1. Welcoming New Faculty to Family Medicine! The Group On New Faculty at STFM Manjula Julka, MD, FAAFP Rahmat Na’Allah, MD, MPH Keisa Bennett, MD, MPH Keith Dickerson, MD Michelle Roett, MD, MPH Cheryl Seymour, MD

2. Objectives Become aware of the variety of unique challenges facing new faculty Identify specific resources already available to support new faculty in family medicine Reflect on issues specific to you or new faculty in your institution Collaborate to generate ideas of local, regional and national interventions

3. Seminar Outline Introductions “Ice breaker” activity Highlight common themes Group discussions of challenges and resources Large group reporting, problem-solving & brainstorming Sharing our resources

4. Introductions Use the Spectrum Pages Name/title University vs. Community Based GME only/UGME only or both MD vs. other (PhD, MS, MA) Straight out of Residency vs. Career change Career “Track” – clinical, teaching, tenure? Research expectation

5. Ice Breakers Picture removed d/t copyright concerns

6. Mentoring Relationships Role model Advisor Evaluator Collaborator Task-master Preceptor Friend Advocate Agent Consider… Traditional Peers Mosiac “Good enough”

7. Mentoring Relationships Require… Institutional support – time, structure, buy-in Faculty development of mentor Respect for generational differences Intentionality Self-assessment & commitment on the part of the mentee

8. Mentoring Relationships “Your mentor is neither your parent nor your savior… “A mentor is someone who must be sought after and with whom a relationship must deliberately be forged. Mentoring relationships are sustained and grow only through meticulous effort…” Excellent review article about mentors written for junior faculty -----> FMDRL New Faculty J Palliat Med. 2010 November; 13(11): 1373–1379. doi: 10.1089/jpm.2010.009110.1089/jpm.2010.0091

9. What is an educator (teaching) portfolio? A teaching portfolio is to teaching what publications and grants are to research Not exhaustive compilation, but includes carefully chosen representative work Why do I need an educator portfolio? “Evidentiary method” of documenting teaching experience “Documenting educational activities and providing associated evidence of excellence that can be judged by peers” “Documentation of excellence in teaching” “A systematic collection of information documenting expertise in an area, usually incorporating multiple sources of information collected over time to demonstrate excellence”

10. Barriers to applying for academic promotion Personal Unfamiliarity with promotion guidelines Not enough time devoted to developing portfolio Insufficient data to complete portfolio, or disorganized information The burden of proof is the faculty member’s Institutional Relies on mentorship and institutional support and/or department champion All promotion & tenure committee members may not value each teaching activity as “scholarship” worthy of promotion

11. Basic portfolio format Education Philosophy Curriculum Development Teaching Evaluations Learner Performance Assessment Advising Scholarly Activities Service Continuing Education (as an educator) Teaching Honors and Awards (most highly rated performance measure for promotion).

12. Research Do you want to do – “big R” Research or – “little r” research? What kind of research are you required to do? What support will you have for research?

13. Research Interdisciplinary history and potential Practice-based research network Research colleagues and mentors Funding history and stability Type of research done at institution/department HRSA training grants

14. Research Resources NIH types of grants – http://grants.nih.gov/grants/funding/funding_program.ht m http://grants.nih.gov/grants/funding/funding_program.ht m AAFP Fellowship finder – https://nf.aafp.org/FellowshipDirectory/Search/SearchFell owship https://nf.aafp.org/FellowshipDirectory/Search/SearchFell owship RWJ Clinical Scholars – http://rwjcsp.unc.edu/ http://rwjcsp.unc.edu/ Robert Graham Center – http://www.graham-center.org/online/graham/home.html

15. Work / Life Balance How do we… – Achieve academic success? – Avoid Burnout? – While balancing work & personal life…

17. Work / Life Balance Set strict boundaries Learn to say “NO” Take time for rest & recovery Do not let PERFECT be the enemy of GOOD Accept not having it ALL Be clear about priorities & rearrange daily

18. Small Group Discussion Repeat introductions What challenges do you face as new faculty? What systems, resources or programs have made your life easier? Is there mentoring available? How do you find the right mentor(s)? How useful are they? What solutions have you found to your challenges?

19. Large Group Report-Out Picture removed d/t copyright concerns

20. Resources STFM toolbox Adult learning principles Senior faculty AAFP site, STFM annual meeting MSEDI & medical education STFM conference Networking at regional/national meetings Peers and colleagues (not restricted to your site)

21. Resources Interdisciplinary/interprofessional networks Graduate or undergraduates students who need work/education/learning Departmental orientation Shadow other colleagues Other new faculty (in and out of your dept.) The Teaching Physician - now online

22. Resources Brainstorming sessions with colleagues locally and nationally Referrals from mentors Places/activities where you find validation STFM New Faculty Scholars Other special programs through AAFP, e.g. NIPD fellowship

23. Mentors Multiple mentors for various work and life issues Many mentors may be informal Peer/junior mentors

24. Wrap-Up What other questions do you have? What have you learned thus far at the Annual Meeting? How can you continue to learn and be supported by STFM? – Join our group online – Check out FMDRL – Print and online group resources

26. Contact Information Manjula Julka Manjula.Julka@UTSouthwestern.edu Michelle Roett mar2@georgetown.edu Keith Dickerson Keith.Dickerson@stmarygj.org Rahmat Na’Allah ummsaarah@yahoo.com Keisa Bennett keisa.bennett@gmail.com Cheryl Seymour cseymour@mainegeneral.org