Dennis Baker, PhD
In 2001, I took a position as the assistant dean for faculty development at the newly formed Florida State University College of Medicine (FSUCOM) in Tallahassee. I came to FSUCOM with 22 years of faculty development experience, the bulk of that with the Ohio University College of Osteopathic Medicine.
For 16 years I travelled throughout Ohio giving teaching skills workshops for community preceptors. It was during the late 1980s through the 1990s, when the landscape of medicine was changing and preceptors had less time to teach and to participate in faculty development activities. I often thought about pushing for a faculty development requirement but knew there would be push back from preceptors and the administration.
Keith Foster, PhD
Advances in technology have made direct observation by video recording or live-feed easy and affordable, allowing the most financially limited programs to conduct direct observation this way. It is not surprising, then, that a large number of family medicine residency programs use some form of video recording or live-feed direct observation.
What is surprising is the absence of or only passing reference to the issues of informed consent, patient authorization, and procedural guidelines related to video recording and live-feed precepting in the examining room, particularly in the age of HIPAA.
By Irmanie Eliacin, MD, and Suzanne Minor, MD
On being the mentee
It all started 2.5 years ago. I was a brand new faculty coming out of a busy practice and entering the realm of academic medicine; when the opportunity afforded itself I ran with it. The transition from residency to a traditional outpatient clinic to academia was daunting. At the first curriculum committee meeting I attended, I saw from afar a smiling, warm face and heard her voice loud and resounding after they introduced me as a new faculty, saying “Welcome!” Little did I know Suzanne Minor, MD (Suzie) would soon be instrumental and integral in the development of my new role as an educator.