themselves in the residency application process. The findings reveal that while most directors believe students can still differentiate themselves, there is a significant increase in student stress, with many directors expressing concerns about the adequacy of current grading methodologies. The results highlight the need for improved assessment strategies and clearer communication regarding student qualifications.