O’Connor-Stanford Leaders in Education Residency Program Renewing Primary Care The Power of Family Medicine Residents as Teachers Steven Lin MD, Grace Yu MD, Erika Schillinger MD O’Connor Family Medicine Residency Program Stanford University School of Medicine

O’Connor-Stanford Leaders in Education Residency Program Learning Objectives To identify common institutional barriers to choosing family medicine and brainstorm effective solutions To describe a new resident-as-teacher program that is advancing primary care at Stanford To strategize ways to harness the power of residents as teachers to renew primary care

O’Connor-Stanford Leaders in Education Residency Program Background

O’Connor-Stanford Leaders in Education Residency Program Group Brainstorming

Solutions O’Connor-Stanford Leaders in Education Residency Program Proposals Problems  Pre-clerkship education dominated by specialists  Lack of family medicine resident role models  Lack of family medicine clinician educators More family medicine teachers in classrooms Early student exposure to resident role models Clinician educator track to develop new pipeline

O’Connor-Stanford Leaders in Education Residency Program Program Overview The O’Connor-Stanford Leaders in Education Residency (OSLER) Program  Created in 2010  Clinician educator track  Residents complete a curriculum that mirrors components of a faculty development fellowship

O’Connor-Stanford Leaders in Education Residency Program Program Goals 1.To train a new generation of family medicine leaders in medical education 2.To create and sustain a vibrant community of resident scholars, innovators, and leaders at the O’Connor Family Medicine Residency Program 3.To renew and advance primary care at Stanford School of Medicine

O’Connor-Stanford Leaders in Education Residency Program Curriculum and Timeline YEAR 1YEAR 2YEAR 3 Study the American College of Physicians’ Teaching Medicine SeriesXXX Participate in “Precepting Topic of the Month” at Teaching PhysicianXXX Teach medical students with Educators-4-CARE faculty as an AssociateXX Precept first and second year medical students in the Practice of Medicine course XX Precept third and fourth year medical students in the Family Medicine Clerkship XX Lecture to third and fourth year medical students in the Continuity of Care Clerkship XX Proctor medical students in Standardized Patient and Clinical Performance Exams XX Precept premedical students from Santa Clara University at the Family Health Center XX Precept medical students at the Cardinal Free Clinics (optional)XX Master presentation skills through direct observation and videotapingXX Design and complete a mentored educational scholarly projectPlan projectDo projectFinish project Present scholarly project at a regional or national meetingX Develop and maintain an educational portfolioXXX

O’Connor-Stanford Leaders in Education Residency Program Year 1  Apply for the OSLER track o Identify a mentor and establish an educational contract during the second half of intern year o Complete an application to become an Educators-4- CARE (E4C) Associate  Study the ACP’s Teaching Medicine Series  Participate in online curriculum at TeachingPhysician.org  Begin planning an educational scholarly project

O’Connor-Stanford Leaders in Education Residency Program Year 2  Teach medical students at Stanford as an E4C Associate o Practice of Medicine course o Family Medicine Clerkship o Continuity of Care Clerkship o Cardinal Free Clinics  Master presentation skills through direct observation and videotaping of resident-led noon conference presentations  Work on educational scholarly project

O’Connor-Stanford Leaders in Education Residency Program Year 3  Complete educational scholarly project  Present project at a regional or national meeting  Finalize and review educational portfolio with mentor RECOMMENDED MEETINGS CONFERENCE DATES SUBMISSION DEADLINE AAFP National Conference of Family Medicine Residents and Medical Students Jul – AugMar – Apr AAFP Scientific AssemblySep – OctMay – Jun STFM Conference on Medical Student EducationJan – FebJun – Jul STFM Annual Spring ConferenceApr – MayAug – Sep AAMC Western Group on Educational Affairs (WGEA) Annual Meeting Mar – MayNov – Jan

O’Connor-Stanford Leaders in Education Residency Program Scheduling PROTECTED MONTHS FOR OSLER-RELATED ACTIVITIES YEAR 1FCM YEAR 2FCMElectiveSelective YEAR 3FCMElective MODEL WEEK – FCM MondayTuesdayWednesdayThursdayFriday 8:30 – 12:30 Project/Tutorial 8:30 – 11:00 Clinic 8:30 – 12:30 Seminar 8:30 – 11:00 Clinic 8:30 – 5:00 Project 1:30 – 5:00 Community 12:15 – 5:00 Stanford 1:30 – 5:00 Clinic 12:15 – 5:00 Stanford MODEL WEEK – SELECTIVE/ELECTIVE MondayTuesdayWednesdayThursdayFriday 8:30 – 11:00 Clinic 8:30 – 11:00 Clinic 8:30 – 5:00 Project 8:30 – 11:00 Clinic 8:30 – 11:00 Clinic 12:15 – 5:00 Stanford 12:15 – 5:00 Stanford 12:15 – 5:00 Stanford 12:15 – 5:00 Stanford

O’Connor-Stanford Leaders in Education Residency Program Evaluation: The OSLER Model MEASURESCOMPETENCIES O BJECTIVES o Does the resident set specific and measurable objectives? o Are the resident’s methods of instruction appropriate? S ETTING AND LEARNING CLIMATE o Are the resident’s teaching sessions organized and efficient? o Is it safe for learners to address their limitations? L EARNER-CENTERED TEACHING o Does the resident’s teaching meet the learners’ needs? o Does the resident’s teaching involve learners actively in their own learning and development? E VALUATION AND FEEDBACK o Are the resident and trainee working as allies with common goals? o Was the resident’s feedback timely, specific and non- judgmental? R EFLECTION o Does the resident encourage self-reflection? o Is there a commitment for the resident and trainee to improve together?

O’Connor-Stanford Leaders in Education Residency Program Checklist for Track Completion DONE Identify a mentor, establish an educational contract, and meet with mentor twice a year to review progress. Read the six-book Teaching Medicine Series from the American College of Physicians (self-study). Complete a total of 11 “Precepting Topic of the Month” sessions online at Teaching Physician. Apply for Educators-4-CARE (E4C) Associate status and maintain good standing. Teach a total of 18 half-day sessions for the Practice of Medicine course (at least 9 sessions each year during second/third years). Proctor a total of 3 Standardized Patient Exams for the Family Medicine Clerkship. Create and present one lecture on a primary care topic for the Continuity of Care Clerkship. Present one Journal Club session during noon conference with direct observation and videotaping. Present one Case Conference session during noon conference with direct observation and videotaping. Design and complete one mentored educational scholarly project and present it at a regional or national meeting. Collect a total of 5 written student evaluations (based on OSLER teaching model) for educational portfolio. Submit this checklist to the Residency Director for final approval prior to graduation.

O’Connor-Stanford Leaders in Education Residency Program Results

O’Connor-Stanford Leaders in Education Residency Program Strategy Session

O’Connor-Stanford Leaders in Education Residency Program Review of Learning Objectives To identify common institutional barriers to choosing family medicine and brainstorm effective solutions To describe a new resident-as-teacher program that is advancing primary care at Stanford To strategize ways to harness the power of residents as teachers to renew primary care

O’Connor-Stanford Leaders in Education Residency Program Thank You! Questions? Steven Lin MD