Tag Archives: leadership

MacGyver and Medicine: Get to Know Incoming STFM President Molly Clark, PhD

“It’s simply the way my mind works. I’ve always been drawn to thinking through, analyzing, and problem‑solving around things that are hard to understand.”

Molly Clark, PhD

Incoming STFM President Molly Clark, PhD, is a natural-born problem-solver. “I grew up wanting to write mysteries, become an attorney, or work as a spy. Maybe it was all the countless hours spent with my grandparents watching MacGyver, Matlock, or Murder, She Wrote, but something about that world drew me in. By the time I was 13 years old, I knew psychology was the profession for me, and I never wavered from that path.”

When asked what drew her to family medicine, Dr Clark explained, “I always enjoyed partnering with physicians—both as a student working in a health clinic and later as a resident. It was during my own residency I saw firsthand that strategic partnering led to making greater impacts in the field.”

The desire for collaboration in the name of greater impact is what ultimately brought Dr Clark to STFM. “STFM has the magic. The members and the STFM staff are among the most talented, dedicated, and generous people I have ever met. I always leave conferences with more colleagues, more ideas, and more passion.”

In fact, when it comes to the STFM member resources Dr Clark finds herself frequenting most often, she says the greatest benefit of STFM membership lies in accessing the collective wisdom of members themselves. “I think my most utilized STFM resources are my fellow members! Whether I’m reaching out for mentorship through Quick Consult or connecting on the STFM CONNECT platform, being able to tap into the expertise of so many who are doing remarkable work is so valuable.”

“There is a deep, neverending need for compassion and healing in this world,” Dr Clark went on to explain. “Every day I wake up is another opportunity to pay that forward.”

Pay forward she does, in her work as a professor and fellowship director at the University of Mississippi Medical Center Program in Jackson, MS. “I hope medical students and residents know they have a tremendous gift, but with this gift comes remarkable responsibility. So much time as a young person is spent second guessing decisions or waiting to feel ‘ready,’ and assuming everyone else has the answers. The truth is, you know more than you think, and you’re more capable than you give yourself credit for. Take time for discernment, and recognize that when you move forward with confidence, doors begin to open. Everything else—skills, clarity, courage—they tend to grow only after you begin. Challenge yourself to never forget the person in your care is someone’s someone and they are relying on you to hold their care in your hands.”

When asked about her plans for the STFM presidency, Dr Clark’s excitement to continue communal partnering for greater impact is palpable. “This is an incredible time of opportunity for family medicine and the next generation of family medicine educators. I look forward to collaborating with our members to ensure the mission and vision that shaped family medicine remain central as we continue to grow and evolve.”

“There are two pieces of wisdom that have stuck with me through the years,” Dr Clark explained when asked about the energy she brings to the presidency. “The first is the rearview mirror is smaller than the windshield for a reason—let the past inform you, but don’t let it obscure where you’re going. The second is a quote often attributed to Native Americans: ‘When you were born, you cried and the world rejoiced. Live your life so that when you die, the world cries, and you rejoice.’ I hope to live a life of service that fulfills that sentiment.”

That desire to lead a life of service paired with her intrinsic, mystery-loving, problem-solving attitude extends beyond her work with the University of Mississippi Medical Center and with STFM. “I love being outdoors, in the country, and on a farm,” Dr Clark said. “I enjoy growing food for my family and learning a variety of skills I consider ‘lost arts.’ Whether it’s sewing, building furniture, or taking on a new DIY project, I’m always learning something new.”

Dr Clark will be sworn in as STFM President during the 2026 STFM Annual Spring Conference in New Orleans, LA. She has previously served as STFM member-at-large and on the Behavioralist and Family Educator Fellowship Steering Committee.

Optimize the Chances of Getting Your Research Published

by Jen Lochner, MD; Valerie Gilchrist, MD; Sarina Schrager, MD, MS

Research is purposeful curiosity. Every day, we encounter questions about our work, but turning those questions into formal investigations can feel like a leap. A quality improvement (QI) project often begins with questions like, “Why is it this way? Can we do it differently?” Family Medicine publishes research and QI projects focused on medical education and faculty development. This blog post will guide you from asking a question to creating a successful, publishable product. By following these steps, you’re more likely to answer your question and share your findings.

  1. Developing a research question: The first step in any scholarly project is to come up with an effective research question. Albert Einstein stated, “Imagination is the highest form of research.” Being creative to develop a question may be the most important part of the whole process. One mnemonic to make sure that your question is the best it can be is FINER:
    • F—Feasible. Can this question be answered? Do you need millions of $ to do the project? Or can it be done with a reasonable budget?
    • I—Interesting. Do others care about your question?
    • N—Novel. Has this been done before?
    • E—Ethical. Will your project impact subjects in a way that is detrimental?
    • R—Relevant. Does the research question and subsequent research matter to family medicine or primary care.
  2. Do Your Homework:
    Start by thoroughly understanding your question. Why are you interested in it? How will it impact learners, colleagues, or patients? What assumptions are you making? Write them down. Ask yourself “Why?” at least three times to dig deeper. Then, check if others have explored the same question. Consult peers and conduct a literature review. If the question remains unanswered or insufficiently addressed, ask a medical librarian to refine your search. Many online resources, including STFM, can help you develop hypotheses for educational projects. https://www.stfm.org/media/1824/research-minute-25-writing-hypotheses_1.pdf.
    Once you have a strong research question and a hypothesis that addresses what you think is the answer to your question, you are ready to go to the next step.
  3. Build a Team:
    What if you’re unsure about the baseline data to collect? Or lack expertise in analyzing data from your EHR? Or haven’t had formal training in education but are interested in improving a curriculum? You don’t need to become a statistician or earn a degree in education to contribute to research—though you certainly can. Most organizations have experts you can partner with. The STFM Collaboratives are a great resource for finding collaborators. A team strengthens your project by bringing in new perspectives. “You don’t know what you don’t know!” Collaborating not only enhances your work, but it’s also more enjoyable and can increase the impact of your results.
  4. Plan to Publish From the Start:
    From the outset, approach your project with the goal of sharing your findings. Your investigation should be designed to answer the question in a way that’s at least presentable, and ideally, publishable. As journal editors, we look for the following when evaluating papers:’
    • Is the topic important? Will it contribute to the literature and help learners, teachers, or practitioners?
    • Is the research well done? Do the conclusions seem credible?
    • Is the paper well written? Is it easy to understand? (Questions from Josh Freeman)
  5. Begin With the End in Mind:
    Passion can drive us to dive into a project quickly, assuming that our idea is an improvement on the existing process. Without baseline data though, we can’t definitively say whether the changes are improvements worth spreading. By pausing at the beginning of your project to envision the end result, you’ll recognize the importance of defining important outcomes and collecting baseline data. Simple steps taken early on will allow you to rigorously assess the impact of your work and increase the likelihood of publication.

    We want you to be successful in your research and we want to be able to publish your paper
    so that you can share your work with colleagues.

One African American Woman’s Leadership Journey

Judy Washington, MD

Judy Washington, MD

To inspire the next generation of underrepresented in medicine (URM) educators, the STFM Foundation is launching a year-long blog series. In the new series, The Path We Took, URM members will share the path they took to become faculty and leaders in family medicine. I’m delighted to kick off the series by sharing my own leadership journey.

One African American Woman’s Leadership Journey

When you have the privilege to serve in leadership, you have the responsibility to reach back and identify other colleagues who would not otherwise have the opportunity to be recognized. You can do this through mentoring, building systems to support the underrepresented, or financially supporting the individuals or the systems that assist them.

When the opportunity was presented to be a cochair of the Minority and Multicultural Health Collaborative, I said “Yes!”  I was fortunate to work with two wonderful African American women as my cochairs. At the time, both of them were rising leaders in their institutions, and I found myself being both a mentor and a mentee. I found their support of me to be crucial in making me the leader I am today.

As we led the collaborative, we found that its mission to increase minority representation had been challenged over the years by declining underrepresented in medicine (URM) membership and active participation. To combat this, our collaborative submitted a proposal, “Quality Mentorship Through STFM,” to the STFM Project Fund and received a $20,000 grant over 2 years. This grant allowed us to mentor new URM faculty and design a reproducible mentoring model. This model has been adopted by the New Faculty Scholars and led to collaboration with the Women in Family Medicine and New Faculty in Family Medicine Collaboratives. Our mentees continue to be visible and active in STFM. Two will soon complete the Emerging Leaders Fellowship.

Around the time of the project, I was asked to become a trustee of the STFM Foundation. My new challenge was to move from being a mentor and system builder to being a fundraiser. Earlier this year,  I became the campaign chair for the URM Campaign. Donations to the URM campaign will support scholarships for students to attend the Conference on Medical Student Education, scholarships for residents to attend the Faculty for Tomorrow Workshop, scholarships for new faculty to attend the STFM Annual Spring Conference, and scholarships for the Emerging Leaders Fellowship. Funds will also be used to provide mentoring opportunities and fund innovative projects that contribute to a diverse family medicine workforce.

For me now, this reaching back goes beyond  STFM. We need to build the next generation of family medicine educators. This means supporting mentoring programs in middle school through college, and in medical school and in residency.  It includes looking to our community preceptors to find those excellent teachers who can transition into URM faculty. We need to increase URM members within STFM to ensure a diverse membership with a robust supply of new leaders to fill needed roles.