1. Innovations in Teaching: A Faculty Discussion Group
Elizabeth Lawrence, MD
Oliver Oyama, PhD, ABPP, PA-C

2. Disclosures
Nothing to disclose

3. Audience
Faculty (particularly residency faculty)

4. Outline Describe ACGME requirements for faculty development (FD)
Present current literature on FD
Present study results
Describe Innovations in Teaching
(faculty discussion group)
Small group activity
Sharing/debrief/closing comments

5. Learning Objectives
By the end of the session, attendees will be able to:
Articulate ACGME requirements for FD
Describe how a faculty discussion group would help meet the requirements
Identify their program’s current FD resources
Brainstorm a new innovation in FD for their program

6. ACGME Program 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 II.B.5

7. ACGME Program Requirements
There must be a structured program of faculty development that involves regularly scheduled faculty development activities.
ACGME Program Requirements for Graduate Medical Education in Family Medicine II.B.9

8. ACGME Program Requirements
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 II.B.9

9. ACGME Program 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 II.B.9

10. ACGME Program Requirements
It should involve at least annual departmental, residency and individual faculty needs assessments, and may include structured group and individual activities.
ACGME Program Requirements for Graduate Medical Education in Family Medicine II.B.9

11. ACGME Program Requirements
Although clinical update is important, faculty development should provide experience to improve teaching in all settings.
ACGME Program Requirements for Graduate Medical Education in Family Medicine II.B.9

12. ACGME Program Requirements
This should be measurable and documented in evaluations by residents.
ACGME Program Requirements for Graduate Medical Education in Family Medicine II.B.9

13. 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 V.C Explanation

14. 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 V.C Explanation

15. ACGME Program Director Guide
Participation in faculty development activities should be monitored and recorded.
ACGME Program Director Guide to Common Program Requirements V.C Explanation

16. ACGME FM Scholarship Guidelines
Minimum expected productivity: 2 scholarly works per 5 years
Must entail contribution to knowledge available to the discipline of FM (or its subspecialty fellowship areas)
Must be shared with peers at regional or national level and subject to peer review
AGGME Scholarly Activity Guidelines Review Committee for Family Medicine 2012

17. Webinar resource
Strategies for Meeting ACGME Faculty Development Requirements by Melly Goodell, MD
(STFM Board of Directors)  

18. What is Faculty Development?
Broad range of activities used to prepare, renew or assist faculty in their roles
Intended to improve practice and manage change
Steinert Y, Mann K, Centeno A, et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical Teacher 2006;28:497–526.

19. Faculty Development effectiveness
Overall satisfaction high
Positive changes in attitude reported
Measurable gains in knowledge of educational principles & teaching skills
Learners detected changes in teaching behavior
Resulted in more educational involvement
Steinert Y, Mann K, Centeno A, et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical Teacher 2006;28:497–526.

20. Key Features of Effective FD
Experiential learning – we need to practice!
Provision of feedback
Peers as role models/supporters help promote change
Adherence to principles of teaching & learning
Use of a diversity of educational methods
Steinert Y, Mann K, Centeno A, et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical Teacher 2006;28:497–526.

21. Topics for further consideration
Role of context
Nature of participation
Value of extended programs
Use of alternative practices
Steinert Y, Mann K, Centeno A, et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical Teacher 2006;28:497–526.

22. Faculty Development Activities in Family Medicine Residency Programs

23. Program Location

24. Program Type

25. Faculty Responding

26. Responsible for FD?

27. Program Age

28. Faculty

29. Residents

30. Fellows

31. Faculty Development Fellowship

32. Previously Supported FD Fellowship Participation?

33. How Previously Supported?

34. Plan to Support Future FD Fellowship Participation?

35. How Plan to Support?

36. Degree FD Encouraged

37. FD Resources

38. FD Resources by Component Area

39. CLINICAL Component

40. EDUCATIONAL Component

41. ADMINISTRATIVE Component

42. LEADERSHIP Component

43. RESEARCH Component

44. BEHAVIORAL Component

45. Discussed ACGME Requirements?

46. Discussed ACGME Requirements
Mean number of resources provided for each FD component area analyzed by whether the program discussed ACGME requirements (N-26)
Component Area
Discussed ACGME Requirements
Mean (SD)
p-value
Clinical No
(1.78)
0.08
Yes
(2.88)
Educational
(2.66)
0.01*
(2.65)
Administrative
(2.38)
0.03*
(2.70)
Leadership
(2.04)
(2.55)
Research
(3.20)
(2.84)
Behavioral
(1.81)
(3.00)
* Significant p<0.05

47. Innovations in Teaching Faculty discussion group
Our residency program’s strategy to support faculty development in the area of teaching and learning skills, promoting peer mentoring and collaboration

48. Discussion group content
Thoughts, experiences and questions brought by faculty
Residency process improvement recommendations
Literature reviews on FD topics
Web-based FD resources
Resources from formal family medicine FD programs

49. Sample of discussion topics
Resident evaluation process
Dealing with residents in academic or behavioral difficulty
Curriculum development
(Art of Outpatient Medicine)
Outpatient rounding
Learning and teaching styles
Resident and medical student precepting
Development of a Faculty Blog
Innovative lecturing techniques
Video precepting
Learner assessment and feedback
Interpersonal communication skills
Teaching evidence-based medicine
Residency Faculty Development Curriculum
Technology in teaching and learning

50. Programmatic Outcomes
Resident evaluation process redesigned
Creative lecture presentations
Outpatient Rounding
Formal FD program influenced
Art of Outpatient Medicine curriculum
Faculty blog

51. Steps in developing
Faculty member requested permission to form a group to discuss teaching & learning
Logistics planned
Faculty notified of first meeting
First meeting held: voluntary, open agenda,
formal topic available, facilitated by behavioral science faculty
Subsequent monthly meetings planned
Formal meeting minutes recorded

52. Challenges/Obstacles
Time and space needs
Who leads/facilitates the group?
Competing program needs
Lack of support/interest/commitment
Inertia
Sense of impotence (why bother?)
Converting ideas into actions

53. Future of Faculty Development
“A 2020 Vision of Faculty Development Across the Medical Education Continuum”
Took place at Baylor COM February 2010 (anniversary of Flexner report)
Goal was to develop recommendations for training faculty who prepare physicians to meet the nation’s evolving health care needs

54. 2020 Vision: Key Concepts
If you want to change medicine, you have to change those who teach medicine
Quality FD must be available to all who teach medicine
As models of care change, FD will also need to change
Searle NS, Thibault GE, Greenberg SB. Faculty Development for Medical Educators: Current Barriers and Future Directions. Acad Med. 2011;86:405-6.

55. 2020 Vision: Revitalized CME
4 essential domains:
Creating an engaged clinician-learner (life-long learner who practices EBM)
A robust body of evidence-based knowledge
A more effective CME delivery system (somehow practice-based)
A supportive environment (educational home)
Knowledge management system
Portfolios
Human resources
Davis DA, Prescott J, Fordis CM et al. Rethinking CME: An Imperative for Academic Medicine and Faculty Development. Acad Med. 2011;86:

56. 2020 Vision: Next Steps Identifying funding for/recognition of FD
Communicating/sharing FD materials:
Creating a website as a resource repository for FD (MedEdPORTAL, AAMC, FMDRL)
Creating web-based teaching modules – passing a certain number of these could earn the learner a “certified medical teacher” title (STFM’s Residency Faculty Boot Camp, Teaching Physician.org)
listserv
Convening a national interdisciplinary conference on FD
Searle NS, Thibault GE, Greenberg SB. Faculty Development for Medical Educators: Current Barriers and Future Directions. Acad Med. 2011;86:405-6.

57. ACGME Program Requirements
Environment of scholarship & inquiry
Active research component
Structured program of regularly scheduled activities (didactic & experiential)
Faculty skill development and update
Clinical, educational, administrative, leadership, research and behavioral components
Annual residency and faculty needs assessments
Experiences to improve teaching in all settings
Measurable and documented in evaluations by residents
ACGME Program Requirements for Graduate Medical Education in Family Medicine II.B.9

58. In summary
Faculty development in academic medical settings is often a challenging balance between the many demands on faculty time and limitations on program and personal resources. Programs should be creative in designing faculty development options which best meet their individual program needs.

59. References
ACGME Program Requirements for Graduate Medical Education in Family Medicine. Accessed August 8, 2012.
Baylor College of Medicine. Faculty Development Conference: A 2020 Vision of Faculty Development Across the Medical Education Continuum; February 26-27, 2010; Houston, Tex. Accessed August 8, 2012.
Davis DA, Prescott J, Fordis CM et al. Rethinking CME: An Imperative for Academic Medicine and Faculty Development. Acad Med. 2011;86:
Goodell, Melly. Strategies for Meeting ACGME Faculty Development Requirements. FMDRL Webinar 5/16/12.

60. References
Narayan AP, Whicker SA, McGann KA: An Innovative Process for Faculty Development in Residency Training, Teaching and Learning in Medicine: An International Journal 2012; 24:3,
Scholarly Activity Guidelines Review Committee for Family Medicine Accessed August 8, 2012.
Searle NS, Thibault GE, Greenberg SB. Faculty Development for Medical Educators: Current Barriers and Future Directions. Acad Med. 2011;86:405-6.
Steinert Y,Mann K, Centeno A, et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical Teacher 2006;28:497–526.