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Call for Presentation Proposals

Submission Deadline: June 10, 2025

We look forward to your submissions! Presentations that allow students to take the lead, and those that demonstrate collaboration between institutions and professions, are highly valued. We are looking for submissions that are engaging and encourage audience participation. We hope for both “bread-and butter” submissions that build the foundation for high-quality teaching, as well as innovative and creative submissions. We also are looking forward to submissions that are geared toward coordinators and other vital team members.

General Instructions

  1. Submissions must meet all the requirements of the proposed category. Review the submission categories below. Incomplete submissions will not be reviewed.
  2. Do not submit the same proposal in more than one category.
  3. Acknowledgment of receipt of submissions will be emailed automatically after you complete your submission.
  4. ALL PRESENTERS MUST PAY THE REGISTRATION FEE. In addition, no honoraria or travel expense reimbursement will be provided for any presenter submitting through the call for presentations.
  5. Presenters may not use any conference presentation to market products or services; partnerships are available for that purpose.
  6. Every presenter, lead and secondary, will be required to complete a faculty disclosure form indicating any financial arrangement or affiliation with any organizations that may have a direct interest in the subject matter of the continuing medical education presentation.

ONLINE PREVIEW

START YOUR SUBMISSION NOW

Proposals Are Due by June 10, 2025, 11:59 pm CDT

We encourage submissions from all involved in medical student education, including chairs, faculty, coordinators, residents, and students. 

The following list includes suggested presentation topics:

  • Increasing representative educators and students in family medicine
  • Improving assessment and evaluation processes
  • Competency-based medical education
  • Health outcomes in practice and education
  • Incorporating anti-racism curricular changes
  • Improving well-being at the personal and systems level
  • Recruiting and retaining community preceptors
  • Advocacy skills for faculty and learners
  • Professionalism assessment and curriculum for students
  • Novel strategies/recruitment programs to engage students in Family Medicine
  • Innovations in medical education
  • Preparing students for the match
  • Family medicine coordinator best practices and innovations
  • Use of artificial intelligence and other virtual tools in medical education
  • Making the business case for FM within your institution
  • Future of family medicine: eg, scope of practice, advocating for the specialty
  • Exploration of career opportunities within family medicine: eg, direct primary care, academic, private practice
  • Increasing educational research
  • Faculty development topics: eg., curriculum development, giving feedback, teaching in the clinical setting, leadership development, conflict management, project management, educational scholarship/research, mentoring, promotion, struggling learners and remediation
  • Teaching clinical topics: eg., impact of climate change, trauma-informed care, behavioral health, addiction/MAT, community-based hormonal therapy, reproductive health, lifestyle medicine, POCUS, chronic disease management, disease prevention, population health, quality improvement

Start Your Submission Now

START YOUR SUBMISSION NOW

Session Categories

Purpose: To present completed research, education, process of care, patient-oriented outcomes, and quality of care studies, including assessment. All content and methods will be considered. Please do not submit work that has been published prior to submission deadlines.

Time: 20 minutes (15-minute presentation with 5 minutes of Q&A; three 20-minute presentations are "grouped" by common topic and presented consecutively in a 60-minute presentation time slot)

Purpose: To present innovative or pilot projects in-progress related to teaching, education, curricular or clinical intervention, management innovation, or quality improvement that do not have outcomes or assessments.

Time: 15 minutes (10-minute presentation with 5 minutes Q&A; four 15-minute presentations are "grouped" by common topic and presented consecutively in a 60-minute presentation time slot)

Purpose: A forum for concise didactic presentation followed by discussion. The focus may be clinical, research, administrative, educational, or personal or career development. Purely clinical topics, addressed in a scholarly way, are also appropriate

Time: 30 minutes (20-minute presentation, 10 minutes of discussion/response); two 30-minute presentations are "paired" by common topic and presented consecutively in a 60-minute presentation slot

Purpose: To provide an opportunity to display quality of care studies and discuss investigator's completed original research; or, discuss an innovative educational or curricular project pertinent to family medicine

Time: 1 hour staffing your poster during dedicated time

Purpose: To present high-quality, interactive sessions that require more time than the regular conference format allows. Space is very limited. STFM will charge a registration fee to help cover the costs of materials, audio/visual equipment, room rental, administration, and refreshments.

Time: 4 hours

Purpose: To provide an opportunity for a roundtable discussion for 10 participants about ideas, experiences, or projects pertinent to family medicine education, clinical care, research, or management. This presentation is scheduled concurrently with other presentations during continental breakfast in the general session ballroom. Note audio-visual equipment is not provided for this presentation. Handout materials are encouraged.

Time: 45 minutes

Purpose: To provide an interactive session about an innovative educational, administrative, research, career development, or clinical topic. Active audience participation beyond question and answer is required.

Time: 1 hour

Purpose: A moderated, interactive 1-hour session that brings together 3–5 panelists to engage participants in discussion about an innovative or provocative topic in family medicine education. The panelists must demonstrate their content expertise in the submission and ideally, represent multiple institutions. There are limited slots for this session format.

Time: 1 hour

Purpose: To provide a task-oriented, small-group educational experience directed toward the acquisition, demonstration, construction, and/or synthesis of specific knowledge, skills, and/or attitudes. (NOTE: This is a highly competitive submission category. The conference steering committee only accepts a small number of workshops for presentation.

Time: 90 minutes

Questions

If you have additional questions about the submission process, contact STFM at stfmoffice@stfm.org or (800) 274-7928.

Contact Us

 

11400 Tomahawk Creek Parkway

Leawood, KS 66211

(800) 274-7928

stfmoffice@stfm.org 

 

 

Events

May 3–7, 2025: STFM Annual Spring Conference

September 8–10, 2025: The 2025 STFM Conference on Practice & Quality Improvement

Due Dates

April 1, 2025: Early Bird Deadline for STFM Annual Spring Conference Registration

April 11, 2025: Applications to Serve as STFM Representative to World Organization of Family Doctors (WONCA) Due

May 16, 2025: STFM Foundation Student Scholar Nominations Due

May 23, 2025: Applications to Serve on the STFM Conference on Practice & Quality Improvement Steering Committee Due

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AI Chatbot Tips

Tips for Using STFM's AI Assistant

STFM's AI Assistant is designed to help you find information and answers about Family Medicine education. While it's a powerful tool, getting the best results depends on how you phrase your questions. Here's how to make the most of your interactions:

1. Avoid Ambiguous Language

Be Clear and Specific: Use precise terms and avoid vague words like "it" or "that" without clear references.

Example:

Instead of: "Can you help me with that?"
Try: "Can you help me update our Family Medicine clerkship curriculum?"
Why this is important: Ambiguous language can confuse the AI, leading to irrelevant or unclear responses. Clear references help the chatbot understand exactly what you're asking.

2. Use Specific Terms

Identify the Subject Clearly: Clearly state the subject or area you need information about.

Example:

Instead of: "What resources does STFM provide?"
Try: "I'm a new program coordinator for a Family Medicine clerkship. What STFM resources are available to help me design or update clerkship curricula?"
Why this is better: Providing details about your role ("program coordinator") and your goal ("design or update clerkship curricula") gives the chatbot enough context to offer more targeted information.

3. Don't Assume the AI Knows Everything

Provide Necessary Details:The STFM AI Assistant has been trained on STFM's business and resources. The AI can only use the information you provide or that it has been trained on.

Example:

Instead of: "How can I improve my program?"
Try: "As a program coordinator for a Family Medicine clerkship, what resources does STFM provide to help me improve student engagement and learning outcomes?"
Why this is important: Including relevant details helps the AI understand your specific situation, leading to more accurate and useful responses.

4. Reset if You Change Topics

Clear Chat History When Switching Topics:

If you move to a completely new topic and the chatbot doesn't recognize the change, click the Clear Chat History button and restate your question.
Note: Clearing your chat history removes all previous context from the chatbot's memory.
Why this is important: Resetting ensures the AI does not carry over irrelevant information, which could lead to confusion or inaccurate answers.

5. Provide Enough Context

Include Background Information: The more context you provide, the better the chatbot can understand and respond to your question.

Example:

Instead of: "What are the best practices?"
Try: "In the context of Family Medicine education, what are the best practices for integrating clinical simulations into the curriculum?"
Why this is important: Specific goals, constraints, or preferences allow the AI to tailor its responses to your unique needs.

6. Ask One Question at a Time

Break Down Complex Queries: If you have multiple questions, ask them separately.

Example:

Instead of: "What are the requirements for faculty development, how do I register for conferences, and what grants are available?"
Try: Start with "What are the faculty development requirements for Family Medicine educators?" Then follow up with your other questions after receiving the response.
Why this is important: This approach ensures each question gets full attention and a complete answer.

Examples of Good vs. Bad Prompts

Bad Prompt

"What type of membership is best for me?"

Why it's bad: The AI Chat Assistant has no information about your background or needs.

Good Prompt

"I'm the chair of the Department of Family Medicine at a major university, and I plan to retire next year. I'd like to stay involved with Family Medicine education. What type of membership is best for me?"

Why it's good: The AI Chat Assistant knows your role, your future plans, and your interest in staying involved, enabling it to provide more relevant advice.

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While the AI Chat Assistant is a helpful tool, it can still produce inaccurate or incomplete responses. Always verify critical information with reliable sources or colleagues before taking action.

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The Chat Assistant:

  • Cannot access external websites or open links
  • Cannot process or view images
  • Cannot make changes to STFM systems or process transactions
  • Cannot access real-time information (like your STFM Member Profile information)

STFM AI Assistant
Disclaimer: The STFM Assistant can make mistakes. Check important information.