Printed from:
Preconference Workshops

Thursday, February 1, 2018

10 am-5 pm

PR1: FMIG Faculty Advisor Summit


Ashley Bentley, MBA, American Academy of Family Physicians

Family Medicine Interest Group (FMIG) faculty advisors have both the opportunity and the calling to build and support medical student awareness, understanding, and commitment to family medicine at their institutions with the end goal of contributing to a more robust family medicine workforce. This goes far beyond simply helping a group of students reserve a conference room for a lunch lecture; it’s about giving students the opportunity to follow their passion for primary care and spread it among their peers in a meaningful way, engaging students in reform, giving them crucial experiences that their curriculum leaves behind, and ultimately leading more of them to find their fit in family medicine.  

FMIG faculty and staff advisors from across the country will come together in this biennial workshop to work together to share successful strategies and get re-energized for this vital work. At its foundation, the workshop provides dedicated space to explore with peers the role FMIGs play in developing the primary care workforce of the future and identify opportunities to make the programs, activities, and initiatives of FMIGs more effective and successful. The 2018 workshop will bring in new and emerging research on the role of FMIGs, models for FMIG engagement and management, and leadership skill development for faculty and staff.     

Learning Objectives:
After this session, attendees will:

  • Leverage new leadership skills to identify and harness shared goals with partners both within and outside of the institution to design new initiatives to increase student choice of family medicine.
  • Develop a goal-oriented workplan for your FMIG that builds on best practices learned from peers, current research on student choice and FMIG impact, tools and resources provided by the AAFP and others, and unique opportunities at your institution or within your community, that connects the initiatives of your FMIG to larger medical school and primary care workforce goals.
  • Activate a network of peers and stakeholders, including the FMIG Network and the AAFP Medical Education Division, to advise, problem-solve, and support your FMIG efforts.

No Additional Fee:

This workshop is free-of-charge to anyone who serves as an FMIG faculty advisor, staff supporter, or resident or student involved in an FMIG, or is otherwise interested in how to lead and support FMIGs. Lunch and training materials are included. If you have any questions about your registration, please email Ashley Bentley at This workshop is sponsored by the American Academy of Family Physicians.

1-5 pm

PR2: Teaching in the Clinical Setting, Skills for Today’s Family Physician

Tomoko Sairenji, MD, MSc, University of Washington; Nehman Andry, MD, Uni-versity of Texas HSC at San Antonio; Laurie Belknap, DO, MS, MedL, The Ohio State University; Ronald Cook, DO, MBA, Texas Tech University HSC; Joanna Drowos, DO, MPH, MBA, Florida Atlantic University; William Hay, MD, Universi-ty of Nebraska; Matthew Holley, PhD, Indiana University; Kristen Hood Watson, MD, Wake Forest University FMR; Dr. David Kelley, MD, University of Oklahoma; Dr. Peter J. Koopman, MD, University of Missouri-Columbia; Peter Lewis, MD, Penn State Hershey Medical Center & College of Medicine; Dr. Mary Lindholm, MD, University of Massachusetts; Erika Schillinger, MD, Stanford University; Martha Seagrave, BSN, PA-C, University of Vermont; Ms Ann Walsh, PAC, MMSc, University of Southern California; Srikala Yedavally-Yellayi, DO, Oakland University; Jana Zaudke, MD, University of Kansas  

Family physicians and other primary care health care professionals are critical to the success of teaching programs for medical trainees in both academic and community medical centers. Increasingly, these teaching programs are implementing and emphasizing team-based care, interprofessional education, and longitudinal integrated clerkships (LICs).   

Learners benefit from participating in patient care, but preceptors face challenges, including limitations in preparation/faculty development, administrative/institutional support, and time. Additional challenges to the clinician-educator include providing appropriate patient selection and variation, meeting clinical and educational productivity and documentation expectations, and integration of a single learner or multiple learners (of varying levels, abilities, and/or professions) into the clinical encounter/environment.   

This preconference will provide strategies to overcome challenges clinical teachers are likely to encounter, and prepare them for evolving trends, innovations, and requirements in medical education. Participants will learn to incorporate successful strategies for teaching learners from diverse health care professions and to assess and incorporate methods of teaching that are relevant when students are learning in an LIC. 

Learning Objectives:
After this session, attendees will:

  • Identify methods of teaching—including those pertaining to health systems that encourage medical trainees to participate in self-directed learning such as goal/educational-agenda setting.
  • Utilize innovative documentation and information management tools (e.g. clinical decision support tools that may be accessed from the electronic health record—EHR—or point-of-care clinical references).
  • Identify and incorporate successful methods and teaching strategies when working with learners and peer educators from diverse and complementary healthcare professions.
  • Demonstrate teaching techniques that can be used to increase efficiency and elevate the learning experience for students when teaching inter-professional learners.
  • Assess and incorporate specific methods of teaching that are relevant when students are learning in a longitudinal educational experience (eg, LIC), such as increasing opportunities for continuity of care, student autonomy & ownership, patient navigation, and community engagement such as is common in the patient-centered medical home (PCMH) model of health care.

Additional Fee: $150; includes refreshments and training materials

Copyright 2018 by Society of Teachers of Family Medicine