Objective: To understand what attributes were considered important for an effective Family Medicine clinical teacher among residents and faculty members. Methods: An online survey of 15 attributes was sent to 16 residents and 24 faculty members at the National University Health System Family Medicine Residency program. Residents and faculty members were asked to choose the 5 most important and the 5 least important attributes for an effective clinical teacher. Results: Response rate was 87.5% for residents and 50% for faculty members. Both clinical competence and role modeling were considered important attributes by residents and faculty members. Scholarly activities and organisational skills were felt to be among the least important attributes that make an effective teacher. Role modeling was felt to be the one attribute that was most important while involving in scholarly activities was considered the least important for clinical teacher. Conclusions: Good role modeling in Family Medicine teaching was considered important for clinical teacher. Though not viewed as an important attribute, involvement in scholarly activities should still play significant role in the Family Medicine residency curriculum. Besides good role modeling, residents valued a non-threatening learning environment with competent teachers who were available, enthusiastic and clear in their teaching.

Postgraduate Family Medicine (FM) training is important to train future primary care doctors to provide accessible and cost effective healthcare. In Singapore, a structured postgraduate FM training programme has been available for 20 years. This programme is characterised by involvement of both FM and non-FM doctors, well written modules and a rigorous assessment process. However, challenges faced by both the current healthcare system and training structure underlie the need to review the training structure to ensure its relevancy for future Family Physicians (FPs) to manage the needs of their patients. A workgroup was formed to review the current FM postgraduate programme and to explore the possibility of using the Accreditation Council for Graduate Medical Education (ACGME) framework to enhance our current system. The workgroup felt that broad-based training and comprehensive coverage of topics are areas that are important to retain in any new FM residency programme. Weaknesses identified included a lack of early FM exposure and the need to strengthen formative assessments. New organisational structures such as Family Medicine Centres (FMC) need to be established and the involvement of the private sector in any FM residency progammes could be enhanced. The implementation of the FM Residency Programme in 2011 presented a unique opportunity to realign FM postgraduate education in line with the national objectives and to equip FPs with the necessary knowledge and skills for managing the future healthcare needs of Singaporeans.
Clinical Competence ; standards ; Curriculum ; standards ; Education, Medical, Graduate ; organization & administration ; standards ; Family Practice ; education ; Humans ; Internship and Residency ; organization & administration ; Program Development ; Singapore