METHODS: The seminar series was led by the Hospital Crisis Intervention Project (HCIP), a collaborative program of the Cook County Bureau of Health Services and the Chicago Abused Women Coalition (CAWC). The seminars were held 1/2-day each week for eight weeks. Topics included An Overview of Domestic Violence; Identifying, Assessing and Intervening with Domestic Violence Victims; Working with Diverse Populations; The Batterer; Intervening with Sexual Assault Patients; Community Violence; and Child Abuse, Elder Abuse and Legal Issues. A highlight of the course was a site visit to CAWC's domestic violence shelter where the primary care residents were able to speak candidly with survivors of abuse. Seminars were led by domestic violence advocates, physicians, social workers and attorneys. Instructional format included lectures, interactive discussions, videotape reviews, problem-based case discussions and a community site visit. RESULTS: Residents assessed each session and the course overall with written evaluations. 100% of the residents (9/9) found the course very effective at helping them learn more about the dynamics of domestic violence. 100% (12/12) found it very effective at helping them learn more about the impact of domestic violence. 100% (8/8) found it very effective at helping them work effectively with diverse populations. 92% (11/12) found the course very effective in helping them learn more about the resources available to victims of domestic violence. CONCLUSION: This 8-week course on domestic violence improved residents' understanding of the dynamics and impact of domestic violence, culturally appropriate interventions and available resources. Future directions for evaluation include the use of simulated patients to determine whether this course improves residents' ability to identify and care for victims of violence in the clinical setting. OBJECTIVES: We designed a 2 week rotation in addiction medicine to promote the role of the primary care physician in prevention, early identification, and treatment of substance abuse. The objectives are to: 1) support positive attitudes towards patients with addiction disorders, 2) define the responsibilities of the primary care physician for substance abuse intervention, 3) practice new skills and apply new knowledge of substance abuse in a general medical setting, 4) provide access to physician role models. METHODS: We adapted the structure and content of a successful 4 week elective rotation in addiction medicine into a 2 week core curriculum for all second year, primary care residents. Previous experience from the longer rotation informed us that residents unanimously chose as core learning objectives: screening and assessment, discussing substance abuse with a patient, and making a referral to community resources for substance abuse problems in general medical practice; and half also chose as a focus: developing a non-judgmental approach to addicted patients, providing preventive education, and management of withdrawal. We therefore made these the learning objectives of the brief course, adding: how to monitor and support patients in recovery. Modeled on the longer elective, the two weeks are structured around the residents' ambulatory primary care clinics, where they are responsible for practicing their new skills. They attend 4 half-day workshops, including case discussions of core topic areas and role play of office-based skills. Working with hospital-based substance abuse counselors, they perform substance abuse assessments and referrals for medicine and trauma patients; observe treatment groups of an out-patient treatment program for substance abusing persons with HIV; visit community-based residential treatment programs, a social-detox program, and a 12-step meeting. RESULTS: We used one experienced faculty-member to organize the curriculum and make community contacts for the 2 week rotation. Workshops are delivered by a group of faculty including internists, psychiatrists, and chemical dependency professionals. We found that community-based, substance abuse treatment programs were willing to sponsor visits by small numbers of residents, and several would permit residents to observe treatment groups. Treatment programs were generally willing to arrange for residents to interview individuals clients. CONCLUSION: A 2 week rotation in addiction medicine can be created that focuses on the role of the primary care physician in the prevention, early identification and treatment of substance abuse. Residency programs that do not have substance abuse services within their teaching hospitals or clinics can seek cooperation from community-based, substance abuse treatment programs to provide residents with clinical experiences. OBJECTIVES: Establish an ambulatory care morning report for residents, medical students, and other trainees in a multidisciplinary clinic, and encourage the integration of evidence based information into clinical practice. METHODS: McClennan Banks Adult Primary Care Center at the Medical University of South Carolina serves as an ambulatory teaching site for internal medicine residents, medical students, physician assistant students, and pharmacy graduate students. Clinic faculty have appointments in general internal medicine, pharmacy, the physician assistant program, and psychiatry. We organized a forty-five minute, twice-weekly morning report for all residents and students on their monthly ambulatory rotations. The report takes place prior to clinic hours and is attended by four to eight residents and students and two to three faculty or fellows. Each student or resident is assigned a date to give a presentation describing one of their patients from the monthly rotation. The presenter is encouraged to focus on a common primary care topic, and to search for available evidence (guidelines, systematic reviews, clinical trials) on topics such as screening, diagnosis, prognosis, or treatment of the condition being discussed. The report begins with a brief history and physical, followed by a discussion of the diagnostic evaluation and management alternatives, and concludes with an evaluation of the evidence presented. Informal discussions, observation and exit interviews at the conclusion of the ambulatory rotation have assessed educational value and trainee and faculty satisfaction.