Initiating a Faculty Development Curriculum at a Community-Based Residency Program Jennifer Donovan, MD; Jeffrey Morzinski, PhD, MSW; Marcy Rosenbaum, PhD Cedar Rapids Medical Education Foundation, Medical College of Wisconsin, University of Iowa INTRODUCTION Table 3. Year 1 evaluation Table 4. Year 2 evaluation METHODS continued Faculty development is important for quality resident education and advancing the field of family medicine. Faculty at community-based residency programs have limited access to on-site faculty development opportunities compared to faculty at university-based programs. The Cedar Rapids Medical Education Foundation (CRMEF) Family Medicine Residency Program is a community-based program in Cedar Rapids, Iowa affiliated with the University of Iowa Carver College of Medicine (CCOM). CRMEF had no recent faculty development program for all faculty. This innovative project, funded by The Society of Teachers of Family Medicine Program Enhancement Award, fills important gaps in community-based faculty training, and promotes a culture of academic scholarship among our faculty.  Year 2: Faculty expanded upon and implemented skills developed in the first year of the program to jointly develop an educational research project. (Table 2) Due to faculty changes in the mid-year, the research project was postponed. Faculty sessions took the form of a journal club. At the end of the second year, each participant used a retrospective pre-post Likert scale to rate his or her comfort with a topic before and after each session attended (1 being little comfort and 5 being expert level comfort). Topic (*) Average before session after session Small group teaching (3) 3 4.3 Giving feedback (3) 2.6 4 How to design instruction (3) 3.3 Clinical teaching (3) Scholarship development (4) 2.25 3.5 Research design (4) Teaching handoff skills (4) 2.75 Assessment skills (4) 2.5 Mean of averages 3.9 Topic (*) Average before session Average after session IRB (4) 1.25 2.75 Developing research question (4) 3.75 Grant writing (4) 0.75 2 Faculty evaluation (2) 4.5 Informal lunch (1) 5 Teaching different generations (6) 2.33 3.5 Burnout (5) 3.6 Introduction to new medical school curriculum (5) 1.2 Mean of averages 2.0 Table 2. Year 2 chart of sessions and topics OBJECTIVES Year 2 CRMEF Session Date Topic of CRMEF Session Guest Speaker /article Projects July 12, 2017 IRB Pat Thies, RPh, MS, FACHE (local IRB chair)   Aug 2, 2017 Developing research question Sept 27, 2017 Grant writing Erin Langdon (grant writer for clinic) Oct 25, 2017 Faculty evaluation Jason Ellis, DO (CRMEF faculty member) Developed faculty evaluation form Nov 22, 2017 Informal lunch Changing format as faculty changed Jan 17, 2018 Teaching different generations (Journal club) Article: Aaron M, Levenberg P. The millennials in medicine: tips for teaching the next generation of physicians. Journal of Academic Ophthalmology.2014;7:e17-e20.   Feb 7, 2018 Burnout Article: Palamara K, et al. Promoting success: a professional development coaching program for interns in medicine. Journal of Graduate Medical Education. 2015;7(4):630-637.   Mar 14, 2018 Introduction to new medical school curriculum George Bergus, MD, MA-Ed CCOM Strand Director Active participation and satisfaction with sessions, as determined by over 80% attendance, completion of all pre- and post- and formative evaluations, and consistently high satisfaction ratings for training sessions. Evidence of behavior change as determined by community-academic project completion by over 75% of faculty participants. Successful dissemination of project outcomes by at least four local and national presentations of Faculty Development processes, products and outcomes. Develop a more academically-oriented culture at the CRMEF residency program, through active academic projects, greater attention to teaching and instructional quality, and recognition for excellent academic performance. METHODS Year 1: The director of faculty development attended Educator Skill Sessions at the regional academic medical institution, then summarized the material for faculty development monthly sessions at the community-based program. (Table 1) At the end of the year, each participant used a retrospective pre-post Likert scale to rate his or her comfort with a topic before and after each session attended (1 being little comfort and 5 being expert level comfort). *Number attended and completed survey, more may have attended. The director of faculty development did not complete the assessment due to involvement in developing the sessions. COMMENTS FROM FACULTY “Bringing in outside speakers to address topics such as grant writing and IRB helped increase my comfort level on these topics in our community-based residency program.” “[The teaching different generations] session was great with so many perspectives from different generations of faculty”. “[Evaluation] sessions really helped me to look at an evaluation from both perspectives (evaluator and evaluatee) and looking closely at what you are attempting to achieve with the evaluation.” “Burnout is difficult to evaluate when the conditions causing burnout haven’t changed (yet)” Table 1. Year 1 topics and projects CRMEF Session Date   Topic of CRMEF Session Corresponding Skills for Educators workshop Projects Oct 5, 2016 Small group teaching Small Group Teaching (September 16, 2016) Prompt resident interaction intervention Oct 26, 2016 Giving Feedback Edited feedback form Nov 23, 2016 How to design instruction How to Design Instruction (November 18, 2016) Jan 25, 2017 Clinical teaching Clinical Teaching (January 20, 2017) Microskills on display Feb 22, 2017 Scholarship and Research Scholarship & Research (February 17, 2017) Discussed project worksheet Mar 22, 2017 Research Design Guest speaker from CCOM, Dr. Barlow Made plans on how to design a project April 19, 2017 Assessment Assessment (April 21, 2017) Survey design for individual projects May 17, 2017 Handoff skills June 14, 2017 Review of the year RESULTS CONCLUSIONS A locally delivered faculty development initiative can advance teaching skill development needed in family medicine resident education.   Community-based faculty can enhance their comfort level with different teaching skills by implementing summaries of topic-based workshops. A local champion can promote academic activities among community-based residency faculty. RESULTS Year 1: The participants consisted of 5 physician faculty, 1 emeritus faculty, 1 clinical pharmacist, 1 behavioral specialist (retired after first year before assessment was completed), and one new faculty who joined the group for the final 4 sessions. (50-75% participation) The comfort level on average improved from 2.6 prior to the session to 3.9 after the session (Table 3).    Year 2: The participants consisted of 5-6 physician faculty (one left mid year), 1 emeritus faculty, 1 clinical pharmacist, and 1 behavioral specialist (started mid-year). (33-77% participation) The comfort level on average improved from 2.0 prior to the session to 3.6 after the session (Table 4). REFERENCES Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. San Francisco, CA: Berrett-Koehler. Simpson, D., Marcdante, K., Morzinski, J. et al. Fifteen years of aligning faculty development with primary care clinician-educator roles and academic advancement at the medical college of Wisconsin. Academic Medicine. 2006;81(11):945-953. Kichler, K., Kozol, R., Buicko, J., et al. A structured step-by-step program to increase scholarly activity. J Surg Educ. 2014;71(6):19-21. Table 1. CONTACT Jennifer Donovan, MD CRMEF Director of Faculty Development (jdonovan@crmef.org)