1. Senior Family Medicine Residents’ Interest in a Residency Faculty Role
Marcia McGuire, MA
Amanda Weidner, MPH
Justin Glass, MD
Kim Stutzman, MD
Cara Sullivan, MD
Nancy Stevens, MD, MPH
Regional Educator - Family Medicine Residency Network (FMRN)
Research Scientist - FMRN
Program Director - Family Medicine Residency of Idaho (FMRI)
Associate Director of Education and Rural Family Medicine - FMRI
Resident - FMRI
Associate Director for Faculty Development - FMRN

2. None of the presenters has any disclosures to report.

3. Upon completion of this session, participants should be able to:
Articulate factors the current literature cites as having influence on residency faculty recruitment and retention.
Describe the methodology and preliminary data analysis of the first survey wave of WWAMI region third-year family medicine residents.
Compare their own program's faculty recruitment strategies to the factors discussed in the literature and preliminary data presented in the session.

4. The Problem…
Approximately 68% of family medicine residencies are recruiting for at least one family medicine faculty member
Recruiting times can be long and expensive

5. Current Origin Status of WWAMI Faculty
Website review of 19 residencies and 5 RTTs.
Data found on 18/19 residencies and 5/5 RTTs.
246 faculty identified
86 trained at own residency (35%)
58 trained at other WWAMI FM residency (24%)
Excluding programs <3 years old
86/219 (39%) trained at own residency

6. Do we hold our own solution?
One potential method of faculty recruitment is to generate interest in faculty positions early, while residents are still in residency…

7. A little background literature...
Literature slim on residency faculty pipeline factors
Most of the literature that exists is for academic medicine faculty positions
Also looked at the applied literature on retention

8. A little background literature... Resident Interest
Negative Influence
Positive Influence
Role models
Desire to teach
Completion of graduate degree
Completion of research and publication during medical school and/or residency
Educational track/structure for skill building and successful implementation of teaching skills
Mentoring
Family (want flexibility;
spousal satisfaction)
Salary difference and debt level
Reduced interest in faculty careers later in residency
Autonomy

9. A little background literature... Retention
Negative Influence
Positive Influence
Engagement
Material and resource support
Personal development support
Alignment of values and identity with organization’s mission and values
Organization/department/ role expectations
Colleague dynamic

10. Missing data: what we want to know…
Are residents interested in residency faculty positions?
What are their perceptions about the work these positions entail?
What about the faculty role impacts their interest (positively or negatively)?
How does this interest change over the final year of residency?
Do the extra administrative and leadership responsibilities of “Chief” residents impact interest? (How does interest differ between chief residents and other R3s?)

11. We are trying to find out by…
Asking R3s and chief residents the same set of questions at the beginning and end of their final year.
Questions focus on:
Knowledge of what is involved in a faculty role
Interest in becoming a faculty member
Influence of various factors on interest (+/-) – in general and at own program
Mentors/role models
Role of the chief resident
Satisfaction & burnout

12. FAMILY MEDICINE SENIOR RESIDENT FACULTY INTEREST SURVEY
TIMELINE
TIME 1
Survey Window
TIME 2
Survey Window
JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN
currently here…
July – September: 4 follow-up/reminders
April – June: 4 follow-up/reminder s
July: initial recruitment for T1 survey
July 1: beginning of residency year
April: initial recruitment for T2 survey
2016 Graduating Class
2017 Graduating Class
2018 Graduating Class
2019 Graduating Class
June 30: end of residency year; graduation in June

13. After 1 round, we’ve learned…
3.4
= average reported knowledge of what is involved in a residency faculty role
(1 to 5 scale, 1 = no knowledge, 5 = very knowledgeable)
71%
of respondents are interested in a faculty role or are willing to consider the job if it met other criteria.
Only 13% of respondents indicated they were not at all interested in taking a residency faculty job.

14. enough to fill most of the open faculty positions in WWAMI.
27%
of respondents indicated an interest in taking a faculty job immediately after graduation or in the next few years.
Even if we assume every senior resident interested in a faculty position responded to the survey, we have at least 18 residents from this year alone who are interested in taking a faculty job SOON –
enough to fill most of the open faculty positions in WWAMI.
Our survey response rate was ~36%. If we assume no response bias, there might be closer to 50 WWAMI residents interested in faculty jobs immediately or in the next few years.

15. Influencing components of residency faculty positions: average ratings (-3 to +3 scale)

16. Based on the data and literature…what can programs do?
Tap residents early: mentors, role models, teaching skills track or focus
Strategic communication
Teaching, advising, mentoring opportunities
Stay in contact with program graduates
Full spectrum opportunities Or
Flexibility in scope and schedule
Competitive salary or loan repayment options
Support (personnel, materials, resources) for administrative responsibilities

17. Questions? What are you doing in your program to recruit faculty?

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19. Other research questions:
Burnout across the year; including chiefs vs. others
Impact of mentorship on interest
Differences between perceptions of residents at programs who have the most difficulty with faculty recruitment/retention and those at programs who have less trouble