1. QUICK DESIGN GUIDE (--THIS SECTION DOES NOT PRINT--) This PowerPoint 2007 template produces a 36”x60” professional poster. You can use it to create your research poster and save valuable time placing titles, subtitles, text, and graphics. We provide a series of online tutorials that will guide you through the poster design process and answer your poster production questions. To view our template tutorials, go online to PosterPresentations.com and click on HELP DESK. When you are ready to print your poster, go online to PosterPresentations.com. Need Assistance? Call us at 1.866.649.3004 Object Placeholders Using the placeholders To add text, click inside a placeholder on the poster and type or paste your text. To move a placeholder, click it once (to select it). Place your cursor on its frame, and your cursor will change to this symbol. Click once and drag it to a new location where you can resize it. 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Faculty development activities among a national sample of Family Medicine residency programs: Pilot study data Oliver Oyama, PhD, ABPP, PA-C, Elizabeth Lawrence, MD University of South Florida/Morton Plant Mease Family Medicine Residency BackgroundResults Methods Contact Conclusions Implications Limitations Results Family medicine educators are encouraged and required to participate in faculty development to further their knowledge and skills in the art and science of teaching and learning. The Accreditation Council for Graduate Medical Education (ACGME) specifically requires Family Medicine residencies to have a structured faculty development program that addresses clinical, educational, administrative, leadership, research and behavioral components of faculty performance. Residencies likely address these components to varying degrees and in a variety of ways. Additionally, given competing interests and limitations on available time and financial resources, some of these components might be more challenging to fulfill. Study Goal: To identify the strategies used by Family Medicine residencies to meet the ACGME’s requirements for faculty development. Design Cross-sectional survey study Subjects Family Medicine residency programs (40) were randomly sampled from medical school based and community based residency programs in each of four US geographical regions (Northeast, Midwest, South and West). Measures Electronic surveys were sent to each program and included demographic questions as well as questions about faculty development activities and support for faculty development at each program. Programs were also asked if they had discussed the ACGME faculty development components with their faculty and which activities were offered within each component area. For additional information please contact: Oliver Oyama, Ph.D., ABPP, PA-C Associate Director University of South Florida Family Medicine Residency Program at Morton Plant Mease Healthcare 807 North Myrtle Ave. Clearwater, FL 33755 (727) 467-2508 Office Oliver.Oyama@Baycare.org Program Location Program Type Program Age Program Size ( faculty, residents, fellows) Degree faculty development encouraged? Component AreaDiscussed ACGME Requirements Mean (SD)p-value Clinical No4.1818 (1.78)0.08 Yes6.0000 (2.88) Educational No3.9091 (2.66)0.01* Yes6.8000 (2.65) Administrative No2.6364 (2.38)0.03* Yes5.0000 (2.70) Leadership No2.8182 (2.04)0.01* Yes5.3333 (2.55) Research No2.2727 (3.20)0.01* Yes5.7333 (2.84) Behavioral No1.9091 (1.81)0.01* Yes4.8000 (3.00) Faculty development resources used by programs Faculty development resources by ACGME component areas ACGME component areas discussed with faculty? Number of FD activities and support analyzed by whether program had discussed the ACGME core components These preliminary results suggest that Family Medicine residency programs value and encourage faculty development. Traditional faculty development resources such as support for CME, faculty meetings, and faculty conferences and workshops may be used most frequently while other strategies such as mentoring programs, faculty discussion groups, and technology based learning systems may be used less often. Family Medicine residency programs may not be discussing the ACGME requirements for faculty development with their faculty, and those that had not were found in this study to offer fewer faculty development activities and strategies than those that did. 1.It is not known if these findings are generalizable to the population of Family Medicine residency programs, other medical residency programs or even other academic medical departments. 2. The survey instrument has unknown reliability and validity. 3. The data include only self-reported practices of faculty development activities in residency programs and so are limited by potential self- report biases. It is clear that to meet future accreditation requirements it will be imperative for residency programs to have effective faculty development activities that address the six ACGME component areas, utilize active (Socratic and experiential) learning, include learning of educational principles and teaching skills, and include an evaluative component. The challenge is to develop faculty development activities tailored to individual program and faculty needs and resources. Programs that offer a variety of faculty development activities tailored to the needs of the program and faculty and that support faculty in developing innovative approaches to meeting their own personal faculty development interests will undoubtedly be the benchmark.