Developing Global Family Medicine Faculty “de Novo” John G Halvorsen, MD, MS Professor Emeritus of Family and Community Medicine University of Illinois College of Medicine, Chicago

2 Activity Disclaimer ACTIVITY DISCLAIMER It is the policy of the AAFP that all individuals in a position to control content disclose any relationships with commercial interests upon nomination/invitation of participation. Disclosure documents are reviewed for potential conflicts of interest (COI), and if identified, conflicts are resolved prior to confirmation of participation. Only those participants who had no conflict of interest or who agreed to an identified resolution process prior to their participation were involved in this CME activity. I have indicated that I have no relevant financial relationships to disclose.

The Global Family Medicine Challenge 3 How will we find faculty members for departments and for training programs in a discipline that currently does not exist, where it is not completely understood, and where no professional organizations exist to enable and to support it?

The Short-Term Answer IMPORT THEM 4

International Faculty: Benefits Instantaneously provides a cadre of trained and experienced faculty members Rapidly establishes the foundation and the building blocks for the discipline 5

International Faculty: Limitations Itinerant Competing home-based family and academic responsibilities Cross-cultural naïveté “Hosting burden” for national institutions and faculty 6

The Long-Term Answer Develop a National Family Medicine Faculty 7

The Global Faculty Development Challenge Nurturing clinically trained national physicians into mature and compleat clinical and academic faculty members Preparing them to assume roles and responsibilities as Leaders Administrators Educators Scholars 8

9 Global Family Medicine Faculty Development: The Who, What, When, Where, Why and How

What is Faculty Development? “Efforts designed to facilitate faculty members’ commitment to and ability to achieve both their own goals and their institutions goals.” Carole Bland, PhD 10

Effective Faculty Development Addresses all aspects that impact faculty success, including Individual efforts to build skills, motivation, commitment Efforts to improve the environment in which faculty work 11

Appendix A (See Handout) Organizational characteristics that predict faculty success A reference with which to assess existing organizations within which global FM must work 12

Why Spend Time and Effort on Faculty Development? To enable success for all partners Individual faculty members Departments of FM FM educational programs Parent educational and government institutions Global FM needs faculty development No trained FPs exist in many countries Departments/training programs can’t succeed without faculty 13

Who Should We Develop as Family Medicine Faculty? Residents Faculty from other disciplines who teach FM residents Part-time clinical faculty who teach GPs attracted to faculty careers Specialists who wish to become FPs 14

Developing GPs as Faculty Concentrated (6 month?) structured fellowship in academic FM (education, administration, scholarship, leadership) Qualifications for training 3 to 5 years clinical practice Demonstrated clinical competence and leadership Pass a FM certifying examination 15

Developing GPs as Faculty Time-limited option Approval by a national certifying body (like a Federal Ministry of Health) Precedence in the US Advantages Builds a faculty cohort quickly Provides approved training beyond the GP level Increases professional status above GP level 16

Transforming Specialists into FPs Qualify based on prior residency completion Tailored clinical training in all core FM clinical competencies Complete academic fellowship program Pass certifying FM examination 17

When/Where Should Faculty Development Occur? Depends on the faculty cohort For residents Embedded in the residency Offered “on site” For others Offered in the workplace, “off site,” “on line” Weekends, week-long, month(s)-long Formats: Workshops, seminars, mini- residencies, independent study, international study 18

How Will Faculty Development Occur (Content and Methods)? Where should faculty development efforts focus in emerging GFM? That depends on What one expects faculty to do in each country What competencies academic careers in FM require in each country 19

Content: 6 Major General Competencies of the US ACGME (Appendix B in Handout) 1.Patient care 2.Medical knowledge 3.Practice-based learning 4.Interpersonal and communication skills 5.Professionalism 6.Systems-based practice 20

Methods: Tailored to Faculty member’s training, experience, skills Nature of what needs to be developed (knowledge, skill, attitude) Technical resources available Funding Human resources for training 21

22 Where do we go from here?

Next Steps Create an international forum for ongoing communication, planning, implementation, oversight An International Center for Global Family Medicine Faculty Development? An electronic link for communication and document sharing Define a set of Core FM Competencies Establish and follow a systematic and rigorous faculty development process 23

A Faculty Development Process (from Carole Bland, PhD) 1.Identify individual faculty member’s goals 2.Identify the institution’s goals 3.Assess individual faculty member’s abilities to achieve their goals and the institution’s goals (identify needs) 4.Assess the organizational features that inhibit or facilitate faculty members 5.Select which of the identified needs to address 24

A Faculty Development Process 6.Identify strategies to address the needs 7.Deliver the strategy 8.Evaluate the effectiveness of the strategy and the process used to implement it 9.Revise the program 10.Repeat the steps 25

26 FINIS