Resources

Competency-Based Medical Education Toolkit for Residency Programs

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.

 

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. 

Building CBME into Faculty Development

Recorded May 15, 2024 /  Presenters: Olivia Rae Wright, MD, and Priyanka Tulshian, MD, MPH

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

  • perform a gap analysis to identify focus areas for faculty development
  • list two best practices in creating faculty development focused on CBME principles and application
  • create a longitudinal plan for implementing ongoing faculty development in this area

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.

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.  

Advisors and Coaches: The Evolving Role of Faculty and Resident Relationships

Recorded June 12, 2024 /  Presenters: Randolph Pearson, MD, FAAFP, FACSM, and Tonya L. Caylor, MD, FAAFP, PCC

In meeting the objectives of CBME in helping develop Master Adaptive Learners (MAL), faculty will themselves continue to adapt beyond the traditional approaches of teaching, mentoring, and advising. Coaching is a powerful tool to help support the learner's education, professional development, and well-being. Faculty employing effective coaching skills will enhance residents in their ability to form individual learning plans and empower learners to become MALs. In this webinar, presenters will explore the various roles faculty play and their evolution to a coaching approach while briefly touch-on opportunities for innovation, including ways to enhance coaching in residencies and equipping faculty with coaching skills.

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

  • describe the difference between advisors and coaches.
  • list two main types of coaching in an academic setting.
  • describe the benefits of including non-core faculty in coaching roles.

Resources:

 

Tonya L. Caylor, MD, FAAFP, PCC:

Tonya L. Caylor, MD, FAAFP, PCC, is a family physician and physician coach in Anchorage, Alaska, with 25 years of clinical and academic practice. She is a certified coach who has earned her ICF PCC credential with additional training in Trauma Mitigation and has her own external coaching practice. She also serves as Co-Director of the American Medical Women’s Association Evolve Leadership Coaching Program for trainees and is a member of the Better Together Coaching Program through the University of Colorado which serves trainees and faculty across the country. Dr. Caylor is also a member of CHARM Connected Coaches - (Collaborative for Healing and Renewal in Medicine), through which she earned her GME Well-being Leadership Certification.

Randolph Pearson, MD, FAAFP, FACSM:

Randolph Pearson, MD FAAFP FACSM, is a Professor in the Department of Family Medicine at Michigan State University's College of Human Medicine and their Assistant Dean for Graduate Medical Education. He has served as core residency faculty for 36 years and is a former residency director and sports medicine fellowship director. Dr. Pearson serves as a consultant with the AAFP Residency Program Solutions group and is currently serving on the STFM CBME Task Force.

Individualized Learning and Resident Assessment: A CBME Orientation for Residents

Recorded June 27, 2024 /  Presenters: Olivia Rae Wright, MD, and Maggie Curran, MD

This webinar for residents will introduce concepts of Competency-Based Medical Education (CBME). It will provide an overview of residents’ role in developing their individualized learning plans and using assessment data and feedback to achieve the Core Outcomes of Family Medicine Residency Education to become board certified.

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

  • Describe the basic components of competency-based medical education (CBME)
  • Work toward the new outcomes they are expected to achieve in order to become certified by the American Board of Family Medicine (ABFM)
  • Participate in competency based assessment and individual learning plans

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.

Maggie Curran, MD:

Dr Curran is a third year family medicine resident at the University of Kansas Medical Center in Kansas City, KS where she will be staying on as faculty after graduation. She recently completed her term as the resident representative to the ACGME Family Medicine Review Committee and Council of Review Committee Residents. She is a member of the STFM CBME Task Force. 

How to have Reflective Feedback Conversations and Develop a Culture of Effective Feedback

Recorded July 10, 2024 /  Presenters: Stephenie Matosich, DO, and Stefanie White, MD

Although many faculty have experience in feedback, the shift to CBME necessitates using feedback in more reflective, learner centered ways. With the shift to more frequent formative feedback, faculty need skills both in providing meaningful feedback and helping residents in using that feedback in their individual learning plans. Webinar will focus on the concept of reflective feedback conversations that are learner centered and build trust and respect between learners and teachers. Will identify ways to build a culture of effective feedback by emphasizing two-way feedback channels and how faculty can role model receiving and incorporating feedback. Review ways to incorporate self-reflection and self-assessment based on available data and emphasizing the importance of direct observation as the basis of feedback.


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

  • List key aspects of reflective feedback conversations
  • Identify how faculty can role-model receiving and incorporating feedback
  • Describe how to guide residents in self-reflection and assessment based on evaluation data available to them

Resources:

 

Stefanie White, MD:

Dr. Stefanie White is associate program director of Mercy Family Medicine Residency St. Louis.  After graduating from St. Louis University School of Medicine, she completed residency training at Via Christi Family Medicine Residency in Wichita, KS. Dr. White has been program faculty at Mercy since 2017 and completed a fellowship in faculty development at the University of North Carolina – Chapel Hill in 2019. Her clinical interests include women’s health and maternity care, POCUS and breastfeeding medicine. She lives in St. Louis with her husband, two children and two cats.

Stephenie Matosich, DO:

Dr. Stephenie Matosich is a graduate of Montana State University, completed medical school at Touro University Nevada College of Osteopathic Medicine, her Family Medicine residency at Oklahoma State University Center for Health Sciences and Obstetrical Fellowship at Spartanburg Regional Healthcare System. She is currently the OB Fellowship Director and core faculty at Family Medicine Residency Spokane. Her particular interests include osteopathic medicine, women’s health including rural obstetrical care, and competency based medical education.

Fostering the Development of Master Adaptive Learners

Recorded August 14, 2024 /  Presenters: Lou Edje, MD, MHPE, FAAFP, and Velyn Wu, MD, MACM, FAAFP, CAQSM

Tenets of the Master Adaptive Learner (MAL) conceptual framework are important for developing skills of lifelong learning, but traditional training and education have not always emphasized a growth mindset and it can be difficult to move into that space. This webinar will identify key characteristics of the MAL and provide concrete examples of how to implement the MAL framework in programs. This webinar will contrast MAL to more traditional models and review evidence for why MAL better aligns with attainment of competency in the Core Outcomes. Upon completion of this session, participants should be able to: - Participants will be able to describe key tenets of the master adaptive learner. - Participants will be able to review current programmatic/curricular components to identify opportunities to incorporate master adaptive learning skills. - Participants will be able to help faculty assess their own readiness to incorporate master adaptive learner conceptual framework/growth mindset in their teaching and curricular development.

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

  • Understand the master adaptive learner (MAL) conceptual framework
  • Gain tools to incorporate the MAL framework into curricula
  • Understand the clinical learning environment in which MALs thrive

Resources:

 

Lou Edje, MD, MHPE, FAAFP:

Dr. Edje is a board-certified family physician, chair of the family medicine review committee of the Accreditation Council for Graduate Medical Education, and chair of the nominating committee of the American Medical Association’s Council on Medical Education. She was on the writing group for the new requirements for family medicine training in the United States. She is an Executive Leadership in Academic Medicine alumna who was the Ohio Academy of Family Physicians 2012 Family Physician of The Year. She was recipient of the 2022 Dr. Martin Luther King, Jr. Humanitarian Award from the University of Cincinnati
and the Distinguished Humanitarian Alumni Award from Michigan Medicine. She started at Michigan State University at age 16 where she received a bachelor of science degree in physiology. She was president of her medical school student body at the University of Michigan Medical School (UMMS) then completed her family medicine training, with honors, followed by 13 years in private practice and health system leadership. She subsequently returned to her residency program to serve as program director for seven years. She has since founded two family medicine residency programs. Dr Edje has a masters in health
professions education from the University of Michigan. As senior associate dean for medical education at UMMS, she supports the medical education of 680 medical students, 1300 house officers, and 3,000 faculty as well as medical education at the Ann Arbor VA. Her interests include mitigating bias in assessment, master adaptive learners, and medical education policy.

Velyn Wu, M.D., MACM, FAAFP, CAQSM:

Dr Wu is an assistant professor and physician at UF Health Family Medicine- Springhil Clinic. Dr. Wu 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 has served the communities of north Jacksonville, FL and Lynchburg, VA. She returned to the Sunshine State to continue her passion in medical education.

Using Electives Effectives Effectively to Help Residents Attain Competency in the Core Outcomes

Recorded September 18, 2024 /  Presenters: Lynne T. Bateson, MD, FAAFP, and W. Fred Miser, MD, MA, FAAFP

Recent ACGME requirements have expanded the amount of elective time for resident education. This webinar will describe the purpose of an elective, how electives should be selected incorporating individualized learning plans, and recommendations on how to develop a new elective experience. Time will be allowed for a group discussion of best practices and challenges in incorporating electives to ensure residents attain competency in the core outcomes.

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

  • Define elective time. How is it different now than from the past?
  • Design a process whereby individualized plans are incorporated into selecting elective experiences.
  • Describe how elective times can be used proactively to create flexible learning opportunities for residents.
  • Delineate the steps needed to create a new elective experience for your residents.

Resources:

 

Lynne T. Bateson, MD, FAAFP:

Dr. Bateson is the Associate Program Director for Curriculum at the Kaiser Permanente of Washington Family Medicine Residency at Seattle. She graduated from the Keck School of Medicine at the University of Southern California, and completed residency at Group Health Cooperative in Seattle, Washington (which is now KPWA). She has been on the residency faculty since 2014, and has also served as the Interim Program Director, a  clinical site director, and medical student clerkship director. Dr. Bateson is a Fellow of the American Academy of Family Practice, and holds an appointment as a clinical assistant professor at the University of Washington.

W. Fred Miser, MD, MA, FAAFP:

Dr. Miser graduated from Wheaton College (IL) and The Ohio State University (OSU) College of Medicine.  He completed his family medicine residency at Eisenhower Army Medical Center (Augusta GA) and a faculty development fellowship at Madigan Army Medical Center (Tacoma WA).  Upon retiring from the Army, Fred joined the OSU Department of Family and Community Medicine in May 1999 and was clinical research director and then residency director for the next 23 years.  He is now a Professor Emeritus of Family and Community Medicine.  He served for 10 years on the Board of Directors of the Association of Family Medicine Residency Directors (AFMRD), including terms as President and Treasurer. He also serves on the STFM Competency Based Medical Education Task Force.  He and his wife of 45 years, Debi, have five children and 13 grandchildren.

The Role of Resident Portfolios in Competency-based Assessment

Recorded October 9, 2024 / Presenters: Priyanka Tulshian, MD, MPH, R. Aaron Lambert, MD, FAAFP, and Pamela Ann MacMillan

This webinar for faculty will introduce concepts of a resident portfolio and its potential role in CBME assessments. It will provide an overview of a resident portfolio system and its relationship to Competency Based Medical Education (CBME), encourage a deep dive in summative and formative assessment, and present a resident portfolio template that can be used by residency programs.

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

  • Discover the benefits of a portfolio system and its significance with Competency-Based Medical Education (CBME)
  • Demonstrate objective and subjective assessments that could be included in the portfolio
  • Discuss incorporation of portfolios and corresponding assessments into residency programs while implementing CBME

Resources:

 

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.  

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 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 Directors 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 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 is also an Aquatic HIIT Tabata instructor.

Managing Assessment Burden in CBME

Recorded November 13, 2024 / Presenters: KrisEmily McCrory, MD, MS, Med Ed, FAAFP, and Jeremy Crider, MD, FAAFP

 

 

The challenge of adequate assessment in CBME has been an ongoing impediment to its implementation. Faculty are already feeling overwhelmed with myriad of responsibilities and asking to for them to assess more seems daunting. Webinar will look at available assessment strategies, including using what is already in place with adaption, reviewing possible mobile apps and other technology to allow for brief, in the moment assessments, and looking at what other systems (e.g. Canada) have incorporated.

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

  • Identify two strategies in address assessment burden 
  • Evaluate current assessment tools they already use for applicability to CBME needs
  • Assess pros and cons of potential mobile apps in assessment 

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.

Jeremy Crider, MD, FAAFP:

Dr Crider hails from Monroe, Louisiana, and attended medical school at LSU – New Orleans as well as completed an internal medicine internship at LSU – Baton Rouge. He joined the inaugural class of the Christ Community Underserved and International residency with his wife, Robin, in Memphis, Tennessee. Dr Crider pursued his passion for graduate medical education by becoming the program director at Resurrection Health Family Medicine Residency until the program closed in 2018. Dr Crider then continued his journey of caring for patients in underserved urban communities by joining the Cahaba + UAB Family Medicine Residency where he currently serves as urban track director. His professional interests include curriculum development in health systems management as well as spiritual integration across broader curricula. His research interests include motivating factors for underserved care and the effects of intentional relocation during training. In his spare time, Dr Crider enjoys discipleship, camping & canoeing with his family, cooking large quantities of well-seasoned food, and LSU athletics.

 

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Events

January 15, 2025, 12 pm CT: CBME Webinar: The Power of Direct Observation: Answering Residents’ Most-Asked Questions

January 30–February 2, 2025: STFM Conference on Medical Student Education

May 3–7, 2025: STFM Annual Spring Conference

Due Dates

December 29, 2024: Early Bird Registration Deadline for 2025 STFM Conference on Medical Student Education

January 6, 2025: Deadline for Submissions for 2025 STFM Annual Spring Conference Fellow, Resident, Student Research Completed or Works-in-Progress Posters

January 15, 2025: POCUS Educator's Certificate Program Applications

February 4, 2025: Deadline for Presentation Proposals for 2025 Conference on Practice and Quality Improvement

February 28, 2025: Family Medicine Advocacy Summit Scholarship Applications Due

March 4, 2025: Medical Student Educators Development Institute (MSEDI) Applications

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