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Preconference Workshops

Saturday, May 5; 8 am–5 pm

PR1:Advanced Primary Care Orthopedics (APCO)

Miranda Lu, MD, Swedish Medical Center/First Hill; Jeremy Johnson, MD, MPH, The Polyclinic; Ben Davis, MD, Swedish Medical Center/First Hill

While musculoskeletal problems are frequently encountered in the primary care setting, many family medicine residents graduate without sufficient competency or confidence in this area. Reasons for this deficit include divergent approaches to common orthopedic problems, insufficient repetition of a standardized exam and lack of faculty confidence in teaching the exam. To address this, we are presenting Advanced Primary Care Orthopedics (APCO) as an 8 hour pre-conference workshop. APCO is an intensive musculoskeletal medicine course in which hands-on physical exam instruction and interactive cases are utilized to teach anatomy, a standardized exam, common diagnoses and critical diagnoses. The focus of this course will be to help faculty learners develop and refine their own musculoskeletal exam skills. Attendees will participate in small-group interactive learning stations and be able to return to their home institution with the necessary skills and confidence to teach residents in a standardized manner.

Learning Objectives:
After this session, attendees will be able to:

  • Demonstrate a refined and standardized exam of multiple joints & body parts
  • Clinically correlate exam findings to common and critical diagnoses.
  • Develop confidence and ideas regarding teaching musculoskeletal medicine to their own residents.

Additional Fee: $250; Fee includes CME, continental breakfast, refreshment breaks, and training materials.  Lunch is not included. All fees are in US dollars.

Saturday, May 5; 8 am–5 pm

PR7: Faculty for Tomorrow Workshop for Residents 

Wendy Biggs, MD; Alisahah Cole, MD; Timothy Graham, MD; Simon Griesbach, MD; Kelly Jones, MD,David Douglas Lick, MBA, MD; Cathleen Morrow, MD; Sonya Shipley, MD; Randi Sokol, MD, MPH, MMedEd;Christine Young, MD

This free full-day preconference workshop, created by the STFM Faculty for Tomorrow Initiative and presented by the STFM Graduate Medical Education Committee, is for residents and fellows who are interested in careers in academic family medicine. The workshop will include stories of inspiration from family medicine leaders, a guided self-assessment, breakout sessions, a mentoring luncheon, a keynote speaker, and career planning panels. Get the knowledge and skills you need to succeed and thrive as new faculty.

Learning Objectives:
After this session, attendees will be able to:

  • Describe the personal and professional rewards as well as the challenges that come with being faculty in family medicine
  • List top pearls of clinical teaching, describe practical strategies for success in academia, give effective feedback to learners, and write a winning CV
  • Describe the organizational structure of academic medicine and how to apply for a faculty position

No Additional Fee. Registration is limited to current residents and fellows interested in careers in academic medicine. Supported by the STFM Foundation.

Saturday, May 5; Noon–5 pm

PR2: In Pursuit of Equity and Diversity in the Family Medicine Workforce and Leadership

Stephanie Carter-Henry, MD, MS, University of Massachusetts; Ardis Davis, MSW, University of Washington; Jeannette South-Paul, MD, University of Pittsburgh; Mary Hall, MD, Carolinas HealthCare System; Judy Washington, MD, Atlantic Health Overlook FMR; Joedrecka Brown Speights, MD, Florida State University; Kristen Goodell, MD, Harvard Medical School; Carrie Pierce, MD, Oregon Health & Science University (Cascades East); Jennifer Snyder, MD, Kerwyn Flowers, DO, Florida State University

Last year's conference was rich with discussions about the impact of systemic inequities in our family medicine workforce, including underrepresentation of women and racial/ethnic minorities in positions of leadership.  To address this issue, we will focus on areas of need identified by STFM Collaboratives for Minority and Multicultural Health and Women in Family Medicine and by the Council on Academic Family Medicine’s Leadership Task Force:  structural issues contributing to inequity, mentoring relationships and negotiation for career advancement and resilience.

These issues are a subset of those shared by many groups who are underrepresented in leadership and this preconference will serve to support and advance the conversation regarding  improving leadership diversity. This workshop will include frank discussions about the future of family medicine and how  to reduce inequities and diversify  the  discipline, from the perspectives of both aspiring leaders and senior faculty who seek to foster leadership development.  Workshop attendees should prepare to engage in a discussion about our history, current environment, and strategies for change.

Learning Objectives:
After this session, attendees will be able to: 

  • Understand the structural issues within academic institutions that contribute to inequity in leadership and the workforce.
  • Appreciate the importance of mentoring, coaching, and sponsorship for academic success. They will develop a personal leadership plan and identify steps for obtaining a sponsor or  sponsoring a colleague.
  • Practice and build skills for negotiating an environment/contract/position that builds resilience.

Additional Fee:  $150; Fee includes CME, refreshment breaks, and training materials.  Lunch is not included. All  fees are in US dollars.

Saturday, May 5; Noon–5 pm

PR3: Skills for Change—Addressing the Social Determinants of Health through Relational Organizing

Nathan Kittle, MA, MD, Wright Center for GME FMR; Brian Park, MD, MPH, Oregon Health & Science University FMR; Luis Manriquez, Providence Sacred Heart Medical Center FMR      

Family Medicine partners with patients and their communities to provide care within and beyond the walls of the clinic. There has been increased interest in addressing the social determinants of health (SDOH) with many rising family medicine residents and students choosing Family Medicine because of its ability to address the patient and the social context that often dictates their health. We have a requirement to address population health and working for and with populations can sometimes be a daunting task. This workshop will teach tangible skills to participants aiming to explore and practice relational organizing as a way to engage populations in addressing the SDOH.Topics covered in the workshop are based on the organizing principles of the Industrial Areas Foundation Northwest and include: relational meetings, the organizing cycle, organizing vs. service, relational power with vs. power over, Problems vs. Issues, negotiating for change, and reflection. Participants will be introduced to this strategic approach to change, in which leveraging common interests enables us to not only build the power necessary to change policies and practices but also to activates new leaders and our communities in the process.

Learning Objectives:
After this session, attendees will be able to: 

  • Explain the social determinants of health and their importance to the specialty of family medicine, and how they are addressed through this health equity and community organizing curriculum.
  • Identify the difference between service, advocacy and organizing, and how these require different approaches to addressing SDOH.
  • Begin practicing relational organizing and explain the terms “relational organizing,” “relational meeting,” and “the organizing cycle,” and how they are utilized in community organizing and taught in the health equity and community organizing curriculum.

Additional Fee: $150. Fee includes CME, refreshment breaks, and training materials.  Lunch is not included. All fees are in US dollars. 

Saturday, May 5; 1–5 pm

PR4: Yes, And’ For My Learners: Using Medical Improv to Grow Creative and Professional Physician Communicators

Belinda Fu, MD, Valley Medical Center FMR; Alex Reed, PsyD, MPH, University of Colorado; Winslow Gerrish, PhD, Family Medicine Residency of Idaho Rural Program; Sam Hubley, PhD, University of Colorado; Valerie Ross, MS, University of Washington; Deborah Seymour, PsyD, University of Colorado FMR

Current communication education methods for medical trainees often fall short of successfully training physicians to high levels of proficiency in professionalism and communication skills as defined by the ACGME competencies and Next Accreditation System (NAS) milestones. Medical improv is an established field in which the principles and training techniques of improvisational theatre are used to improve communication among healthcare providers. Improvisation skills significantly overlap with communication skills required for physicians when face-to-face with patients: flexibility, acceptance of uncertainty, transferring information, developing and maintaining effective relationships, constructive use of feedback, active listening and creating safe environments. In this workshop, participants will learn about the fundamental principles and skills of medical improv through active participation in improvisational theatre exercises. Additional discussion of improv history, learning theories, empirical data and current applications will help attendees develop strategies for implementing medical improv programs in their own institutions.

Learning Objectives:
After this session, attendees will be able to: 

  • Define medical improvisation, describe its core principles and curricular components, and explain its relevance to medical practice and education.
  • Demonstrate selected improvisation-based communication skills and explain their relevance to medical practice.
  • Initiate steps to implement a medical improv training program in their home institutions.

Additional Fee: $150. Fee includes CME, continental breakfast, refreshment breaks, and training materials.  Lunch is not included. All fees are in US dollars.

Saturday, May 5; 1–5 pm

PR5: Precepting OMT 101: A Faculty Development Workshop

Sarah James, Des Moines University; Margaret Wilkins, Philadelphia College of Osteopathic Medicine

Session will focus on components of osteopathic practice and principles(OPP) and osteopathic manipulation treatment(OMT) necessary for adequate supervision. Content is based on the 20+ year history of the University of Wisconsin Department of Family Medicine and Community Health’s network of six residency programs, all of which were awarded Osteopathic Recognition in November 2015. Further content developed with input from national experts to develop a precepting tool that our allopathic partners can utilize. Since osteopathic medical students are extensively tested in OMT competency by virtue of their education, newly matriculated osteopathic residents complete a competency evaluation of their OMT skills prior to practice. Therefore, the focus of this session is directed at the critical components of patient encounters needed, before OMT is performed, for complete procedure precepting according to CMS guidelines. During the session, participants will review OPP, learn OMT techniques, and complete a mock precepting scenario using an OMT precepting tool. This tool should help empower the preceptor to guide the resident through a thought process on appropriate application of OPP and OMT in a clinical scenario.

Learning Objectives:
After this session, attendees will: 

  • Provide a basic explanation of osteopathic principles and practice and osteopathic manipulation treatment (OMT) techniques, including how to properly document and bill for OMT procedures.
  • Learn the components of a brief structural exam and six osteopathic manipulation techniques.
  • Develop strategies to improve precepting osteopathic residents within their programs using OMT precepting tool provided.

Additional Fee: $150. Fee includes CME, refreshment breaks, and training materials.  Lunch is not included. All fees are in US dollars. 

Saturday, May 5; 1–5 pm

PR6: Find Your Edges, Then Fill in The Pieces!  Solving the Puzzle of Faculty Development With Tips, Tools and Tricks of the Trade

Kathryn Fraser, PhD, Halifax Medical Center FMR; Lisa Nash, DO, MS-HPEd, Texas College of Osteopathic Medicine, Brenda Wilson, MS LT, Texas College of Osteopathic Medicine; Natascha Lautenschlaeger, MD, MSPH, Mountain Area Health Education Center Rural FMR; Corey Smith, PsyD, UNECOM/University of New England College of Osteopathic Medicine; Elise Morris, MD, Georgetown University

Faculty development is mandated by the ACGME in order for educators to have  structured, intentional learning about teaching methods and approaches.  This preconference will provide an overview of how to seek out and create a faculty development plan for "lifelong learning."  Members of the Behavioral Science/Family Systems Educator Fellowship and the Faculty Development Collaborative will provide a framework for a personal faculty development plan to include 3 objectives:  (1) providing the "big picture” of faculty development requirements and how to find the resources, guidance and mentorship you need, (2) identifying teaching activities developed from well accepted learning theories that will stimulate thinking and help engage your learner,  and (3) describing how “power postures” and other physical exercises can maximize presentation skills and promote overall wellness.  The presenters will use pre/post assessments and a goal setting activity to guide participants toward a lifelong learning plan.  These tools will become the “puzzle edges” as participants work their way toward creating a more complete picture of themselves as excellent teachers.

Learning Objectives:
After this session, attendees will be able to: 

  • Develop a personal overall faculty development plan by (1) identifying the areas of faculty development designated by the ACGME as well as some resources to satisfy their learning needs, and (2) describing personal goals for mentorship and how to seek effective mentors.
  • Create teaching experiences that are effective for adult learners by (1) identifying learning principles that stimulate interest and combat boredom, and (2) utilizing interactive teaching activities that will energize their audience.
  • Use a healthy and energetic approach to their own faculty development by (1) describing the physical and emotional influence of posture and movement on teaching, and (2) applying self-care concepts relevant to their roles as medical faculty to promote effective work/life balance.

Additional Fee:  $150; Fee includes CME, refreshment breaks, and training materials.  Lunch is not included. All fees are in US dollars.

Sunday, May 6, 2:30–5:30 pm

W03 Learn Advocacy Skills Today and Practice What You Learn on Capitol Hill Tomorrow

Joseph Gravel Jr, MD; Hope Wittenberg, MA; Cara McAnaney; Audra Williams, MD, MPH

Advocacy skills are leadership skills. Family medicine educators should be trained in these skills for their professional career advancement and to encourage changes to our nations’ health system. This workshop is a skill development session to train STFM members in advocacy skills, as well as key academic family medicine issues before Congress. The session will be interactive, with group discussion and role-play of a congressional visit. Attendees will be encouraged to put their practice into experience by visiting their representative or senators for a legislative visit while in DC.

Learning Objectives:
After this session, attendees will be able to: 

  • List two STFM/CAFM legislative priorities
  • List two ways that STFM Members can get involved with advocacy efforts
  • Describe how to craft a clear, concise advocacy message

No additional fee. Advance registration required.



Copyright 2018 by Society of Teachers of Family Medicine