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2018 Annual Spring Conference

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PR1 Advanced Primary Care Orthopedics (APCO)

Miranda Lu, MD; Jeremy Johnson, MD, MPH; Ben Davis, MD; Ryan Hudson; Karl Dietrich, MD, MPH

05/5/18 8:00 AM - 5:00 PM Coolidge, Mezzanine Level

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.

Upon completion of this session, participants should be able to:

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

PR7 Faculty for Tomorrow Workshop for Residents

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

05/5/18 8:00 AM - 5:00 PM Thurgood Marshall North, Mezzanine Level

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.

Upon completion of this session, participants should be able to:

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

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

Stephanie Carter-Henry, MD, MS; Joedrecka Brown Speights, MD; Ardis Davis, MSW; Kerwyn Flowers, DO; Kristen Goodell, MD; Mary Hall, MD; Carrie Pierce, MD; Jennifer Snyder, MD; Jeannette South-Paul, MD; Judy Washington, MD

05/5/18 12:00 PM - 5:00 PM Hoover, Mezzanine Level

The 2017 STFM Annual 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.

Upon completion of this session, participants should be able to:

  1. Understand the structural issues within academic institutions that contribute to inequity in leadership and the workforce
  2. 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.
  3. Participants will practice and build skills for negotiating an environment/contract/position that builds resilience

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

Nathan Kittle, MA, MD; Luis Manriquez, MD; Brian Park, MD, MPH

05/5/18 12:00 PM - 5:00 PM Harding, Mezzanine Level

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.

Upon completion of this session, participants should be able to:

  1. 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
  2. Identify the difference between service, advocacy and organizing, and how these require different approaches to addressing SDOH
  3. 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.

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

Belinda Fu, MD; Alex Reed, PsyD, MPH; Winslow Gerrish, PhD; Sam Hubley, PhD; Valerie Ross, MS; Deborah Seymour, PsyD

05/5/18 1:00 PM - 5:00 PM Thurgood Marshall South, Mezzanine Level

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 health care 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.

Upon completion of this session, participants should be able to:

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

PR5 Precepting OMT 101: A Faculty Development Workshop

Sarah James, DO; Margaret Wilkins, DO

05/5/18 1:00 PM - 5:00 PM Thurgood Marshall West, Mezzanine Level

This 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 plus 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.

Upon completion of this session, participants should be able to:

  1. 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
  2. On completion of this session, participants should be more familiar with the components of a brief structural exam and six osteopathic manipulation techniques
  3. On completion of this session, participants should be able develop strategies to improve precepting osteopathic residents within their programs using OMT precepting tool provided.

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; Natascha Lautenschlaeger, MD, MSPH; Elise Morris, MD; Lisa Nash, DO, MS-HPEd; Corey Smith, PsyD; Brenda Wilson, MS LT

05/5/18 1:00 PM - 5:00 PM Thurgood Marshall East, Mezzanine Level

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 three 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/postassessments 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.

Upon completion of this session, participants should be able to:

  1. 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
  2. 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
  3. 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.

PP1 STFM Poetry and Prose Workshop 2018

Lucille Marchand, MD, BSN; Hugh Silk, MD, MPH

05/5/18 6:30 PM - 8:00 PM Lincoln 4, Exhibition Level

The 23rd STFM Poetry and Prose Session validates creative expression among the STFM membership, encourages emotional reflection on the themes of healing and the life cycle, and creates intimacy and safety among colleagues. Facilitators promote constructive group discussions about the emotional responses generated by stories that are shared, giving presenters gentle feedback from a relatively diverse audience. We encourage authors to consider publishing their work. Any interested member of STFM is invited to bring poems, short stories, or essays of a medical nature to the session. Readers first provide background on the situation that prompted the writing of the piece. The piece is then read. After a moment of reflection, audience members share with the reader their personal emotional response to the piece. Many attendees are there to listen only. Facilitators and attendees share tips for writing and publishing. STFM supports a prose and poetry contest for members, and peer-reviewed winners of the contest are invited to read their narrative piece either personally or by someone designated by them who is attending the meeting. Award certificates are given at the workshop.

Upon completion of this session, participants should be able to:

  1. Identify STFM members whose struggles and insights into the practice of medicine are similar to their own
  2. Recognize other members of STFM who are active in the medical humanities
  3. Discovers ways to improve their writing based on supportive peer feedback and identify appropriate forums for publishing high quality medical poems and essays.

B001 How Can We Promote Better Quality and More Frequent Feedback From Our Clerkship Preceptors?

William Huang, MD; Anjali Aggarwal, MD; Jonnae Atkinson, MD; Kenneth Barning, MD; Laura Nietfeld, MD; Jennifer Okoh, MD; Rashmi Rode, MD, FAAFP; Angie Sung, MD; Quyen Tran, MD; Elvira Ruiz; Joel Purkiss, PhD

05/6/18 7:15 AM - 8:15 AM Marriott Ballroom, Lobby Level

There is a need to give effective feedback to clinical learners on a regular basis. Much has been written on how clinical teachers can give better feedback and types of faculty development efforts which can help. There have also been reports on the use of tools that clerkships can provide to help their preceptors provide better quality feedback. After our medical school asked us to increase the feedback which students receive on our family medicine clerkship, several faculty preceptors worked together to develop milestones for our students to achieve each week of the clerkship. Faculty created a set of weekly cards to document preceptor feedback to students in the areas of patient care, medical knowledge, professionalism, interpersonal and communication skills and practice-based learning and improvement based on the milestones for that week. In this session, we will present our weekly feedback cards and a summary of pilot data. We will ask attendees to share their experiences in enhancing feedback on their clerkships and broaden the discussion to explore how we may strive to improve the quality and quantity of feedback that students receive.

Upon completion of this session, participants should be able to:

  1. Define chararacteristics of useful feedback that clerkship preceptors should strive to give to their students
  2. Describe the weekly feedback cards that we developed for our family and community medicine clerkship
  3. Explain how they can improve the quality and frequency of feedback that preceptors give to their clerkship students

B002 Family Medicine Obstetrics: Lessons Learned in Rural and Urban Settings

John Waits, MD; Lacy Smith, MD; Shelley Waits, MD; Daniel Hurst, PhD

05/6/18 7:15 AM - 8:15 AM Marriott Ballroom, Lobby Level

The past few decades have seen a significant increase in the closure of labor and delivery departments in rural hospitals in the United States. Factors affecting this include rising insurance costs and malpractice premiums, as well as the relatively low numbers of deliveries in rural settings compared to their urban counterparts, which has made the situation financially unstable. However, in 2015, after years of being shuttered, the L&D department at Bibb Medical Center (Centreville, AL) reopened. This session will discuss the reopening of L&D, and the lessons learned from this process, as well as the years of rural prenatal care with urban obstetrical delivery, necessitating the commute of both doctor and patient.

Upon completion of this session, participants should be able to:

  1. Identify the causes of L&D closures and its impact upon the rural community
  2. Identify the challenges of rural prenatal care in the absence of local L&D
  3. Identify and apply various principles and processes for either reopening a labor and delivery unity, or successfully integrating prenatal care with remote delivery units.

B003 The Feasibility of Wearable Fitness Trackers in Diabetic Group Visits

Tara Kennedy, MD; Karl Clebak III, MD; Joshua Fleetman, MD; Michael Partin; Timothy Riley, MD

05/6/18 7:15 AM - 8:15 AM Marriott Ballroom, Lobby Level

Group visits have been shown to be an effective method for managing chronic diseases, including diabetes. Wearable fitness monitors are becoming more common and have been used to facilitate an increase in physical activity. With this round of group visits, we conducted an IRB approved study to evaluate the feasibility and impact of combining wearable fitness monitors in the context of a diabetic group visit. We conducted six total visits over 13 weeks. All participants were provided with a FitBit Zip for the duration of the study. The first and the last visits consisted of a clinic visit to review diabetic screening labs. The remaining four educational visits contained an icebreaker activity, lecture and small group breakout sessions. One of the breakout sessions involved meeting one-on-one with a member of the research team to sync and review the FitBit data. Data reviewed included active minutes and total steps. During this meeting, participants could see any changes in their activity level and ask any additional questions about their diabetes or activity level. We evaluated activity level, diabetes self-efficacy and standard diabetes metrics. We also sought feedback on using fitness monitor data in the medical setting.

Upon completion of this session, participants should be able to:

  1. Understand and interpret the data collected with the use of a FitBit wearable fitness monitor
  2. Identify ways that they can efficiently incorporate data from patients’ own wearable fitness devices in the clinical setting
  3. Create a chronic disease group visit model that will work within the context of their own individual or group practice

B004 AAFP to AARP : Academic Physicians Planning for Retirement and Beyond

Robert Darios, MD

05/6/18 7:15 AM - 8:15 AM Marriott Ballroom, Lobby Level

By some estimates 38% of family physicians are over 55 years of age. The proportion of family medicine educators at this stage of their careers mirrors this rate. In this presentation we will discuss the issues related to this phase of life transition. I envision this as a sharing and learning program as I expect to have participants at all phases of this transition, from contemplative through fully retired. We can all learn from each other. Issues to be discussed include: phasing out of teaching responsibilities, phasing out of patient care, saying goodbye to patients, rediscovering your identity other than "doctor," part-time options, retiring to something rather than from something, moving to new area of the country, downsizing, or other options, grandchildren.

Upon completion of this session, participants should be able to:

  1. State their own priorities and preferences in this process
  2. State the issues and options in their own transition process
  3. Draw out a 5-year plan for their transition

B005 Engaging Methods for Teaching Health Policy

Karen Armitage, MD; Elena Bissell, MD

05/6/18 7:15 AM - 8:15 AM Marriott Ballroom, Lobby Level

In 2012, 17% of graduating US medical students reported inadequate family and intimate partner violence (IPV) instruction. Additionally, a 2008 report indicated that students perceive health policy content as boring, irrelevant, too theoretical and lacking context. To address this, we created a case that combines clinical and policy discussion to deliver IPV training using a policy lens. This session will demonstrate how to create and dynamically facilitate a case based tutorial to examine: (1) a clinical encounter with a patient experiencing complex challenges including intimate partner violence and homelessness; (2) the implications of existing policy on the delivery of health care services; and (3) the impact of policies on patient choices. Moving between small and large group sessions, this workshop will demonstrate effective techniques to improve student understanding of the importance of health policy on both individual and population health outcomes. To create their own cases, participants will identify local community health issues and the corresponding policies that inform decision-making. Finally, participants will brainstorm methods and share best practices on how to include health policy within curricula.

Upon completion of this session, participants should be able to:

  1. Articulate the importance of health policy education for medical students and family medicine residents to successfully advocate its inclusion in their curriculum
  2. Create a health policy/clinical case related to their own community identified health concern
  3. Utilize successful interactive models of health policy instruction for use in their own curriculum.

B006 Building a House Call Program in Your Residency to Achieve the Quadruple Aim

Edward Foley, MPH, MD; Rupal Bhatnagar, DO

05/6/18 7:15 AM - 8:15 AM Marriott Ballroom, Lobby Level

This session is about building a house call program in a family medicine residency program to achieve the quadruple aim of enhancing patient experience, improving population health, reducing costs, and improving the work life of health care providers. We will describe the demographic, technological, and health care financial factors driving the increase in home based medical care (HBMC) and the need for providers of house calls. We will then describe the history of the MacNeal family medicine residency house call program and the recent expansion of our house call program to meet the increase in demand and to expose and train our residents longitudinally to be providers of house calls as a rewarding part of their practice. Discussion will include roadblocks encountered and logistical challenges and invite participants to share where they are at in terms of providing HBMC in their program and challenges they are encountering to provide possible solutions.

Upon completion of this session, participants should be able to:

  1. Describe the demographic data and forces working to propel house calls to having a vital role in decreasing the cost of health care while improving the quality of life for those who are home-limited.
  2. Describe the components/factors that go into developing a successful house call program in a family medicine residency program.
  3. Utilize the experience of the presenters and participants to develop a house call program that can be successful in their residency program.

B007 New Physician Moms

Laura Bujold, DO; Melissa Houser, MD

05/6/18 7:15 AM - 8:15 AM Marriott Ballroom, Lobby Level

Supermom. Does that superhero exist? Women can do anything but they cannot do everything. Despite evidence that female physicians outperform their male colleagues in several areas, studies demonstrate that female physicians are promoted less frequently, are paid less, and spend more time on household activities than their male counterparts. This session is designed for new physician mothers or women expecting or planning motherhood. We will discuss the unique challenges female physicians encounter with their transition into motherhood. Topics will include work/life balance, breastfeeding strategies, balancing medical education and patient care, career development, child care, and coordinating busy physician schedules with partners. This session will assist new physician mothers develop techniques to address these specific challenges while fostering new relationships and create a network of support.

Upon completion of this session, participants should be able to:

  1. Identify challenges facing new physician mothers and list ways to manage the transition from a female physician to a physician mother
  2. Create techniques to balance education, patient care and family responsibilities
  3. Connect with family physicians who are mothers and establish a network of additional supports

B008 Motivational Interviewing With Public Policy-Makers

Daniel Wolk, MD; Jordan Cohen, DO; April Lockley, DO

05/6/18 7:15 AM - 8:15 AM Marriott Ballroom, Lobby Level

Changing government policy through legislation or regulation often requires behavior change on the part of policymakers. What are the best practices for influencing our legislators? As advocates for better health and health care, we can employ the same methods for promoting behavior change as we do with patients. Since its initial development by Dr William Miller in 1983, working with alcoholics, motivational interviewing has proven its usefulness and is practiced in a wide variety of clinical settings. Recently, it has been brought out of the clinical realm into the public advocacy field by psychologist Dr David Christian and others. This session will involve all participants in small-group work and role play to learn to apply our motivational interviewing skills to the legislative setting.

Upon completion of this session, participants should be able to:

  1. Participants will be able to describe Motivational Interviewing and practice its essential elements.
  2. Participants will be able to apply Motivational Interviewing and other behavior change methods in meeting with legislators and other policy-makers.
  3. Participants will be able to organize a lobbying delegation around the Motivational Interviewing/ behavior change approach

B009 Female Genital Circumcision Community-Centered Health Care and Prevention Project

Bethlehem Degu, MPH; Kristin Brownell, MD, MPH

05/6/18 7:15 AM - 8:15 AM Marriott Ballroom, Lobby Level

The project seeks to: train medical providers on the clinical management of circumcised women and cultural competency in caring for FGC-affected women; conduct outreach to FGC-affected women to encourage access to high quality and culturally competent health care services; and provide clinical services to FGC-affected women. Implementation of the project will lead to the creation of a culturally competent FGC continuing medical education module available to providers outside our system of care, a strategic plan to address FGC in the community, and a lessons learned/best practices report for future directions. The session will cover best practices for caring for FGC affected communities including technical management of FGC complications as well as cultural humility. The interactive session will also consist of hands on activities suggested by audiences of our 20-minute oral presentation during the spring 2017 STFM conference in San Diego who expressed interest in an in-depth workshop for this topic.

Upon completion of this session, participants should be able to:

  1. Identify five major types of complications of FGC and be able to describe the defibulation and the infibulation process
  2. Learn two of barriers to accessing healthcare in the FGC-Affected Communities and resources to help overcome those barriers
  3. Learn what FGC policies are by organizations: WHO, ACOG, and AAP, and FIGO(International Federation of Gynecology and Obstetrics).

B010 Development of Universal Family Medicine Faculty Milestones: A Collaborative Path to Greater Transparency in Faculty Competency

Brian Johnson, MD; Lenard Salzberg, MD; Jennifer Hartmark-Hill, MD, FAAFP; Vicki Hardy, DO; Tina Kenyon, MSW

05/6/18 7:15 AM - 8:15 AM Marriott Ballroom, Lobby Level

Family medicine departments, leadership and residents would benefit from establishment of faculty milestones. Among the benefits would be improved faculty self-assessment and guidelines for faculty development and advancement. In 2016, a subgroup of the STFM Faculty Development Collaborative embarked on a process of defining family medicine (FM) faculty competencies, through an interactive, collaborative process centered on small group background research and feedback from the broader FM educational community. Accomplishments of the first year included establishing the group’s aim, reviewing the literature and establishing connections to experts in faculty competencies from both within the United States and abroad. At the 2017 STFM annual meeting, the collaborative obtained involvement from a broader range of participants, expanded the literature review to a systematic review of faculty competencies, developed a comprehensive list of faculty competency rubrics and defined a process for seeking broader involvement from the FM community through presentation submissions. The aim of this workshop is to disseminate the collaborative’s compilation of faculty competency rubrics and seek feedback on next steps toward creating universal FM faculty milestones.

Upon completion of this session, participants should be able to:

  1. Describe key faculty competencies shared across the medical education literature
  2. Critique and shape the process of developing universal FM faculty competencies and milestones
  3. Contribute to the development of family medicine faculty competencies

B011 What Happened to the Beloved ACOG Form? Overcoming the Technology Barrier to Provide Quality Prenatal Care

Holly Stegall; Rebecca Hayes, MD, FAAFP

05/6/18 7:15 AM - 8:15 AM Marriott Ballroom, Lobby Level

In 2016, our hospital system initiated the use of a prenatal electronic health record (EHR). Unfortunately, this module did not include a clinical decision-making tool. Having previously used the paper American College of Obstetrics and Gynecology (ACOG) form, we became immediately aware of the limitations of our EHR and potential threats to quality care, especially in a residency training program. To remedy this, we created a flowsheet with salient reminders for each stage of pregnancy. In addition to this tool ensuring comprehensive pregnancy care, it also provides an avenue for preceptor-resident teaching interactions while ensuring quality. Participants in this roundtable discussion with both learn about this method to bridge gaps that are inadvertently created by EHRs, as well as share similar strategies from their home institutions.

Upon completion of this session, participants should be able to:

  1. Acknowledge and understand the pros and cons of providing prenatal care with a maternity care EHR as it compares to the traditional use of paper documentation
  2. Develop strategies to overcome the limitations of a maternity care EHR lacking a clinical decision-making tool, thereby ensuring effective resident education and quality prenatal care
  3. Overcome barriers to effective quality care that are inadvertently created by the EHR.

B012 The Enneagram as a Path to Better Faculty Resident Interactions

Erin Longley, MD; Margaux Chan

05/6/18 7:15 AM - 8:15 AM Marriott Ballroom, Lobby Level

Personality differences between teachers and learners can lead to frustrations and miscommunication, even when both parties mean well. The Enneagram is a (scientifically validated) personality typing system that offers several benefits such as listing of what each type needs in a communication, and what pitfalls different types can have when working together. In addition, if the individual is interested, the enneagram lists clear goals to further one's own personal development and transcend habitual ways of thinking. Although cross referenced with Meyers Briggs ( better studied in medical education), the enneagram provides concrete and practical workplace tools. There is little research on the usefulness of enneagram work in medical education, but we have found it useful in our residency to allow deeper understanding of the residents' requests/challenges. We are beginning to implement the enneagram into our wellbeing curriculum, and explore its ongoing use to determine if this might be helpful for us as well as other programs. Please bring a laptop, tablet or phone so that you can take an online test.

Upon completion of this session, participants should be able to:

  1. Describe the enneagram framework.
  2. Discover their own enneagram type
  3. Guide others though the typing process, and recognize common pitfalls.

Copyright 2018 by Society of Teachers of Family Medicine