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The following guidelines were developed by representatives of, and have been endorsed by, theAmerican Academy ofl:amily Physicians.

Approved by the AAFP Board of Directors in August 1992, these guidelines represent the "core" educational objectives for training family practice residents in the field of research and scholarly activity. Family physicians in practice may wish to review theguidelines in preparing for their Board examinations. Other specialists may refer to the guidelines in developing continuing education courses for family physicians or in preparing articles for American Family Physician.

Research and scholarly activity are increasingly important components of family medicine education. Research and scholarly activity in the context of training family physicians are broadly defined. Research is a process or activity in which knowledge is tested or developed. Scholarly activity refers to an oral or written presentation that reflects a thorough and critical collection of knowledge. The audience for scholarly activity on the part of residents may be faculty, peers, medical students or the public.

This curriculum outlines the process and dimensions of teaching research and scholarly activity to residents. It establishes the following three overall objectives, with the first two intended for all residents and the third as an elective for residents who are interested in conducting research:

Implementation

Assessing medical research literature (goal I) can be integrated into residency training through didactic sessions and a journal club. Producing scholarly work (goal II) can be accomplished by expecting all residents to deliver at least one scholarly presentation, including a written handout, during their residency. All faculty in the program should have these skills so that they can assist the residents as mentors, and residents should have access to other faculty or staff in the program who support research. The advanced skills of actually conducting research (goal III) require the use of an elective or additional time, as well as faculty with welldeveloped research skills.

Resources

1. A considerable portion of the above material is based on information from: Bland CJ. Successful Faculty in Academic Medicine: Essential Skills and How to Acquire Them. Copyright 1990. New York: Springer Publishing, 1990. Used with permission.

2. Burkett GL. Classifying Basic Research Designs. Fam Med 1990,22: 143-8.

3. Culpepper L. Family Medicine Research: Major Needs. Faro Med 1991; 23:10-4,

4. Hitchcock MA, Buck EL. Research Roles forFamily Physicians. Fam Med 1990;22:191-5.

5. Gordon MJ. Research Workbook: A Guide for Initial Planning of Clinical, Social, and Behavioral Research Projects. J Fam Pract 1978; 7: 145-60.

6. Crabtree BF, Miller WL. A Qualitative Approach to Primary Care Research: The Long Interview. Fam Med 1991;23:145-51.

To order reprints of these core educational guidelines (AAFPReprintNo. 280) or to obtain a list of topics for which similar guidelines are available, contact AAFPs Order Department, 8880 Ward Pkwy., Kansas City, MO 64114-2797; telephone: 800-944-0000.

COPYRIGHT 1992 American Academy of Family Physicians
COPYRIGHT 2004 Gale Group