Upcoming and On-Demand CBME Faculty Development Webinars

Upcoming CBME Faculty Development Webinars

Click links to register in advance. All STFM/AFMRD webinars are at noon central time. Click ACGME webinar links to see webinar times.

May 15, 2024: STFM/AFMRD Webinar Building CBME Into Faculty Development
June 12, 2024: STFM/AFMRD Webinar Advisors and Coaches: The Evolving Role of Faculty and Resident Relationships
June 27, 2024: STFM/AFMRD Webinar Individualized Learning and Resident Assessment: A CBME Orientation for Residents
July 10, 2024: STFM/AFMRD Webinar How to Have Reflective Feedback Conversations and Develop a Culture of Effective Feedback
August 14, 2024: STFM/AFMRD Webinar Fostering Master Adaptive Learning and a Growth Mindset in Your Program
September 18, 2024: STFM/AFMRD Webinar How to Effectively Use Electives to Help Residents Attain Competency in the Core Outcomes
October 9, 2024: STFM/AFMRD Webinar The Role of Resident Portfolios in Competency-Based Assessment
November 13, 2024: STFM/AFMRD Webinar Managing Assessment Burden in CBME

On-Demand CBME Faculty Development Webinars

ACGME Webinar Improving Assessment Using Direct Observation Interactive Workshop

October 30, 2023 / Presenters: Jen Kogan, MD, and Sandi Moutsios, MD

90-minute workshop about strategies to improve the frequency and quality of direct observation of learners and to provide an overview of the ACGME's online faculty development toolkit, Improving Assessment Using Direct Observation. The free ACGME toolkit offers faculty development curricula that can be adapted to local needs and provides individual faculty members with techniques to become better educators.

What You Need to Know About ACGME and ABFM Expectations for a Shift to Competency-Based Medical Education

Recorded December 8, 2023 / Presenters: KrisEmily McCrory, MD, MS, Med Ed, FAAFP, and Warren Newton, MD, MPH, President/CEO ABFM

While competency based medical education models have been around for more than half a century, many family medicine educators are not familiar with the tenets of this model. The ACGME has been increasing the emphasis on competency outcomes since the implementation of the Milestone project just over a decade ago. Additionally, the ABFM has instituted fifteen Core Outcomes to complement the Milestones and for which Family Medicine residency programs will be responsible for ensuring their graduating residents can be entrusted to perform as independent family physicians. The Core Competencies, Milestones, and Core Outcomes provide a framework to anchor Family Medicine residency education but do not provide specific tools for implementation.
The purpose of this webinar, which is intended to be the first of several in a series, will be to introduce the basic tenets of CBME and describe how the Core Competencies, Milestones, and Core Outcomes fit in a CBME model. We will briefly explore some of the biggest challenges to implementing CBME and identify resources for successful implementation. Finally, we will review the charge from the ABFM with regards to Core Outcomes for board eligibility.

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

Identify five tenets at the heart of CBME in family medicine education.
Compare and contrast three differences in traditional GME education models and CBME models.
Describe the ABFM timeline for attestation of Core Outcomes over the next three years.

Resources:

KrisEmily McCrory, MD, MS, Med Ed, FAAFP:

Dr KrisEmily McCrory is a full scope family physician and associate program director at the Cheshire Med-Dartmouth Health FMRP in Keene, NH. She completed her training at Albany Medical Center and earned her MS in Medical Education from Lake Erie College of Osteopathic Medicine. She is a Harvard Macy Institute Scholar with a capstone project on Implementing CBME in a rural family medicine program which she is helping to put into place in her current program. She serves on the STFM National CBME taskforce and has been part of the working group focused on writing the National Guidelines on Implementation of CBME in Family Medicine and the working group on faculty development. She also co-chairs the AAFP Leading Physician Wellness course with responsibility for the Performance Improvement curriculum.

Warren Newton, MD, MPH:

Warren Newton, MD MPH has served as President and CEO of ABFM and the ABFM Foundation since January 1, 2019. He served on the ABFM Board of Directors from 2007—2013 (Board Chair 2011-12).

ABFM is redesigning every aspect of its certification portfolio, including the Family Medicine Certification Longitudinal Assessment (FMCLA), a new National Journal Club, Knowledge Self Assessments, Performance Improvement activities and a major revision of its Professionalism Guidelines. The ABFM launched the Center for Professionalism and Value in Health in July 2019 in Washington, DC, runs the PRIME registry, and conducts research in the ecology of family medicine, Measures that Matter in Primary Care and other policy areas critical to the future of family medicine and primary care. Family Medicine Residency Redesign is also a major focus now, with implementation of CBME across 745+ residencies as of July1, 2023. With respect to leadership development in the specialty, the ABFM and its foundations support the Pisacano fellowship for medical students, the Puffer NAM fellowships and a variety of visiting scholarships for residents, fellows and faculty.

Prior to coming to ABFM, Dr. Newton served as the Family Medicine Residency Director at UNC (1992-1997), the William B. Aycock Professor and Chair of Family Medicine (1999-2016), UNC School of Medicine Chief Academic Officer (2008-2013), and Vice Dean and Director of North Carolina AHEC (2013-2018). A personal physician for over thirty years in a variety of settings, he has led clinical practice and educational transformation at the practice, hospital, region and state levels and in undergraduate, graduate and continuing medical education. Dr. Newton’s scholarship has focused on the organization and effectiveness of health care; he has over 180 peer reviewed publications, including over 80 published with students and residents. He has been principal investigator on grants totaling more than $50,000,000. From 2012 to 2017, he served on the Board of Trustees of the North Carolina State Health Plan, and in 2016, he served as Senior Policy Advisor to the North Carolina Secretary of Health and Human Services.

Dr. Newton has served nationally as President of the Association of Departments of Family Medicine and the Founding Chair of the Council of Academic Family Medicine. He completed service on the Liaison Committee on Medical Education (LCME) in 2018 (and is on the planning committee of the National Academy of Medicine’s Global Forum on Innovation in Health Professional Education. He was the founding chair of the Committee on Continuing Certification, led the Improving Health and Health Care national task force, and serves on the ABMS/ACGME CBME collaborative and the ABMS Board of Directors.

Dr. Newton graduated from Yale University with a double major in biology and history in 1980 and Northwestern University Medical School in 1984. After residency and chief residency in family medicine at the University of North Carolina, he completed the Robert Wood Johnson Clinical Scholars Program and received an MPH at the UNC Gillings School of Global Public Health. In 2012-13, he was selected as a Society of Teachers of Family Medicine (STFM) Bishop Fellow, during which he also completed the American Council of Education Fellows program.

Reflections, Goals, & Objectives - Oh My! Best Practice for Creating Individualized Learning Plans

Recorded January 10, 2024 / Presenters: R. Aaron Lambert, MD, FAAFP, and Pamela Ann MacMillan with support from Priyanka Tulshian, MD, MPH

Historically, most programs implemented individual learning plans (ILPs) for residents needing remediation. With the ACGME requirements and ABFM expectations for competency-based medical education (CBME), there is a shift from limited learning plans for underperforming residents to more comprehensive plans for all residents – both to mitigate the stigma of having an ILP and to recognize that progression of learning is unique to each individual learner. While the former remediation plans were driven by faculty, ILPs are ultimately meant to be resident driven. This presentation will help participants understand the components of an ILP, how they differ from remediation plans, and pearls for getting started with their own residents.

This webinar is the second in a series of CBME focused webinars hosted by STFM and the AFMRD and is a follow up to the webinar, What You Need to Know About ACGME and ABFM Expectations for a Shift to Competency-Based Medical Education.

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

List components of personal/individual learning plans.
Describe the difference between remediation plans and personal/individual learning plans.
List three pearls to developing personal/individual learning plans.

Resources:

R. Aaron Lambert, MD, FAAFP:

Dr. Lambert completed his undergraduate and medical school education at Marshall University in Huntington, WV.  He went on to complete his Family Medicine residency at Marshall with a certificate in the Rural Health and Leadership Program, serving as chief resident in his final year. He is currently a Clinical Associate Professor and residency program director at Cabarrus Family Medicine Residency in Concord, NC. A graduate of both the Faculty Development Fellowship at UNC-Chapel Hill and the National Institute for Program Director Development Fellowship, he is an active educator with all levels of learners and is an advocate for full-spectrum family medicine care. His particular interests are in competency-based medical education, wilderness medicine, and rural health.

Pamela Ann MacMillan:

Pamela MacMillan: Pamela has been an integral fixture in the University of Wyoming Family Medicine Residency program for 27 + years as the Residency GME Administrator/Coordinator. She is the current AFMA Board of Directors President and has been an AFMA Board of Director’s member since 2020. She also serves on the Society of Teachers of Family Medicine Competency Based Medical Education Task Force. When she is not singing at her desk (most all of the time) or cracking a joke at work, she can be found spending time with her 27-year-old daughter who is an RN, her husband of 29 years and their fur babies Bruce Wayne and Jules. She loves to hunt, fish, and spend time outdoors hiking and exploring, and spends many hours in the pool. She also in an Aquatic HIIT Tabata instructor.

Priyanka Tulshian, MD, MPH, FAAFP:

Dr. Tulshian is a graduate of Albany Medical College and Boston Medical Center Family Medicine Residency. She is currently a core faculty member at Contra Costa Family Medicine Residency Program, leading the Clinical Competency Committee. She has a particular focus on resident assessments, individualized learning plans, and overall CBME implementation. She also leads scholarly work for the residency program.

ADFM Hot Topic Webinar What Your Residency Program Needs from You to Meet Requirements for Competency-Based Medical Education

February 7, 2024 / Presenters: Deb Clements, MD; Linda Montgomery, MD; and Sarah Cole, DO

Partnering with Programs to Create a Culture of Competency Based Medical Education:

By the end of this session you will be able to:

Articulate the "Why of CBME" in GME and especially Family Medicine
Describe the new ACGME and ABFM CBME-related requirements
Recommend resources to your programs
Identify key ways you can help in the transition to CBME

Slides can be found here.

Let's Talk About Entrustment

Recorded February 14, 2024 / Presenters: KrisEmily McCrory, MD, MS, Med Ed, FAAFP, and Lauren Anderson, PhD

An important component of Core Outcomes is the process of attesting to them. Entrustment has been invoked several times but may be unfamiliar to many faculty. Webinar will introduce the concept of entrustment as relates to CBME. Describe how it has been used with Entrustable Professional Activities and now evolved to be used with Core Outcomes. Will review Entrustability Scales and how they have been used successfully in GME by surgery and how they can be adapted to the broader scope of Family Medicine with concrete examples of their use in Family Medicine. Finally, we will review the similarities and differences between a Five-level Entrustability Scale and the Five Milestone Levels to reinforce how these scales complement but do not replace each other.

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

- define entrustment as it relates to CBME.
- describe the different levels of a 5-level entrustability scale.
- compare and contrast Entrustability Scales and Milestones Levels.

Resources:

KrisEmily McCrory, MD, MS, Med Ed, FAAFP:

Dr KrisEmily McCrory is an associate program director at the Cheshire Med-Dartmouth Health Family Medicine Residency Program. She serves on the STFM National CBME taskforce and has been part of the working group focused on writing the National Guidelines on Implementation of CBME in Family Medicine and the working group on faculty development.

Lauren Anderson, PhD:

Dr Lauren Anderson is an assistant professor and director of educational programs for Rush University’s Department of Family & Preventative Medicine.

Assessment Tools for CBME and the Core Outcomes

Recorded April 10, 2024 / Presenters: Olivia Rae Wright, MD, and Velyn Wu, MD,

Competency Based Medical Education (CBME) emphasizes frequent, low-stakes assessments incorporating direct observation. This shift in paradigm will require many programs to make adjustments to their assessment process. This webinar will identify several workplace-based assessment tools and strategies for direct observation. We will introduce assessment tools from the STFM CBME Taskforce and discuss a proposed pilot for use of a mobile app. Our focus will be on assessment methods already in use and new ones that can be readily implemented.

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

- Identify at least two assessments tools already in place in their programs that could be used to address the new Core Outcomes.
- Identify additional assessment tools from the STFM Taskforce that can be incorporated in their home programs.
- Describe the benefits of workplace-based assessment and direct observation tools.
- Update their assessment systems to include more workplace-based assessment using direct observation.

Resources:

Olivia Rae Wright, MD:

Dr Wright is an Associate Professor with the University of Washington. She has worked with the WWAMI Faculty Development Fellowship on all things related to curriculum development and resident assessment for over 15 years and currently serves as the Associate Dean for Faculty Development for the WWAMI Network. She is board certified in both Family Medicine and Addiction medicine and is the Program Director for the developing Addiction Medicine Fellowship at PeaceHealth in Vancouver, WA.

Velyn Wu, MD:

Dr Wu is an assistant professor and physician at UF Health Family Medicine-Springhil Clinic. She received her medical degree from the University of South Florida, completed her family medicine residency and a fellowship in primary care sports medicine at Halifax Health and a Master degree in Academic Medicine from the USC Keck School of Medicine. She returned to the Sunshine State to continue her passion in medical education.

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