The residency program in social medicine of Montefiore Medical Center: 37 years of mission-driven, interdisciplinary training in primary care, population health, and social medicine.

Founded in 1970 to train physicians to practice in community health centers and underserved areas, the Residency Program in Social Medicine (RPSM) of Montefiore Medical Center, Bronx, New York, has graduated 562 board-eligible family physicians, general internists, and pediatricians whose careers fulfill this mission. The RPSM was a model for federal funding for primary care residency programs and has received Title VII grants during most of its history. The RPSM has tailored its mission and structured its curriculum to promote a community and population orientation and to provide the requisite knowledge and skills for integrating social medicine into clinical practice. Six unique hallmarks of RPSM training are (1) mission-oriented resident recruitment/selection and self-management, (2) interdisciplinary collaborative training among primary care professionals, (3) community-health-center-based and community-oriented primary care education, (4) biopsychosocial and ecological family systems curriculum, (5) the social medicine core curriculum and projects, and (6) grant support through Title VII. These hallmark curricular, training, and funding elements, in which population health is deeply embedded, have been carefully evaluated, regularly revised, and empirically validated since the program's inception. Practice outcomes for RPSM graduates as leaders in and advocates for population health and the care of underserved communities are described and discussed in this case study.

Integrating community oriented primary care into training and practice: a view from the Bronx.

Community oriented primary care (COPC) brings together the pragmatics of clinical practice with the population principles of epidemiology and public health. This article describes the efforts of the residency program in social medicine at Montefiore Medical Center to integrate COPC into the training of residents and medical students. There are four formal COPC curriculum components: the first year orientation, the core curriculum in social medicine, social medicine projects, and faculty and health center service projects. The obstacles to COPC training and practice and the lessons learned from implementation are described.

Pay for performance improves quality across demographic groups.

OBJECTIVE: To evaluate quality and the effect of pay for performance among minority patient groups, during a pay-for-performance program in 22 primary care practice sites. METHODS: Data were collected on 26 standardized measures of care for 2 measurement cycles. Proportions of recommended care received across 5 composite quality domains were analyzed by demographic group. Regression models including significant covariates were constructed. Adjusted odds ratios (ORs) were derived to assess the effect of pay of performance within demographic groups. RESULTS: Improvements were observed from 2007 to 2009 for all patients in each of 5 composite quality domains of diabetes, coronary artery disease, heart failure, screening and prevention, and all care. With the exception of heart failure care for Hispanic/Latino and Spanish language-preferring patients, improvement was observed in all domains for African American/black race, Hispanic/Latino ethnicity, and Spanish language-preferred groups. Following adjustment for covariates, pay for performance was associated with significant improvement in all-patient diabetes care (adjusted OR = 1.15; [95% confidence interval [CI], 1.09-1.22), screening and prevention (adjusted OR = 1.55; 95% CI, 1.41-1.69), and all care (adjusted OR = 1.27; 95% CI, 1.20-1.35). Significant improvements were also observed within the minority demographic groups noted earlier. CONCLUSIONS: Pay-for-performance programs structured as additional incentive monies for providers improved care for all patients and among minority groups, in whom disparities have historically been observed.

Clinical and translational science awards and community engagement: now is the time to mainstream prevention into the nation's health research agenda.

Although much attention is devoted to the slow process of cutting-edge "bench science" finding its way to clinical translation, less attention is paid to the fact that basic prevention messages, tests, and interventions never find their way into communities. The NIH Clinical & Translational Science Awards program seeks to address a broad mission of improving health, including both speeding up the incorporation of basic science discoveries throughout the clinical research pipeline and incorporating concerns of communities and practices into research agendas. The preventive medicine community now has an important opportunity to marry their mission of promoting and expanding prevention in communities to the nation's medical research agenda. This article suggests opportunities for collaboration.

Multiple family group therapy: a review of the literature.

This review focuses upon multiple family group therapy, its origin in the intersection of family and group therapies, its use in a variety of settings, its specific techniques and group development in individual and ongoing meetings, its goals and dominant themes, its parallels in family and group work. Also discussed are evaluation of outcome of this therapy modality and those dynamics thought to contribute to family change. Areas for further investigation are outlined.

Graduate primary care training: a collaborative alternative for family practice, internal medicine, and pediatrics.

The Residency Program in Social Medicine at Montefiore Medical Center is a collaborative, integrated training program for primary care pediatricians, internists, and family physicians within one interdisciplinary organization. Since 1970 we have trained more than 200 physicians, prepared them for board certification in their specialty, emphasized the psychosocial aspects and social determinants of health and illness, and shared a faculty, curriculum, and commitment to provide medical care for inner-city, underserved populations. We discuss the program's history and curriculum, administrative and academic structure, shared "cross-track" faculty units (psychosocial; social medicine; and research, education, and evaluation), and graduates' practice outcomes. The interdisciplinary character of the Residency Program in Social Medicine helps physicians successfully serve the underserved and exemplifies that interdisciplinary medical education succeeds when interdisciplinary health care teams are organized for optimal patient care. Only the federal government has the perspective and power to foster more interdisciplinary collaboration and strengthen primary care education in a period of shrinking resources.