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Medically vulnerable populations in the United States, including 47 million uninsured people and many more who are underinsured, have woefully inadequate access to healthcare services and to Personal Medical Homes. The medically vulnerable are concentrated in rural areas and inner cities. Our department trains physicians to have the skills, desire, and tenacity to serve medically vulnerable populations, and to have a desire to improve the healthcare delivery systems for their populations. SIU Department of Family & Community Medicine has the distinct opportunity to develop exemplary healthcare

Review the Accreditation Council for Graduate Medical Education's resources to better understand accreditation requirements, clinical competency, milestones, and information related to supervision and duty hours.

1. Learner sees patient 2. Learner presents patient to you You: 3. Get a commitment : Early on, get the learner to commit to a diagnosis, work up, or therapeutic plan. This allows the learner to disclose the beginning of his or her problem solving process, so you can begin to assess his or her needs as a learner. What is going on with this patient? What else might it be? What do you want to do next should do next? How shall we treat this patient? What lab tests do you think are indicated? What would you like to accomplish in this visit? Why do you think this patient has been noncompliant

An International Journal Editor-in-Chief Anna T. Cianciolo, PhD Founding Editors Terrill A. Mast, PhD Howard S. Barrows, MD Current Issue Manuscript Submissions Teaching and Learning in Medicine (TLM) is an international, peer-reviewed forum for scholarly investigation of teaching and learning in medical education. Its mission is to advance the knowledge, understanding, and decision making capacity of medical educators through the dissemination of the highest levels of scholarship. The journal’s international scope acknowledges the common challenge faced by all medical teachers—fostering the