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| Predicate | Object |
|---|---|
| rdf:type | |
| lifeskim:mentions | |
| pubmed:issue |
8
|
| pubmed:dateCreated |
1997-10-28
|
| pubmed:abstractText |
BACKGROUND AND OBJECTIVES: A core curriculum for procedural training in family practice is desirable. However, opinions differ as to which of many emerging technologies should be taught. This lack of agreement is due in part to the political and financial burdens of securing hospital privileges, the scheduling burdens of expanding an overcrowded curriculum, and a generational barrier between physicians who feel that technology enhances the biopsychosocial model versus those who feel otherwise. Nevertheless, as emerging technologies are shown to have established value in primary care, the core procedural curriculum will continue to evolve.
|
| pubmed:commentsCorrections | |
| pubmed:language |
eng
|
| pubmed:journal | |
| pubmed:citationSubset |
IM
|
| pubmed:status |
MEDLINE
|
| pubmed:month |
Sep
|
| pubmed:issn |
0742-3225
|
| pubmed:author | |
| pubmed:issnType |
Print
|
| pubmed:volume |
29
|
| pubmed:owner |
NLM
|
| pubmed:authorsComplete |
Y
|
| pubmed:pagination |
584-5
|
| pubmed:dateRevised |
2011-11-17
|
| pubmed:meshHeading | |
| pubmed:year |
1997
|
| pubmed:articleTitle |
The dilemma of required curriculum for emerging technologies in primary care.
|
| pubmed:affiliation |
Department of Family Medicine, University of Tennessee, Memphis, USA. wmrtenn@fammed.utmem.edu
|
| pubmed:publicationType |
Journal Article,
Review
|