Leadership through Scholarship Fellowship

Faculty

Kendall Campbell, MD Director of Leadership

Kendall M. Campbell, MD

University of Texas Medical Branch (UTMB)

Kendall M. Campbell, MD is Professor and Chair of the Department of Family Medicine at the University of Texas Medical Branch (UTMB), in Galveston, Texas. He is the Sealy Hutchings and Lucille Wright Hutchings Chair in Family Medicine.

Dr. Campbell came to UTMB from the Brody School of Medicine at East Carolina University where he served as a tenured Associate Professor of Family Medicine, Senior Associate Dean for Academic Affairs, and Director of the Research Group for Underrepresented Minorities in Academic Medicine. Previous academic appointments have been at the University of Florida (UF) and Florida State University (FSU). His clinical interests have been for underserved patients for which he has developed medication access initiatives, integrated pharmacy and social services with primary care and led community health education initiatives. While at FSU, he Co-founded and Co-Directed the Center for Underrepresented Minorities in Academic Medicine with Dr. José E. Rodríguez to study issues that impact recruitment and retention of faculty underrepresented in medicine.

Dr. Campbell is nationally recognized for his work in primary care and in support of underrepresented learners and faculty. He has received honors and awards for his service to the field of medicine including the Martin Luther King, Jr. Distinguished Service Award, the Exemplary Teacher Award, and the 2021 STFM President’s Award. He was a 2014-2016 Fellow of the National Academy of Medicine and is a member of the NAM Roundtable on Health Equity. He also completed the AAMC Leadership Education and Development (LEAD) certificate program.

Director of Mentorship

Judy Washington, MD

Overlook Family Medicine Residency Program

Dr. Washington is an associate director and Women's Health Coordinator for Overlook Family Medicine Residency Program and supervises residents in the Health Start OB Clinic. She also co-chairs the Clinical Competency Committee and the Research and Scholarly Activities Committees. She began her academic career as faculty at the East Tennessee State-James Quillen School of Medicine as an assistant professor and residency program faculty at the Chattanooga-Memorial Hospital Family Medicine Residency Program. She was an assistant professor at the UMDNJ-NJ Medical School (now Rutgers School of Health Science) Family Medicine Department, associate director of medical student education, and the family medicine clerkship director.

 

She was the chair of the STFM Underrepresented in Medicine (URM) Initiative for two years and is presently serving as president of the STFM Foundation and member of the Board of Directors.  She is working with the URM Faculty Mentoring Program and the URM Oversight Committee, which convened to guide the progress of the URM Initiative work.

Director of Writing

José Rodríguez, MD

University of Utah

José E. Rodríguez, MD, FAAFP, serves as Associate Vice President for Health Equity, Diversity, and Inclusion (EDI), is a professor in the Department of Family and Preventive Medicine, and Associate Medical Director at the Redwood Health Center.

As AVP, Dr. Rodríguez has worked with teams across health sciences to increase the actions taken in EDI throughout University of Utah Health. Scholarship has taken a central role in his office, and multiple manuscripts have been published highlighting the excellent EDI work happening in the Health Sciences Campus. He has served on the diversity committee & recruitment committees focused on URM faculty and residents, and has presented at national conferences on this work and his research on diversity initiatives. 

Prior to his appointment at the University of Utah, Dr. Rodríguez served as the co-chair of the Council on Diversity and Inclusion and the co-director for the Center for Underrepresented Minorities in Academic Medicine at Florida State University College of Medicine. His academic achievements include publishing several articles on the importance of URMs in academic medicine.

Scholarly Writing Faculty

Stacy A. Ogbeide, PsyD

UT Health San Antonio

Dr. Ogbeide is a Board-Certified Clinical Health Psychologist and a Board-Certified Specialist in Obesity and Weight Management. Dr. Ogbeide is the Director of Behavioral Health Education in the FMR, the Primary Care Track Coordinator for the Clinical Psychology Internship, and an Associate Professor/Clinical in the Department of Family & Community Medicine at UT Health San Antonio. Dr. Ogbeide has a cross appointment in the Department of Psychiatry and Behavioral Sciences. Most recently, Dr. Ogbeide serves as Assistant Dean for Faculty in the Office of Faculty within the Long School of Medicine at UT Health San Antonio.

 

Dr. Ogbeide is nationally recognized for her work in Primary Care Behavioral Health integration and currently serves on the board of directors for Collaborative Family Healthcare Association. She also serves as a mentor in numerous faculty development programs through STFM, with a focus on faculty who are URM. She will also be the 2023 Program Chair for the Society for Health Psychology at the APA Annual Convention. Dr. Ogbeide teaches doctoral courses in behavioral medicine and primary care behavioral health at Our Lady of the Lake University and graduate-level courses at the University of Texas San Antonio. Dr. Ogbeide’s professional areas of interest include: The Primary Care Behavioral Health (PCBH) consultation model, behavioral medicine/health psychology, faculty development and mentorship for those who are URM within academic medicine, and primary care workforce development. Dr. Ogbeide’s work has been featured on Texas Public Radio, in the San Antonio Express-News, and in other news outlets.

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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.

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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.

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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.

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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.

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

Example:
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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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