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Academia and the Profession |

The Medical Interview: A Core Curriculum for Residencies in Internal Medicine

MACK LIPKIN Jr., M.D.; TIMOTHY E. QUILL, M.D.; and RUDOLPH J. NAPODANO, M.D.
[+] Article and Author Information

The opinions of over 100 Task Force members and consultants were sought at some of eight stages of development. Although the final form and content are gratefully acknowledged to be the result of this invaluable collective effort, the authors alone take responsibility for any errors or omissions. The authors acknowledge the contribution of the following consultants whose listing does not imply their acceptance of any or all details of the paper: Drs. Barbara J. Burns, George J. Caranasos, Ceil Carson, Mitchell Charap, Rita Charon, Steven Cohen-Cole, Elsbeth Couch, Frank Davidoff, Douglas Drossman, Donna R. Falvo, Oliver Fein, Archie S. Golden, John Goodson, Jeffrey L. Houpt, Steven Jenks, F. Patrick McKegney, Dennis H. Novack, L. Gregory Pawlson, Frederick W. Platt, Samuel Putnam, Sheldon Retchin, Charles Rohrs, David Rosen, Kelley Skeff, Robert C. Smith, Harold Sox, Jr., Jane Spiegel, Barbara D. Stevens, William B. Stiles, Paula Stillman, John Stoeckle, James J. Strain, Troy L. Thompson, Warren Thompson, and Kerr L. White.

The authors also thank Sharon Frederick, Maria Miller, and Kay Williams for their patient help.

Grant support: In part by a grant from the Zlinkoff Foundation.

▸Requests for reprints should be addressed to Mack Lipkin, Jr., M.D.; New York University Medical Center, 550 First Avenue; New York NY 10036.


Society for Research and Education in Primary Care Internal Medicine


© 1984 American College of PhysiciansAmerican College of Physicians


Ann Intern Med. 1984;100(2):277-284. doi:10.7326/0003-4819-100-2-277
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A core curriculum for teaching medical interviewing is presented that enhances the internist's skills in a broad range of interactions with patients. Learning these skills is now left to chance and is often deficient. Four objectives are developed: patient-centered interviewing and treatment; an integrated (biopsychosocial) approach to clinical reasoning and patient care; personal development of humanistic values; and psychosocial and psychiatric medicine. Teaching options include real and simulated encounters with patients, observation with discussion, and use of groups. A general strategy for implementing the curriculum at the local level requires the intellectual and financial support of the dean and department chairman, and a multidisciplinary faculty committed to developing, implementing, and evaluating the currriculum. At many programs, faculty development will be necessary.

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