Resources

Precepting Performance Improvement Toolkit

Frequently Asked Questions

Who can offer credit through the ABFM Precepting Performance Improvement Program?

Academic unitsmedical school departments, residency programs, and other entitiescan apply to be Sponsors. Sponsors have to reapply every three years.

What is a portfolio manager?

A portfolio manager is a person designated by the Sponsor to be responsible for communication with the ABFM. The portfolio manager oversees the Sponsor's portfolio of improvement activities and submits physician completion results to the ABFM.

Can preceptors who are not family physicians earn this credit?

This is an American Board of Family Medicine program that's part of certification for family physicians. Only family physicians can earn the credit. 

What is an intervention/performance improvement activity?

This is basically, at least one round of a PDSA (plan-do-study-act) cycle:

  • Identify an area of need based on data
  • Write an explicit aim for improvement that describes what will be improved, a desired goal, and a timeframe for achieving improvement
  • Undertake a learning activity such as an online course, evidence-based reading, or in-person training 
  • Implement what was learned through the teaching of medical students or residents
  • Measure to see if there's been an improvement

What can be used for baseline/post intervention data?

There are many options. Some include:

  • A self-evaluation of teaching skills performed by the teaching physician
  • An assessment of the teaching physician by the Sponsor
  • Student evaluations of preceptors

What does 180 1:1 contact hours mean?

To earn this credit, a preceptor must spend 180 hours precepting medical students and/or residents. This does not include didactic presentation time. If multiple learners are presentfor example during rounds—actual time is counted, not the amount of time multiplied by the number of learners.

Can preceptors count time precepting PAs and nurse practitioners as part of the 180 1:1 contact hours?

Only time precepting medical students and residents count toward the 180 hours.

How should preceptors count and track their teaching time?

Ideally, the academic unit will count and track time, so as not to provide a burden on the preceptor. Typically, the academic unit knows how much time a learner is assigned to a preceptor.

How long does a preceptor have to complete an improvement activity and finish the 180 hours?

Physicians are required to complete one performance improvement activity during their three-year certification cycle. So, depending on where in the cycle they start the activity and teaching, they can take up to three years to complete the requirements.

What is an attestation?

An attestation is a document signed by the preceptor attesting that he/she actively participated in the performance improvement activity and the required 1:1 teaching. Attestations should be retained by Sponsors.

How do sponsors submit completions to ABFM and what do they submit?

Log into MOCAM at https://theabfm.mymocam.com. On the right side of the dashboard, click on Precepting Physician Completion Report. Upon opening the application, enter today’s date in the name field. 

For each ABFM Diplomate being submitted for credit, add a row to the table. For each Diplomate provide the following information:

  • Board ID: The ABFM Board ID of the Diplomate. ABFM Board IDs are 6 digits in length and being with a one (1) or zero (0).
  • Last Name: The last name, as provided to the ABFM.
  • First Name: The first name, as provided to the ABFM. The name must match (e.g., Jeffrey vs. Jeff).
  • Email: The email address for the Diplomate.
  • Start Date: Indicate the date the Diplomate started participating in the project. The date may not be before the start date of your participation in the Precepting Program.
  • End Date: Indicate the date the Diplomate met the participation requirements for the project. The date may not be in the future.
  • Instance ID: This is a calculated value.

You can also select the "Import" button to populate the data from an appropriately formatted spreadsheet.

What do Sponsors have to keep records of?

For each participating preceptor, Sponsors should keep records of the pre and post measurement, the aim and improvement activity, and the attestation.

What do preceptors have to keep records of?

Preceptors do not have to keep records.

Can residents participate this program to fulfill the required QI component of certification?

No

Can the portfolio manager submit individual preceptors’ data one by one, as each preceptor completes the 180 hours? Or do all participating preceptors have to be submitted together?

You can submit as they come in or wait until the end of the month and submit a batch of those that have completed.

On the sample attestation form, one of the “yes/no” questions is “I was engaged in planning and executing the project.” Not all of our faculty are involved planning the project in a big picture way. Is that okay?

As long as the physician completes the required teaching hours and is involved in their assessment, intervention, and review of the data, they meet the requirements.

On the sample attestation form, one of the “yes/no” questions is “I participated in team meetings for the project.” Our structure does not involve regular team meetings. Will preceptors get credit even without team meetings?

Yes

Ask a Question
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.

Double Check Important Information

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.

Technical Limitations

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.