STFM Member-At-Large

Jeff Haney, MD

Personal History

Jeff Haney, MD is an associate clinical professor in the Department of Medical Education and Clinical Sciences.  He serves as the clinical education director for family medicine. Additionally, he directs the leadership certificate for the Elson S. Floyd College of Medicine (ESFCOM). He also provides service and teaching in many other venues of the college's activities. He cochairs the Washington State Family Medicine Education Advisory Board and holds many roles within family medicine specialty societies at the state and national level. Prior to arrival at the ESFCOM, he served as the program director/DIO for the Santa Rosa Family Medicine Residency (SRFMR). 

Dr Haney grew up in Eastern Washington. He attended Washington State University, receiving a bachelor's degree in Biology. Prior to medical school he worked as a youth counselor in rural Southeast Alaska. He eventually attended the University of Washington School of Medicine, completing his family medicine training in Santa Rosa, CA. In Santa Rosa, he served as chief resident, faculty member, and associate program director in advance of his Program Director/DIO role.  In addition to his medical training he completed the Northern California/UCSF Faculty Development Fellowship and the National Institute for Program Director Development Fellowship. 

Dr Haney’s prior academic appointments were attained in the Department of Family and Community Medicine at the University of California, San Francisco (UCSF). He speaks nationwide at such forums as AAFP State Chapter Assemblies, STFM Annual Conferences, PDW/RPS Conferences, Faculty Development Fellowships, and invited presentations. He served on STFM's Next Accreditation System Taskforce and is faculty member and steering committee chair for On the Road/Faculty Development Delivered. He is actively involved in various volunteer and community endeavors.

Outside of his professional life, Dr Haney plans to spend as much time, during the rest of his life, out of doors with people he loves.

Position Statement

Colleagues, I hope to serve you and our organization as member-at-large on the Society of Teachers of Family Medicine (STFM) Board of Trustees. In the position, I will commit my skills, energy, creativity, passion, leadership capacity, and prior experiences to fulfill the vision and strategic plan of STFM.

My professional life, devoted to medical education, started immediately following residency. Within a few months, I found my professional home at STFM. As I have progressed from my early junior faculty role to my current position as leader of family medicine for a fledgling college of medicine, I have assumed many titled and untitled roles. Upon reflection, the through line of those roles ties to the joyful relationship with learners, teachers, colleagues, patients, and the community. The through line of relationship is what led me to serve the organization and it is at the heart of why I came to my current professional role. My belief is that our relationships are at the center of the effectiveness of the discipline, the education of learners, and the answer to the challenges of our health system. Part of relationship includes commitments:

  • Acknowledgement of my unearned place of privilege
  • Allyship with those that are underrepresented
  • Advocacy for marginalized and the broader community
  • Approaching challenges with ingenuity, creativity, and critical thinking
  • Participation in teams with partnership, productivity, accountability, and fun
  • Exploration of my ignorance with inquiry and humility
  • Leading with vision, honesty and an eye toward transformational change
  • Engaging staff, membership, board members and the broader community with civility, compassion, challenge and enthusiasm
  • Building generations of leaders and family physicians

I hope and expect that you will hold me to these commitments in our relationship. Thank you for your time and consideration. 


Answers to Candidate Questions

What actions does STFM need to take to move STFM toward the goal of being the indispensable professional home for all family medicine educators?

STFM is the indispensable professional home for family medicine educators. The challenge for STFM is that not all family medicine educators know it yet or have the institutional support to make it the case. The automatic response to such a dilemma is the old trope of “improved communication”. We prefer our communication via different methods; text, email, meetings, phone calls, presentations, social platforms, newsletters, etc. There is no one right method.  STFM utilizes them all, and yet educators still miss out on our indispensable home. So how is it that we reach those hidden corners or recalcitrant organizations?

  • Tell our stories (beyond the walls of STFM): Nothing moves people more than story. Yours is a powerful one, tell it. I am convinced that there are only two degrees of separation in family medicine.  People will hear the stories.
  • Share with learners the joy and import of professional societies: It took a lovely breakfast with Jessica Muller and Denise Rodgers well into my career to recognize that I found a professional home, let’s not wait that long. Help our learners find their professional home (even if it isn’t STFM).
  • Support Passion: As leaders, commit to the personal and professional development of others.
  • Manage Up: As followers, push your institutions to support the passions and development of your colleagues.

Choose one or two key challenges you anticipate that STFM will face in the next 3 years and describe a potential course of action to address each challenge.

I once heard economics described as the gathering and expenditure of resources. In that vein economics is the key challenge for STFM (and the rest of health care for that matter).  In every conversation I have with individuals in health care and medical education the scale weighing resource expenditure is written on their face.  On one side of the scale: income, family time, personal wellness on the other: commitment to patients and learners, scholarship and non-sensical requirements of the profession. There are three distinct approaches to making a dent in such economics:

  1. Work to shift the income disparities for teaching roles (in addition to the disparities across disciplines).
  2. Work to reduce/remove every non-sensical professional requirement. Start in our own practices, departments, organizations.  Protect every person’s minutes as sacred.
  3. Resist the scale mentality from a binary perspective to a collective perspective. Imagine that teaching, learning, collegiality, and scholarship add to wellness and engaged family life.

The three approaches are not truly answers, but a place for focused energy. Such effort will be required from all of us to be successful in reframing the economics that burdens our effectiveness.

Share your experience at bringing people together with diverse agendas and finding common ground.

I have spent a career with a diverse array of patients, learners, faculty, community and institutional leaders solving problems collectively and improving health.  However, the specifics of such events fall to the wayside - collective interests were identified, needs were met, and we successfully moved forward.  They all merge in the gray matter of my brain. The experiences that still sit with me are the ones where we were not able to identify shared interests, listen to each other’s stories with curiosity, or move forward with generous interpretation. Those are the experiences that sit with me as counselor—a reminder to always identify interests, listen to stories and operate with generous interpretation. Many thanks to my friends that have taught me those lessons.


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November 2: Applications Due for Emerging Leaders Fellowship

November 18: Deadline to Submit Proposals to the STFM Project Fund