-Design an interactive web-based teaching module utilizing multimedia. DESCRIPTION OF PROGRAM/INTERVENTION: The web-based module is the first of a series of teaching modules planned to support the Macy Initiative in Health Communication at NYU (http://endeavor.med.nyu.edu/macy/nyumacy/). The Macy Initiative is a three school (New York University, University of Massachusetts and Case Western University Schools of Medicine) project funded by the Macy Foundation to improve the communication skills of physicians. Part of the faculty development efforts at NYU include plans for several on-line teaching modules. The observation/feedback module contains three sections. In the first section participants are asked to watch a 1st year student interview and then to complete a checklist. During the second section, the participant's checklist data is compared with that of several expert faculty. In the last section, participants are taken stepwise through the feedback process. They begin by orienting the student, then by asking for the student's own self-assessment, followed by giving feedback and finishing with the closing. At each step participants are asked to enter their own comments and then watch a video clip of the same 1st year student receiving feedback from an expert faculty member. Seminar leaders for the current Physician, Patient and Society Course as well as Primary Care Residents will be asked to take the module. Participants fill out a pre-post survey to assess changes in attitudes and confidence in giving feedback and to comment on the module. FINDINGS TO DATE: It is feasible to design an interactive web-based faculty development module. We are able to track which faculty have completed the module using a log-in page and retrieve faculty responses anonymously by having programmed the module to send them to a separate web-site without identifiers. Data on the changes in attitudes and confidence as well as feedback on the module will be available. KEY LESSONS LEARNED: -Helpful collaborations can take place among Clinical and Academic Computing Departments. -These collaborations often require learning each others`l anguages'' and involving project managers. -Interactive digital media is a very exciting, innovative way to teach the medical interview. DESCRIPTION OF PROGRAM/INTERVENTION: Our program was comprised of an interactive discussion entitled``What Every Clinician Needs to Know About Quality'' led by an international expert in QI, followed by a series of observed structured teaching experiences (OSTEs). These OSTEs were case-based teaching modules utilizing role-playing to address QI issues encountered in typical clinical cases. The program was evaluated through a formal discussion with participants at the conclusion of the seminar along with pre and post-program surveys. FINDINGS TO DATE: Twenty faculty from the Departments of Medicine and Family Medicine participated in the program. The faculty was surveyed pre and post-program on their knowledge, competency to lecture about, and competency to teach clinical applications of QI. A 10-point scale was utilized, with 0 indicating no knowledge or competency, 5 being neutral, and 10 indicating superior knowledge or competency. In addition, attitudes towards teaching about QI were surveyed pre and post-program, using a 5-point Likert scale. With an 85% response rate, perceived knowledge of QI increased from below neutral to above neutral in 29% of respondents. Competency to lecture on QI increased from below neutral to above neutral in 41% of respondents. Most importantly, competency to teach clinical applications of QI increased from below neutral to above neutral in 59% of respondents. The perceived value of teaching about QI also increased, (p = 0.04) and faculty uniformly commented on how this program reinforced the importance of (or value of) teaching this essential clinical competency. KEY LESSONS LEARNED: QI issues are seen in daily clinical practice and need to be addressed with medical students and residents. Faculty development through interactive role-playing and discussions can be influential in changing attitudes and self-perceptions of teaching abilities. Objectives of Part I were to enable faculty participants to understand the purpose of incorporating genetics into primary care teaching and practice, identify specific teaming needs for home faculty and available resources, develop a 6-month implementation plan and acquire teaching techniques to incorporate genetics into primary care teaching and practice. DESCRIPTION OF PROGRAM/INTERVENTION: Part I of the two-day GPC Training Program held in October 2000 included didactic and interactive plenary sessions, content-based breakout sessions, a poster session, and computer demonstrations. Twenty competitively selected faculty teams were paired to enhance interaction and to facilitate discussions with advisors (members of the GPC Advisory Committee or Genetics Education Consultant Committee) regarding specific implementation plans for faculty development. A draft curriculum manual, largely case-based in its organization with information concerning electronic and written resources, was prepared for use by participants and faculty in the course. FINDINGS TO DATE: Findings from the external evaluation of Part 1 of the GPC Training Program show that the greatest self-reported increase in knowledge and skills are in the areas of resources, development of a specific implementation plan, and in applying teaching techniques for addressing ethical, legal, and social implications of genetics in medicine. Participants say they need more help with genetics content and with around specific methodologies for delivery of genetics-based faculty development to primary care faculty. KEY LESSONS LEARNED: Meaningful incorporation of additional genetics content into Part 2 of the GPC Training Program is indicated. Additionally, more interaction time and opportunities for team members to observe and practice specific methods of delivering training may enhance participant teaming. students were randomly assigned to participate in a 2-week ambulatory block during their 2 month required IM clerkship; the remaining 6 weeks were spent on inpatient wards. The remaining 17 students completed 2 months of inpatient wards. The settings included: community private clinics, VA Clinics, and faculty practices. The 2-week period was comprised of clinic 5 half days per week, and 4 half days of small group interactive sessions covering general medicine topics. Students were required to present an interesting case they were exposed to during the ambulatory portion of the clerkship. FINDINGS TO DATE: Compared with inpatient students there was no difference on their performance. However, 60% were more likely to go into Internal Medicine, while only 33% stated it had no effect on their career choice. They enjoyed working in the outpatient setting, and saw on average 3 ± 4 patients per 1/2 day. Approximately 50% watched procedures, while 20% were able to participate in procedures such as pelvic exams, joint injections and mole removal. They saw a wide range of problems including chronic medical diseases, skin diseases, smoking related issues, as well as preventative medicine. Overall, the students enjoyed their outpatient experience and would have preferred more time in the clinic setting. KEY LESSONS LEARNED: Even though there was no statistically significant difference in how well the students performed on their examinations, they did view this two-week ambulatory block as a positive experience. In addition, we feel it is significant that 60% of the students reported they were more likely to go into Internal Medicine despite this very brief exposure to outpatient medicine. STATEMENT OF PROBLEM OR QUESTION: The most common deficiency among our graduating residents was a lack of preparation for dealing with the business side of medicine. What is the best way to introduce third party payment systems and the intricacies of running an office practice to residents? OBJECTIVES OF PROGRAM/INTERVENTION: We hope to create an ambulatory experience that would combine patient care with an educational focus on medical business. The residents will have an introduction to billing and coding. They will become familiar with the different payer sources and how they relate to patient care. The curriculum will allow residents to apply the basics of managed care (including formularies and referral) while taking care of patients. The residents should also develop a basic knowledge ethical conflicts that exists within insurance entities. DESCRIPTION OF PROGRAM/INTERVENTION: The educational curriculum consists of one month rotations in ambulatory clinics with significant managed care exposure. The clinic experience is supplemented with lectures on billing, coding, insurance basics, and ethics. Residents provide input on deficiencies in their knowledge and which topics should be expanded. Residents also receive hands on experience by observing ancillary office staff in their different duties (billers, referral staff, etc.) in order to help solidify their learning experience. FINDINGS TO DATE: Residents show improvement in their ability to bill and code appropriately. They also are satisfied with their learning experience and think it should be expanded. KEY LESSONS LEARNED: Knowledge of the business aspect of medicine has become an essential part of medical practice. Residency programs need to address this need in educating their residents. Residents are very receptive to lectures on medical business and see these topics to be an important supplement to medical education.