Physicians in the United States, Canada, and Mexico
Physicians with current and valid licenses in the United States, Canada, or Mexico who read any 3 of the selected continuing medical education (CME) articles in this issue of JAMA, complete the CME Evaluation Form, and fax it to the number or mail it to the address at the bottom of the CME Evaluation Form are eligible for category 1 CME credit. There is no charge.
The American Medical Association (AMA) is accredited by the Accreditation Council for Continuing Medical Education to sponsor CME for physicians. The AMA designates this educational activity for up to 1 hour of category 1 CME credit per JAMA issue toward the AMA Physician's Recognition Award (PRA). Each physician should claim for credit only those hours that were actually spent in this educational activity.
Physicians in Other Countries
Physicians with current and valid licenses in the United States, Mexico, or Canada are eligible for CME credit even if they live or practice in other countries. Physicians licensed in other countries are also welcome to participate in this CME activity. However, the PRA is available only to physicians licensed in the United States, Canada, or Mexico.
Earning Credit and the CME Evaluation Form
To earn credit, read 3 of the articles listed below that are designated for CME credit carefully and complete the CME Evaluation Form. The CME Evaluation Form must be submitted within 1 month of the issue date. A certificate awarding 1 hour of category 1 CME credit will be faxed or mailed to you; it is then your responsibility to maintain a record of credit received.
One of our goals is to assess continually the educational needs of our readers so we may enhance the educational effectiveness of JAMA. To achieve this goal, we need your help. You must complete the CME Evaluation Form to receive credit.
Statement of Educational Purpose
JAMA is a general medical journal. Its mission and educational purpose is to promote the science and art of medicine and the betterment of the public health. A flexible curriculum of article topics is developed annually by THE JOURNAL's editorial board and is then supplemented throughout the year with information gained from readers, authors, reviewers, and editors. To accommodate the diversity of practice types within JAMA's readership, the Reader's Choice CME activity allows readers, as adult learners, to determine their own educational needs and to assist the editors in addressing their needs in future issues.
Readers of JAMA should be able to attain the following educational objectives: (1) select and read at least 3 articles in 1 issue to gain new medical information on topics of particular interest to them as physicians, (2) assess the articles' value to them as practicing physicians, and (3) think carefully about how this new information may influence their own practices. The educational objective for each CME article is given after the article title below.
CME Articles in This Issue of JAMA
Racial and Ethnic Disparities in Faculty Promotion in Academic Medicine (SEE ARTICLE)
Educational Objective: To learn that medical faculty promotion rates vary by race and ethnicity.
Specific Clinical Competencies for Managing Care: Views of Residency Directors and Managed Care Medical Directors (SEE ARTICLE)
Educational Objective: To learn that residency directors and managed care medical directors may value similar managed care clinical competencies.
National Survey of Internal Medicine Residency Program Directors Regarding Problem Residents (SEE ARTICLE)
Educational Objective: To learn that most internal medicine residency programs have some residents who have problems requiring intervention.
Critical Thinking in Graduate Medical Education: A Role for Concept Mapping Assessment? (SEE ARTICLE)
Educational Objective: To learn about a method for measuring critical thinking abilities of resident physicians.
Demographic Characteristics of US Medical School Admission Committees (SEE ARTICLE)
Educational Objective: To learn that minority faculty may be underrepresented on medical school admission committees.
Educational Programs in US Medical Schools, 1999-2000 (SEE ARTICLE)
Educational Objective: To understand the variability of curricula, teaching methods, and student assessment in US medical schools.
US Graduate Medical Education, 1999-2000 (SEE ARTICLE)
Educational Objective: To learn that the number of US resident physicians has increased.
Review of US Medical School Finances, 1998-1999 (SEE ARTICLE)
Educational Objective: To understand the current sources of revenue for US medical schools.
Trends in US Medical School Faculty Salaries, 1988-1989 to 1998-1999 (SEE ARTICLE)
Educational Objective: To learn that salary growth rates for most academic medical specialties have declined in recent years.
After reading 3 of these articles, complete the CME Evaluation Form.
RELATED ARTICLES
Racial and Ethnic Disparities in Faculty Promotion in Academic Medicine
Di Fang, Ernest Moy, Lois Colburn, and Jeanne Hurley
JAMA. 2000;284(9):1085-1092.
ABSTRACT
| FULL TEXT
Specific Clinical Competencies for Managing Care: Views of Residency Directors and Managed Care Medical Directors
Michael J. Yedidia, Colleen C. Gillespie, and Gordon T. Moore
JAMA. 2000;284(9):1093-1098.
ABSTRACT
| FULL TEXT
National Survey of Internal Medicine Residency Program Directors Regarding Problem Residents
David C. Yao and Scott M. Wright
JAMA. 2000;284(9):1099-1104.
ABSTRACT
| FULL TEXT
Critical Thinking in Graduate Medical Education: A Role for Concept Mapping Assessment?
Daniel C. West, J. Richard Pomeroy, Jeanny K. Park, Elise A. Gerstenberger, and Jonathan Sandoval
JAMA. 2000;284(9):1105-1110.
ABSTRACT
| FULL TEXT
Demographic Characteristics of US Medical School Admission Committees
Douglas G. Kondo and Victoria E. Judd
JAMA. 2000;284(9):1111-1113.
ABSTRACT
| FULL TEXT
Educational Programs in US Medical Schools, 1999-2000
Barbara Barzansky, Harry S. Jonas, and Sylvia I. Etzel
JAMA. 2000;284(9):1114-1120.
ABSTRACT
| FULL TEXT
US Graduate Medical Education, 1999-2000
Sarah E. Brotherton, Frank A. Simon, and Sandra C. Tomany
JAMA. 2000;284(9):1121-1126.
ABSTRACT
| FULL TEXT
Review of US Medical School Finances, 1998-1999
Jack Y. Krakower, Tanya Y. Coble, Donna J. Williams, and Robert F. Jones
JAMA. 2000;284(9):1127-1129.
ABSTRACT
| FULL TEXT
Trends in US Medical School Faculty Salaries, 1988-1989 to 1998-1999
Erich Studer-Ellis, Jennifer S. Gold, and Robert F. Jones
JAMA. 2000;284(9):1130-1135.
ABSTRACT
| FULL TEXT
