1. Initiating a Faculty Development Curriculum at a Community-Based Residency Program
Jennifer Donovan, MD; Jeffrey Morzinski, PhD, MSW; Marcy Rosenbaum, PhD
Cedar Rapids Medical Education Foundation, Medical College of Wisconsin, University of Iowa
INTRODUCTION
Table 3. Year 1 evaluation Table 4. Year 2 evaluation
METHODS continued
Faculty development is important for quality resident education and advancing the field of family medicine. Faculty at community-based residency programs have limited access to on-site faculty development opportunities compared to faculty at university-based programs. The Cedar Rapids Medical Education Foundation (CRMEF) Family Medicine Residency Program is a community-based program in Cedar Rapids, Iowa affiliated with the University of Iowa Carver College of Medicine (CCOM). CRMEF had no recent faculty development program for all faculty. This innovative project, funded by The Society of Teachers of Family Medicine Program Enhancement Award, fills important gaps in community-based faculty training, and promotes a culture of academic scholarship among our faculty.
 Year 2:
Faculty expanded upon and implemented skills developed in the first year of the program to jointly develop an educational research project. (Table 2)
Due to faculty changes in the mid-year, the research project was postponed.
Faculty sessions took the form of a journal club.
At the end of the second year, each participant used a retrospective pre-post Likert scale to rate his or her comfort with a topic before and after each session attended (1 being little comfort and 5 being expert level comfort).
Topic (*)
Average
before session
after session
Small group teaching (3) 3
4.3
Giving feedback (3)
2.6 4
How to design instruction (3)
3.3
Clinical teaching (3)
Scholarship development (4)
2.25
3.5
Research design (4)
Teaching handoff skills (4)
2.75
Assessment skills (4)
2.5
Mean of averages
3.9
Topic (*)
Average before session
Average after session
IRB (4)
1.25
2.75
Developing research question (4)
3.75
Grant writing (4)
0.75 2
Faculty evaluation (2)
4.5
Informal lunch (1) 5
Teaching different generations (6)
2.33
3.5
Burnout (5)
3.6
Introduction to new medical school curriculum (5)
1.2
Mean of averages
2.0
Table 2. Year 2 chart of sessions and topics
OBJECTIVES
Year 2
CRMEF Session Date
Topic of CRMEF Session
Guest Speaker /article
Projects
July 12, 2017
IRB
Pat Thies, RPh, MS, FACHE (local IRB chair)
Aug 2, 2017
Developing research question
Sept 27, 2017
Grant writing
Erin Langdon
(grant writer for clinic)
Oct 25, 2017
Faculty evaluation
Jason Ellis, DO
(CRMEF faculty member)
Developed faculty evaluation form
Nov 22, 2017
Informal lunch
Changing format as faculty changed
Jan 17, 2018
Teaching different generations
(Journal club)
Article: Aaron M, Levenberg P. The millennials in medicine: tips for teaching the next generation of physicians. Journal of Academic Ophthalmology.2014;7:e17-e20.  
Feb 7, 2018
Burnout
Article: Palamara K, et al. Promoting success: a professional development coaching program for interns in medicine. Journal of Graduate Medical Education. 2015;7(4):  
Mar 14, 2018
Introduction to new medical school curriculum
George Bergus, MD, MA-Ed
CCOM Strand Director
Active participation and satisfaction with sessions, as determined by over 80% attendance, completion of all pre- and post- and formative evaluations, and consistently high satisfaction ratings for training sessions.
Evidence of behavior change as determined by community-academic project completion by over 75% of faculty participants.
Successful dissemination of project outcomes by at least four local and national presentations of Faculty Development processes, products and outcomes.
Develop a more academically-oriented culture at the CRMEF residency program, through active academic projects, greater attention to teaching and instructional quality, and recognition for excellent academic performance.
METHODS
Year 1:
The director of faculty development attended Educator Skill Sessions at the regional academic medical institution, then summarized the material for faculty development monthly sessions at the community-based program. (Table 1)
At the end of the year, each participant used a retrospective pre-post Likert scale to rate his or her comfort with a topic before and after each session attended (1 being little comfort and 5 being expert level comfort).
*Number attended and completed survey, more may have attended. The director of faculty development did not complete the assessment due to involvement in developing the sessions.
COMMENTS FROM FACULTY
“Bringing in outside speakers to address topics such as grant writing and IRB helped increase my comfort level on these topics in our community-based residency program.”
“[The teaching different generations] session was great with so many perspectives from different generations of faculty”.
“[Evaluation] sessions really helped me to look at an evaluation from both perspectives (evaluator and evaluatee) and looking closely at what you are attempting to achieve with the evaluation.”
“Burnout is difficult to evaluate when the conditions causing burnout haven’t changed (yet)”
Table 1. Year 1 topics and projects
CRMEF Session Date
Topic of CRMEF Session
Corresponding Skills for Educators workshop
Projects
Oct 5, 2016
Small group teaching
Small Group Teaching (September 16, 2016)
Prompt resident interaction intervention
Oct 26, 2016
Giving Feedback
Edited feedback form
Nov 23, 2016
How to design instruction
How to Design Instruction (November 18, 2016)
Jan 25, 2017
Clinical teaching
Clinical Teaching (January 20, 2017)
Microskills on display
Feb 22, 2017
Scholarship and Research
Scholarship & Research (February 17, 2017)
Discussed project worksheet
Mar 22, 2017
Research Design Guest speaker from CCOM,
Dr. Barlow
Made plans on how to design a project
April 19, 2017
Assessment
Assessment (April 21, 2017)
Survey design for individual projects
May 17, 2017
Handoff skills
June 14, 2017
Review of the year
RESULTS
CONCLUSIONS
A locally delivered faculty development initiative can advance teaching skill development needed in family medicine resident education.  
Community-based faculty can enhance their comfort level with different teaching skills by implementing summaries of topic-based workshops.
A local champion can promote academic activities among community-based residency faculty.
RESULTS
Year 1:
The participants consisted of 5 physician faculty, 1 emeritus faculty, 1 clinical pharmacist, 1 behavioral specialist (retired after first year before assessment was completed), and one new faculty who joined the group for the final 4 sessions. (50-75% participation)
The comfort level on average improved from 2.6 prior to the session to 3.9 after the session (Table 3).  
 Year 2:
The participants consisted of 5-6 physician faculty (one left mid year), 1 emeritus faculty, 1 clinical pharmacist, and 1 behavioral specialist (started mid-year). (33-77% participation)
The comfort level on average improved from 2.0 prior to the session to 3.6 after the session (Table 4).
REFERENCES
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels. San Francisco, CA: Berrett-Koehler.
Simpson, D., Marcdante, K., Morzinski, J. et al. Fifteen years of aligning faculty development with primary care clinician-educator roles and academic advancement at the medical college of Wisconsin. Academic Medicine. 2006;81(11):
Kichler, K., Kozol, R., Buicko, J., et al. A structured step-by-step program to increase scholarly activity. J Surg Educ. 2014;71(6):19-21.
Table 1.
CONTACT
Jennifer Donovan, MD CRMEF Director of Faculty Development