Tag Archives: Faculty development

“You’re a Pharmacist?” How the Emerging Leaders Fellowship Helped Me Define My Role in a FMRP

Jennie Broders, PharmD

Jennie Broders, PharmD

The question was innocent but threw me off guard. “You’re a pharmacist? I thought they locked you in the basement!”

I assured my recently admitted COPD patient that we pharmacists are often granted relief from our mysterious pharmacy lairs to spend time with our patients. She laughed, “Now I don’t feel so bad for you.”

As a clinical pharmacist, I find that I am a valued, but not always an understood, part of the team. Traditionally patients have thought of pharmacists as simply counting pills behind the counter at the local drug store—a friendly resource. Physicians may have a broader experience with pharmacists, particularly as interns relying on the pharmacist to call when they are less sure of medication choice and dosage but similarly jaded by longstanding stereotypes of centralized pharmacy models. This feeling of uncertainty on my part was only exemplified as I prepared to take on my role as a junior nonphysician faculty member in a family medicine residency program (FMRP). This time, it was me who was hesitant of my role and how to bridge my resident experience with my future career. Luckily, a fellow faculty member in my FMRP introduced me to the STFM Emerging Leaders Fellowship, a perfect support for new faculty and anyone transitioning into leadership. At the time, he was completing the fellowship and thought I may be a good fit for the program as a mechanism for better understanding the role of a faculty member and in turn setting goals for future professional development.

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Teaching in the Hospital: How Can We Do a Better Job?

Lenny Salzberg, MD

Lenny Salzberg, MD

At the STFM Annual Spring Conference this past May, there were no sessions specifically dedicated to attending in the hospital, despite the fact that our residents spend a significant portion of their training on the wards. In my program, residents spend 30% of their required rotational experiences doing inpatient medicine and night float. As faculty members we need to maximize this third of their residency, and STFM is an important place to capture and coordinate ways to achieve this.

How can we maximize the hospital experience? One strategy is to start with one of Stephen Covey’s Seven Habits of Highly Effective People: Begin With the End in Mind. What do we want our residents to be able to do after they’ve completed their inpatient rotations?

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Faculty Development and the Family Medicine Milestones: What Do They Have to Do With Each Other?

Joseph Brocato, PhD

Joseph Brocato, PhD

If you are like me, I am sure that many of you are vacillating between denial and avoidance—and perhaps even outright hostility—when contemplating the new ACGME Family Medicine RRC Milestones and Next Accreditation System (see http://www.acgme-nas.org/family-medicine.html). While indeed they involve a new way of tracking residents’ attainment of fundamental knowledge, skills, and attitudes, it also suggests that we as faculty need to make efforts to examine how much we know about evaluating our residents in this new era of competency-based education. What are some of the faculty skills we need to hone?
While there are the traditional academic roles of teaching, research, and scholarship and embedded skills within each, we now find ourselves needing to become much more proficient in the area of evaluation: how do we do a thorough evaluation of our trainees, and how do we take a potentially large bolus of evaluation data points for each resident/fellow and make a objective decision about residents/fellows reaching the sometimes seemingly elusive marker of being “competent to practice independently”?

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