1. presented by Linda Montgomery, MD and Tim Mott, MD
Step by Step: Building a Sustainable System for Your Scholarly Activity Requirement
presented by Linda Montgomery, MD and Tim Mott, MD
Hand out EBPs with EBP inserts and membership flyers to entire group before starting. Will also pass around the session sign-up book.

2. Learning Objectives Participants will be able to –
Enumerate how scholarly requirements are changing
Describe how to build a step-wise program of scholarly education
Strategize how to increase enthusiasm for scholarship within their residencies

3. Why are taking steps so important?
“[Scholarly writing] has become a crucial component of our curriculum giving experience in medical information searching, appraisal, publication, and application. By giving our residents real world experience in producing medical information they have become more informed consumers of medical information.”
- Dr. Tom Satre, University of Minnesota

4. Steps to Get Going!
Step 1: Understand the Scholarly Requirements Step 2: Understand Your Options Step 3: Foster an Atmosphere of Scholarly Enthusiasm Step 4: Implement a Scholarly Plan

5. Step 1: Understand the Scholarly Requirements

6. Current FM-RC Requirements for Faculty Scholarship
All CORE Requirements ~
Must establish and maintain an environment of inquiry and scholarship with an active research component
Must regularly participate in clinical discussions, rounds, journal clubs, and conferences
Some should also demonstrate scholarship
Peer-reviewed funding, publications, presentations, participation in national committees or organizations
Should encourage and support residents in scholarly activities

7. What’s New for Faculty in the 2014 Requirements?
Core family medicine faculty members must participate in faculty development programs designed to enhance the effectiveness of their teaching, administration, leadership, scholarship, clinical and behavioral components of faculty performance. (Faculty development in scholarship is a new requirement!)

8. Current FM-RC Requirements for Resident Scholarship: Core
The curriculum must advance residents’ knowledge of the basic principles of research, including how research is conducted, evaluated, explained to patients, and applied to patient care.
Residents should participate in scholarly activity.
The sponsoring institution and program should allocate adequate educational resources to facilitate resident involvement in scholarly activities.

9. Current (2007) FM-RC Requirements for Resident Scholarship: FM Detail
Residents must have a supervised experience in scholarly activity (big description follows….)
Forum must be provided for analyzing scientific evidence
Must have guided experience in application of emerging clinical knowledge to own panels

10. What’s New for Residents in 2014?
Core stays the same but FM Detailed requirement has been VERY simplified ~
“Residents should complete two scholarly projects, at least one of which should be a quality improvement project.”

11. Another big change affecting scholarship
Section IV.A.3.a - Regularly Scheduled Didactic Sessions The program must provide a regularly scheduled forum for residents to explore and analyze evidence pertinent to the practice of family medicine.

12. How Do the 2012 “Family Medicine Scholarship Guidelines” Clarify?
Scholarship must be peer-reviewed (loosely)
Numbers required
Faculty: 2 projects/ 5 years
Residents: 1 project/3 years
Fellows: 1 project/fellowship
Fellowship Faculty: 1project/year
Dissemination geography different for faculty and residents (national/regional vs. regional/local)

13. Step 2: Understand Your Options
Family Physicians Inquiries Network

14. Why are taking steps so important?
“I initially got involved in FPIN (Family Physicians Inquiries Network) because I like to write, and because I really like to ask questions. I got very interested in how family doctors learn about new studies, and that’s how I got involved with PURLs. I’ve been writing and editing PURLs since the first ones were published in FPIN supports family medicine scholarship at its most fundamental levels: looking at a patient and asking a question, disseminating evidence-based answers and new evidence, and providing publication opportunities. FPIN is a great community of staff and fellow family doctors looking to advance our field.”
- Dr. Kate Rowland, University of Chicago and Advocate Illinois Masonic

15. What is FPIN?
FPIN is a membership organization offering medical scholarship education to students, residents, faculty, and fellows in family medicine.
Publication projects are used as a means for teaching Evidence-Based Medicine (EBM) concepts.

16. FPIN Mission:
FPIN supports a collaborative learning community for primary care clinicians, learners, and faculty to promote and disseminate evidence-based scholarship. We improve patient care by translating research into practice.
Academic Departments with University & Community-based Residencies are working together to help each:
Develop a culture of research and scholarly publication
Promote mentoring programs among faculty and trainees
Create a supportive environment for translational research
Ultimately, raise the level of scholarship throughout the discipline

17. How does FPIN membership help?
First, it will assist your program in defining your unique EBM curricular goals.
Second, it will partner with your program to achieve those goals through implementation assistance, editorial mentorship, and writing project management.

18. Expand upon what you are doing now
Utilize FPIN membership to build on your current curriculum
Learning modules
Journal clubs
Structured writing projects
Learn to apply skills at the next level- FPIN provides an avenue to put EBM skills to work
Employ EBM skills that have been taught
Learn all the ways that FPIN can help you meet your scholarly activity requirements
Learn how to earn CME credit for your FPIN work

19. Member Benefits Opportunities: Tangible: Accreditation
Writing, Publishing, and Editing
Peer Review
Workshops
Tangible:
EBP
FPIN Institute
PURLs Journal Club
PEPID PCP subscription to eMedRef authors & institutional discounts
Accreditation
Member Benefits:
Tangible:
EBP
FPIN Institute Modules
PURLs Journal Club
PEPID PCP subscription to eMedRef authors & institutional discounts
Opportunities:
Writing, Publishing, and Editing
Peer Review
Workshops
Accreditation

20. FPIN Publications

21. Provides quick and comprehensive overviews of topics at physicians’ fingertips
Each author receives a PEPID subscription ($300 value)
Published in PEPID and portions of selected topics are published in Evidence-Based Practice
New initiatives include developing a peer review process
Can be finalized in 6-7 months

22. Where are eMedRefs Published?

23. Brief, structured evidence-based answers to clinical questions
word manuscript
Brief, structured evidence-based answers to clinical questions
Work with Local Editor and Editor-in-Chief
Peer reviewed at another FPIN program
Published in Evidence-Based Practice and PEPID
Can be finalized within an academic year
Many programs are finding this is a great scholarly activity for their 2nd year residents. If it’s allowed to be an option, it won’t happen, best to have it as a requirement.

24. Where are HDAs Published?

25. FPIN’s flagship publication for over 10 years has undergone a comprehensive restructuring making the Clinical Inquiries series improved and attainable
Based on the best evidence resulting from a formal systematic literature search
Author formulated questions- write about what interests you and other family physicians
Structured but simplified editorial process
Medical Librarian is optional
Peer-reviewed indexed publications in The Journal of Family Practice or American Family Physician

26. Where are CIs Published?

27. Relevant, valid, practice-changing, and immediately-applicable recommendations
Drawn from literature surveillance system
Work with team to review literature or author manuscript
Ideal for programs looking for a high level team activity
Published in The Journal of Family Practice and PEPID

28. Where are PURLs Published?

29. PURL Journal Club
Plug and play comprehensive monthly toolkit available through FPIN Institute including:
Journal Club Instructions
Speaker Notes including teaching points
Journal Club participant worksheet
Completed review form for reference
Published PURL
Ideal for programs looking for a structured approach to journal clubs with little faculty skill or time.

30. Get Involved with PURLs
PURL Nominations Listserv –
Objective: Identify all new research that leads to a recommendation to change primary care practice.
Complete “Picking PURLs” module, which can be obtained by request from
Join the PURL nomination listserv
Submit nominations based on guidelines
Stay up on new research coming through the listserv!

31. Evidence-Based Practice
FPIN’s peer-reviewed journal
Articles are written by FPIN Members
Residents and faculty
Provides answers to questions you experience on a daily basis
Electronic subscription included with membership; discounted CME rate: $59/year includes 48 AMA PRA Category 1 Credits TM
CME subscription rate available for
non members: $119/year includes
48 AMA PRA Category 1 CreditsTM
Everyone will have a copy of EBP in hand at the session.

32. FPIN Institute Included with your FPIN Membership
Access to Online Learning Catalog
On-line self-study courses covering FPIN writing projects, EBM curriculum development, and more:
Accompanying handouts
Comprehension quizzes to assess learning
Ability to generate progress reports for additional accountability
PURLs Journal Club Toolkits
EBM Physician Numeracy Curriculum
Ongoing development of new offerings

33. What do Membership Fees Support?
FPIN is a non-profit organization so your fees support:
Editors
Staff
Dissemination of our journal, EBP
Operations
Membership Benefits

34. Step 3: Foster an Atmosphere of Scholarly Enthusiasm

35. Why are taking these steps so important?
“At the University of Missouri, we have believed in FPIN from the start.  We promote FPIN writing projects as an exercise in scholarly writing and critical thinking for students, residents and faculty.  Learners at all of these different stages work together to learn how to ask and answer questions using the best available evidence—essential skills for the practice of modern medicine.  No one else in Family Medicine is doing the work that FPIN does to link clinical knowledge and scholarship in a way that is feasible for family doctors.”
Dr. Laura Morris, University of Missouri

36. Build Enthusiasm for Research
Identify FPIN Champion(s)
Utilize the PURLs Journal Club Toolkits
Residents/Faculty propose their own questions
Post EBP in your preceptor room
Percolator: Minnesota example, we have also done mini brainstorming type sessions at Fontana and at St. Luke’s in New Jersey.

37. Step 4: Implementation
Begin with the end in mind…

38. Scholarship Success Plan
Assess your starting point
Identify Key Leaders
Schedule / Prioritize
Maintain Accountable Processes
Assess, Identify, Schedule, Maintain accountability

39. Scholarship Success Plan
Effectively assess the skills amongst your faculty and residents
Identify faculty development project
Schedule a hands-on group workshop
Mandate faculty complete a project first
Assign a leader/champion to create timetable checklists for accountability
Protect time with structured expectations, completion dates
Assess, Identify, Schedule, Maintain accountability

40. What Does the First Year of Membership Look Like?
Build Critical Appraisal
Train the Trainer
Generate Enthusiasm Through Quick Publication
The First Year of membership includes all three of the following slides.

41. What Does the First Year of Membership Look Like?
Build Critical Appraisal
Who: Residents, fellows and faculty
What: Integrate the PURLs Journal Club into your residency program curriculum. The journal club includes instructions, speaker notes, worksheets, the published PURL and review forms, and are included in a monthly subscription through the FPIN Institute for our members.
Why: Involvement in the PURLs project at any level teaches participants how to critically appraise the literature.
The First Year of membership includes all three of the following slides.

42. What Does the First Year of Membership Look Like?
Train the Trainer
Who: 1-2 faculty champions
What: Assign faculty champion(s) to lead the FPIN activities at your program. We will provide them with all of the resources they need to answer a clinical question of interest by publishing a structured word HelpDesk Answer.
Why: Learn these skills now, so that you can later mentor the rest of your program in more advanced forms of critical appraisal.

43. What Does the First Year of Membership Look Like?
Generate Enthusiasm Through Quick Publication
Who: Residents and remaining faculty members
What: Give everyone in your program an opportunity to earn an achievable electronic publication by updating a point-of-care topic overview.
Why: While faculty champions are learning more advanced critical appraisal skills, eMedRef introduces the rest of the program to the publication process and provides early wins through publishing.

44. Common Scholarship Program Barriers
Faculty barriers:
Protected time
Shortage of faculty, resources
Leaders don’t have enough experience to mentor
Resident barriers:
Lack of structured expectations, experiences
Enthusiasm towards evidence-based medicine
Shared barriers:
Fear of statistics
Difficulty with evidence synthesis
Procrastination

45. Why does the FPIN approach work?
Implementation plans and publication projects are built for residents and programs to be successful
Writing projects are ACHIEVABLE for busy residency programs
Time frames are achievable to ensure residents are published while in residency

46. Follow FPIN on Social Media
Facebook
Twitter
facebook.com/fpinpage
@FPINtweets

47. Questions?

48. Learn More
FPIN faculty/staff are available at the back of the room for questions
to set up another time to meet
Visit us at

49. Now that we have looked at the barriers, lets look at how to put together a successful scholarship plan.