Strategies for Meeting ACGME Faculty Development Requirements Melly Goodell, MD

Disclosures Member-at-Large, STFM Board of Directors

Learning Objectives Following this presentation, participants will be able to: 1.Articulate the need for and benefits of a standardized faculty development curriculum 2.Develop a strategy for implementing a standardized faculty development curriculum 3.Identify specific tools and resources that can be integrated into a standardized faculty development curriculum

Why standardize faculty development?

Why structured faculty development? Accreditation: ACGME requirements Update clinical knowledge Provide consistent learning experience for faculty and residents Train new faculty Help faculty with professional development Standardize administrative processes

ACGME Requirements Faculty must establish and maintain an environment of inquiry and scholarship with an active research component. Faculty must regularly participate in organized clinical discussions, rounds, journal clubs, and conferences ACGME Common Program Requirements for Graduate Medical Education

ACGME Requirements There must be a structured program of faculty development that involves regularly scheduled faculty development activities. Since family medicine faculty should demonstrate the same skills, knowledge and attitudes that are expected of the residents, faculty skill development and update are an important part of faculty development. ACGME Program Requirements for Graduate Medical Education in Family Medicine

What should be included in a faculty development curriculum?

ACGME Program Director Guide Faculty development activities should include not only CME-type activities directed toward acquisition of clinical knowledge and skills, but also activities directed toward developing teaching abilities, professionalism, and abilities for incorporating PBLI, SBP, and IPCS into practice and teaching. ACGME Program Director Guide to Common Program Requirements

ACGME Requirements The program is expected to address clinical, educational, administrative, leadership, research and behavioral components of faculty performance. ACGME Program Requirements for Graduate Medical Education in Family Medicine

Areas for development Clinical Educational Administrative Leadership Research Behavioral ACGME Program Requirements for Graduate Medical Education in Family Medicine

Clinical topics What are your faculty teaching residents? Topics in Program Requirements Specific needs among faculty –Develop new skills –Address weaknesses of faculty or program –General refreshers/updates

Clinical topics Focus on ACGME competencies: –Refer to your list of procedural competencies required for completion by residents –Caring for patients from varied ethnic and cultural backgrounds –Health/wellness maintenance –Disease management –Coping with serious illness and loss –Emergent care –Long-term care ACGME Program Requirements for Graduate Medical Education in Family Medicine

Clinical/behavioral topics Family structure and dynamics Genetic counseling Family planning Child rearing Aging/end of life issues Epidemiology of illness in families The role of family in illness care Family counseling and education Nutrition ACGME Program Requirements for Graduate Medical Education in Family Medicine

Educational topics Curriculum development Conducting a needs assessment Writing goals and objectives Basic educational theory Evaluating teaching effectiveness Evaluating learner performance Developing instructional materials Using the Web for course development Clinical teaching (e.g. precepting or bedside) Joseph J. Brocato, Ph.D. & Mark Yeazel, MD, MPH. A Community-Academic Partnership to Facilitate Meeting the FM RRC Faculty Development Requirements

Educational topics Small group teaching Formal lecture and presentation skills Performing demonstrations Simulated learning and OSCE’s Giving learners positive and negative feedback Dealing with difficult residents Motivating residents to learn Teaching and evaluating ACGME competencies Portfolio based learning Problem based learning Joseph J. Brocato, Ph.D. & Mark Yeazel, MD, MPH. A Community-Academic Partnership to Facilitate Meeting the FM RRC Faculty Development Requirements

Administrative topics Overview of the residency program Promotion and tenure ACGME and RC Internal reviews Residency management systems Hospital related topics

Joseph J. Brocato, Ph.D. & Mark Yeazel, MD, MPH. A Community-Academic Partnership to Facilitate Meeting the FM RRC Faculty Development Requirements Leadership topics Leadership skills for academic family physicians Advising/mentoring residents CV and portfolio Developing professional networks Setting and operationalizing a mission Establishing a healthy work/life balance

Joseph J. Brocato, Ph.D. & Mark Yeazel, MD, MPH. A Community-Academic Partnership to Facilitate Meeting the FM RRC Faculty Development Requirements Research topics EBM and critical appraisal of literature Electronic resources for academic family physicians Searching the literature Writing peer-review journal articles Writing grant proposals Qualitative research methods Quantitative research methods IRB process

How to standardize faculty development

ACGME Requirements Faculty development should involve at least annual departmental, residency and individual faculty needs assessments. ACGME Program Requirements for Graduate Medical Education in Family Medicine

FacultyDevelopmentProgrammingI/ Need to determine Actual professional development needs Ideal and preferred formats How to get faculty to participate How to pay for it

Sources of data about needs Ask faculty Ask your leadership Publications/presentations Patient care related data Resident evaluations Program evaluation

Needs assessment With which aspects of teaching do faculty need assistance? What format is preferred? How long should sessions be? What are the barriers to participation? What incentives are needed? FacultyDevelopmentProgrammingI/163099

ACGME Program Director Guide The types of activities could include both didactic (conferences, grand rounds, journal clubs, lecture-based CME events) and experiential (workshops, directed QI projects, practice-improvement self study). ACGME Program Director Guide to Common Program Requirements

Planning What are the top priorities? –What do faculty say they need? –What do we need faculty to know? –What does ACGME require? How will faculty get released from other responsibilities to participate in faculty development activities? Will participation be required or voluntary? D Richter. Instituting a Faculty Development Program: Questions for Consideration

Planning What are the best days/times? How often should each core topic be offered? Will advance registration be required? Do we need a minimum number of participants? Will we offer CME credit? What’s the timeline? D Richter. Instituting a Faculty Development Program: Questions for Consideration

Planning Who will teach/lead the activity? –Internal faculty with expertise –External faculty (local, regional, national) –Collaboration with others at your institution

Define your curriculum Plan activities that improve a specific aspect of your program Base content and format on needs assessment Schedule well in advance Set clear expectations for participation Measure results

Target training New faculty Established faculty Community preceptors Those with heavy administrative responsibilities Those with heavy clinical responsibilities Those who need scholarly activities

Funding How much do we need? –Development costs/CME –Costs for outside presenters –Costs for purchasing curriculum –Promotion –Refreshments –Travel/conference registration fees D Richter. Instituting a Faculty Development Program: Questions for Consideration

Funding Will participants have to pay a fee? –How much? –Different rates for different or outside faculty? –Will there be a fee for cancellations? D Richter. Instituting a Faculty Development Program: Questions for Consideration

Funding Where will the funds come from? How will it be allocated? How will it be sustained? D Richter. Instituting a Faculty Development Program: Questions for Consideration

Communicate Calendars Newsletters Flyers Website/Intranet Department meetings Personal invitations D Richter. Instituting a Faculty Development Program: Questions for Consideration

STFM faculty development resources

Residency Faculty Boot Camp Online, interactive learning modules with professional narration, video vignettes, and quizzes Critical topics: –Dealing with Difficult Residents –Pearls of Precepting –Providing Feedback to Learners One fee for all faculty for a full year

Residency Faculty Boot Camp $495 fee includes –All three modules – unlimited faculty –CME credit

STFM Conferences Annual Spring Conference Conference on Medical Student Education Conference on Practice Improvement Family Medicine Congressional Conference Also: –NAPCRG, RPS, PDW –AAMC, ADFM

STFM On the Road STFM’s best conference presenters and topics at your location Create your own workshop Pay one lump sum and invite all faculty and preceptors AAFP CME credit Saves time and money

Leadership training fellowship An actual leadership experience A personal coach Interaction with STFM leadership A full-day leadership workshop at the Annual Spring Conference A mid-year workshop at the AAFP National Conference Graduation, a poster presentation, and a leadership opportunities session at the Annual Spring Conference

TeachingPhysician.org Web resource for preceptors Videos, tips, information on: –Preparing a practice team for a learner –Integrating a learner into office routines –Setting expectations –Teaching strategies –Giving feedback –Evaluating learners –Billing issues

TeachingPhysician.org Up to 14.5 CME credits Subscription includes access to Residency Faculty Boot Camp Modules (coming soon) $800 for up to 20 preceptors $1,900 for unlimited preceptors

Resident Competency Assessment Toolkit Background, tools, and training to help programs demonstrate resident competence Free

STFM Resource Library More than 2,500 resources

Track and evaluate

ACGME Program Director Guide Participation in faculty development activities should be monitored and recorded.

PIF Documentation “Describe how faculty development activities are conducted. Explain how residency and individual faculty needs assessments are done, and how development activities address teaching, administrative, and clinical components of faculty performance.”

What will success look like? Meet ACGME requirements around Faculty Development Successful RC review Meeting faculty needs Addressing issues from resident feedback and program review Process improvement around faculty development

Questions? Melly Goodell, MD Sarah Wood STFM Marketing Specialist for Membership and Community