Annual Spring Conference Research Articles

Coming Up…

The New Jersey Association of Mental Health and Addiction Agencies is holding its annual spring conference, “Advancing Opportunities, Improving Lives,” April 9–10 in Somerset, New Jersey. For more information, visit https://web.cvent.com/event/174eb79e‐c916‐4279‐bf59‐7a5f64186863/regProcessStep1:fa8700dc‐6be3‐470c‐a096‐4a77cbb0f1ef.

Coming Up…

The New Jersey Association of Mental Health and Addiction Agencies is holding its annual spring conference, “Advancing Opportunities, Improving Lives,” April 9–10 in Somerset, New Jersey. Visit https://web.cvent.com/event/174eb79e‐c916‐4279‐bf59‐7a5f64186863/regProcessStep1:fa8700dc‐6be3‐470c‐a096‐4a77cbb0f1ef for more information.

Coming Up…

The New Jersey Association of Mental Health and Addiction Agencies is holding its annual spring conference, “Advancing Opportunities, Improving Lives,” April 9–10 in Somerset, New Jersey. Visit https://web.cvent.com/event/174eb79e‐c916‐4279‐bf59‐7a5f64186863/regProcessStep1:fa8700dc‐6be3‐470c‐a096‐4a77cbb0f1ef for more information.

NJAMHAA conference sets goal to ‘transform tomorrow’

The New Jersey Association of Mental Health and Addiction Agencies (NJAMHAA) last week held its first in‐person annual spring conference since the COVID‐19 pandemic started in 2020 with the theme, “Transcending Today, Transforming Tomorrow.” The conference, held in Edison, New Jersey from April 25–26 included nearly 300 attendees.

Medical Student Quality Assurance Projects Well Received by Students and Physicians Across New Jersey Family Medicine Practices.

1Department of Emergency Medicine, Rutgers New Jersey Medical School 2Department of Family Medicine, Rutgers New Jersey Medical School Presentations: This material in part was presented at STFM’s Annual Spring Conference on Medical Education at Austin, Texas on 2 March 2018 at 10:30am. Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s Web site (www.ajmqonline.com). Corresponding Author:, Christine Ramdin, PhD, Department of Emergency Medicine and Department of Family Medicine, Rutgers New Jersey Medical School, 185 South Orange Avenue, E-610, Newark, NJ 07103., Email: [email protected]

Teaching About Racism in Medical Education: A Mixed-Method Analysis of a Train-the-Trainer Faculty Development Workshop.

Curriculum addressing racism as a driver of inequities is lacking at most health professional programs. We describe and evaluate a faculty development workshop on teaching about racism to facilitate curriculum development at home institutions. Following development of a curricular toolkit, a train-the-trainer workshop was delivered at the 2017 Society of Teachers of Family Medicine Annual Spring Conference. Preconference evaluation and a needs assessment collected demographic data of participants, their learning communities, and experience in teaching about racism. Post-conference evaluations were completed at 2- and 6-month intervals querying participants' experiences with teaching about racism, including barriers; commitment to change expressed at the workshop; and development of the workshop-delivered curriculum. We analyzed quantitative data using Statistical Package for the Social Sciences (SPSS) software and qualitative data, through open thematic coding and content analysis. Forty-nine people consented to participate. The needs assessment revealed anxiety but also an interest in obtaining skills to teach about racism. The most reported barriers to developing curriculum were institutional and educator related. The majority of respondents at 2 months (61%, n=14/23) and 6 months (70%, n=14/20) had used the toolkit. Respondents ranked all 10 components as useful. The three highest-ranked components were (1) definitions and developing common language; (2) facilitation training, exploring implicit bias, privilege, intersectionality and microaggressions, and videos/podcasts; and (3) Theater of the Oppressed and articles/books. Faculty development training, such as this day-long workshop and accompanying toolkit, can advance skills and increase confidence in teaching about racism.

Addressing Racism in Medical Education An Interactive Training Module.

Education of health care clinicians on racial and ethnic disparities has primarily focused on emphasizing statistics and cultural competency, with minimal attention to racism. Learning about racism and unconscious processes provides skills that reduce bias when interacting with minority patients. This paper describes the responses to a relationship-based workshop and toolkit highlighting issues that medical educators should address when teaching about racism in the context of pernicious health disparities. A multiracial, interdisciplinary team identified essential elements of teaching about racism. A 1.5-hour faculty development workshop consisted of a didactic presentation, a 3-minute video vignette depicting racial and gender microaggression within a hospital setting, small group discussion, large group debrief, and presentation of a toolkit. One hundred twenty diverse participants attended the workshop at the 2016 Society of Teachers of Family Medicine Annual Spring Conference. Qualitative information from small group facilitators and large group discussions identified some participants' emotional reactions to the video including dismay, anger, fear, and shame. A pre/postsurvey (N=72) revealed significant changes in attitude and knowledge regarding issues of racism and in participants' personal commitment to address them. Results suggest that this workshop changed knowledge and attitudes about racism and health inequities. Findings also suggest this workshop improved confidence in teaching learners to reduce racism in patient care. The authors recommend that curricula continue to be developed and disseminated nationally to equip faculty with the skills and teaching resources to effectively incorporate the discussion of racism into the education of health professionals.

Residents' Perspectives on Careers in Academic Medicine: Obstacles and Opportunities.

Worsening faculty shortages in medical schools and residency programs are threatening the US medical education infrastructure. Little is known about the factors that influence the decision of family medicine residents to choose or not choose academic careers. Our study objective was to answer the following question among family medicine residents: "What is your greatest concern or fear about pursuing a career in academic family medicine?" Participants were family medicine residents who attended the Faculty for Tomorrow Workshop at the Society of Teachers of Family Medicine Annual Spring Conference in 2016 and 2017. Free responses to the aforementioned prompt were analyzed using a constant comparative method and grounded theory approach. A total of 156 participants registered for the workshops and 95 (61%) answered the free response question. Eight distinct themes emerged from the analysis. The most frequently recurring theme was "lack of readiness or mentorship," which accounted for nearly one-third (31%) of the codes. Other themes included work-life balance and burnout (17%), job availability and logistics (15%), lack of autonomy or flexibility (11%), competing pressures/roles (10%), lower financial rewards (4%), politics and bureaucracy (4%), and research (3%). To our knowledge, this is the first study to identify barriers and disincentives to pursuing a career in academic medicine from the perspective of family medicine residents. There may be at least eight major obstacles, for which we summarize and consider potential interventions. More research is needed to understand why residents choose, or don't choose, academic careers.

STFM PRESENTS 2017 SOCIETY AWARDS

The following individuals were recognized at the STFM Awards Program on Sunday, May 7, 2017 at the STFM Annual Spring Conference in San Diego, California. STFM congratulates them on their accomplishments and success. This award, supported by the Department of Family Medicine through the MCG

Physicians' preferences and perceptions regarding donor selection in allogeneic stem cell transplantation in Korea when a matched domestic donor is not available.

BackgroundA number of alternative donor options exist for patients who fail to find domestic HLA-matched donors for allogeneic hematopoietic stem cell transplantation (allo-HSCT). We assessed physicians' perspectives on allo-HSCT donor selection when a matched domestic donor is not available.MethodsWe administered a questionnaire survey to 55 hematologists (response rate: 28%) who attended the annual spring conference of the Korean Society of Haematology in 2015. The questionnaire contained four clinical allo-HSCT scenarios and the respondents were asked to choose the most preferred donor among the given options.ResultsIn all four scenarios, the hematologists preferred a matched international donor over partially mismatched unrelated domestic or haplo-matched family donors. The numbers of hematologists who chose a matched international donor (HLA 8/8) in cases of acute myeloid leukemia, chronic myeloid leukemia, acute lymphoblastic leukemia, and aplastic anemia were 37 (67.3%), 41 (74.6%), 33 (60.0%), and 36 (65.5%), respectively. The important factors that affected donor selection included “expecting better clinical outcomes (40.5%)” and “lower risk of side effects (23.4%).” The majority of participants (80%) responded that allo-HSCT guidelines for donor selection customized for the Korean setting are necessary.ConclusionAlthough hematologists still prefer perfectly matched foreign donors when a fully matched domestic allo-HSCT donor is not available, we confirmed that there was variation in their responses. For evidence-based clinical practice, it is necessary to provide further comparative clinical evidence on allo-HSCT from haplo-matched family donors and fully matched unrelated international donors.

Techniques for Tempting Teens

This workshop, which addresses the use of activities, or “programming,” with delinquent adolescents, was presented in 1959 at the Annual Spring Conference of the In-Service Training Department of the New York City Youth Board. The conference was titled “Prevention – Treatment – Control of Juvenile Delinquency through Group Work Services.” The author first identifies the key concerns of the attendees. She presents guiding principles for motivating teens to become engaged in groups, elaborates on Ryland’s framework for choosing what type of activity to use with a group at a particular point in time, and suggests techniques and resources for looking for new program experiences. The author stresses the role of group members in planning their own program.

STFM OFFERS OPPORTUNITIES FOR SCHOLARLY ACTIVITY

New requirements by the Accreditation Council for Graduate Medical Education (ACGME) and the Liaison Committee on Medical Education (LCME) underscore the importance of clinical inquiry and scholarship in medical education: “The faculty of a medical school demonstrate a commitment to continuing scholarly productivity that is characteristic of an institution of higher learning.”1—LCME “A medical education program is conducted in an environment that fosters the intellectual challenge and spirit of inquiry appropriate to a community of scholars and provides sufficient opportunities, encouragement, and support for medical student participation in research and other scholarly activities of its faculty.”1—LCME “The faculty must establish and maintain an environment of inquiry and scholarship with an active research component.”2—ACGME “The sponsoring institution and program should allocate adequate educational resources to facilitate resident involvement in scholarly activities.”2—ACGME ACGME defines scholarly activity as work that contributes to knowledge available to the discipline of family medicine and/or its subspecialty fellowship areas. The knowledge must be shared with peers and subject to peer review. Faculty members must document 2 scholarly activities every 5 years; residents must document 1 by the end of their residency.3 STFM has ramped up opportunities for the academic family medicine community to advance scholarship through the following initiatives: Family Medicine—Submissions continue to rise for STFM’s flagship journal, which has been sharing educational research for more than 30 years. Recent changes include full text, online searchable journals. Additional pages have also been added to the journal, allowing for the publication of approximately 1 more Original Article per issue. Annals of Family Medicine—STFM is the third largest financial contributor to this peer-reviewed research journal for scientists, clinicians, policy makers, and the patients and communities they serve. The journal is dedicated to advancing knowledge essential to understanding and improving health and primary care. CAFM Educational Research Alliance (CERA)—CERA was developed specifically to increase the quality and frequency of research and scholarly activity among members of CAFM organizations. It has done exactly that. Since the initiative launched in late 2011, the research has been disseminated through 16 peer-reviewed papers and 30 presentations. The data are available for secondary research by CAFM organizations. STFM Conferences—The Annual Spring Conference, Conference on Medical Student Education, and Conference on Practice Improvement offer hundreds of opportunities for the sharing of scholarly work by faculty, fellows, residents, and students. Residency Accreditation Toolkit—This new online resource provides the background, tools, and training to help residency programs meet the requirements of the ACGME’s Next Accreditation System. The toolkit has a section on scholarly activity that includes tips on how to get started and a list of sample scholarly activities. STFM Resource Library (fmdrl.org)—Look for enhancements to this widely used repository in 2015, including expanded opportunities for scholarship. Family Medicine Residency Curriculum Resource—The Association of Family Medicine Residency Directors and STFM are in the midst of a multiyear collaborative to build an online repository of competency-based curriculum, organized by postgraduate year. Submitted curriculum is peer reviewed, which means it meets the guidelines for scholarly activity. Submissions are still being accepted. Grant Generating Project—STFM is 1 of 3 financial partners in the Grant Generating Project, a fellowship that equips family medicine researchers with the skills they need to successfully develop and submit grants for research funding. Within the strategies of the Family Medicine for America’s Health Initiative is the expectation that family medicine will continuously improve the health and quality of care of patients. This can only be achieved by consistently integrating new knowledge into clinical practice and teaching. Creating and nurturing an environment of inquiry and scholarship in medical schools and residency programs ultimately benefits faculty, learners, and patients.

STFM LAUNCHES PROGRAMS AND SERVICES FOR RESIDENCY PROGRAMS

STFM’s strategic plan challenges the Society to be the leader in developing programs and services to help residencies improve family medicine education and teaching. STFM members have emphasized the need for cost-and time-effective ways to offer learning opportunities, meet ACGME requirements, and enhance the knowledge and skills of faculty. To meet this need, STFM introduced the Residency Faculty Boot Camp. This series of online, interactive learning experiences covers the most-requested teaching topics, including Dealing With Difficult Residents, Pearls of Precepting, and Providing Feedback to Learners. Each module includes a presentation, videos, and interactive quizzes. Residency programs that purchase the package receive instant updates as participants complete each course. For details, visit http://www.stfm.org/bootcamp. The new ACGME program requirements in family medicine (Milestones) will require competency assessment of residents. Residencies are being asked to focus more on resident performance and less on the numbers of procedures performed. In early 2012, STFM launched a Resident Competency Assessment Toolkit. The toolkit contains the background, tools, and training to help residency programs demonstrate resident competence and ensure that graduates have the knowledge, skills, and abilities required to perform their roles in society. More information can be found at http://www.stfm.org/rctoolkit. STFM has offered and will continue to offer train-the-trainer workshops on competency assessment at family medicine conferences and through personalized faculty development training, such as STFM’s On-the-Road workshops. STFM and the Association of Family Medicine Residency Directors (AFMRD) recently launched a multi-year collaborative to build an online resource of peer-reviewed, competency-based curriculum on core topics taught in family medicine residency programs. The Residency Curriculum Resource, which will be organized by post-graduate year (PGY), will serve as a repository of materials that can be implemented and used to satisfy ACGME requirements. Content will be managed by a senior editor and a 6-member editorial board. The project will include 2 phases. Phase 1 will convert AAFP’s “Recommended Core Curriculum Guidelines for Family Medicine Residents” into a dynamic web interface organized by PGY, with links to content to address core-learning objectives. Faculty will be able to use the content to standardize teaching and to ensure residents gain competence in the areas outlined in the guidelines. Phase 1 content will be free to all STFM and AFMRD members. During phase 2, AFMRD and STFM members will submit teaching materials they have developed for lectures and presentations or that they have created specifically for the Residency Curriculum Resource. Submissions will be peer reviewed and refined. Authors with accepted publications will update their content annually. Access to Phase 2 content will be subscription-based. Subscription fees will cover the costs of website updates, the editorial process, and the purchase of licensed content. In addition, STFM offers a number of valuable resources to help residency programs with faculty development, scholarship, and leadership: All levels of faculty can receive up-to-date faculty development training by attending the STFM Annual Spring Conference. It offers hundreds of presentations specifically geared for residency program faculty. The Conference on Practice Improvement offers residencies an opportunity to learn as teams about topics central to practice redesign and the patient-centered medical home. Faculty and residents can access tools and mentoring to meet ACGME scholarly activity requirements using the CAFM Educational Research Alliance. The STFM Resource Library offers instant access to more than 700 residency-specific resources on a variety of topics, including the patient-centered medical home and practice redesign. The Resource Library also offers interactive wikis on family medicine research, teaching teen health, and behavioral science basics. Residencies can develop faculty leaders through enrollment in one of STFM’s leadership development opportunities, such as the Emerging Leaders and the Behavioral Science/Family Systems Educator Fellowship. These leadership opportunities provide education and experience to help future faculty leaders rise to the next level. Current research on residency innovation is available through Family Medicine’s recent dedicated issue on residency redesign. TeachingPhysician.org connects residency programs with community preceptors. The web resource streamlines training with videos, tips, answers to frequently asked questions, and links to in-depth information on precepting. STFM is strengthening its offerings to help residencies successfully meet today’s challenges as they train tomorrow’s family physicians. We invite residency faculty to explore the wealth of STFM offerings and offer feedback on challenges that are not yet being met. We strive to be the go-to resource for all family medicine educators.

New England Technical Services Librarians Spring 2011 Conference: 2020 Vision: A New Decade for Technical Services

This report discusses the program of the 2011 New England Technical Services Librarians (NETSL) annual spring conference, held on Friday, April 8 at the College of the Holy Cross in Worcester, Massachusetts and entitled “2020 Vision: A New Decade for Technical Services.” NETSL is a section of the New England Library Association and a regional group of the American Library Association.

EMERGING LEADERS PROGRAM

STFM is excited to launch their Emerging Leaders program. Applications are now being accepted for the first “class” of fellows. ### The Workshop The leadership program experience will begin at an Annual Spring Conference workshop, where participants will learn about leadership, with emphasis

ASSEMBLING PATIENT-CENTERED MEDICAL HOMES--THE CLERKSHIP INITIATIVE

ASSEMBLING PATIENT-CENTERED MEDICAL HOMES--THE CLERKSHIP INITIATIVE

STFM ANNUAL SPRING CONFERENCE FEATURES A DIVERSE RESEARCH PROGRAM OF EVENTS

The STFM research committee is assembling a variety of research-related activities for the STFM Annual Spring Conference, which will be held April 30 to May 4, 2008 in Baltimore, Maryland. STFM will feature presentations of original research, including forums and a research poster fair, including

2008 STFM Annual Conference Theme: Strengthen Core & Stimulate Progress: Assembling Patient-Centered Medical Homes

Two plenary presentations at the 2007 Annual Spring Conference in Chicago reinforced the choice of this theme, as have recent announcements about the Patient-Centered Medical Home and the Patient-Centered Primary Care Collaborative by the American Academy of Family Physicians (AAFP).[1][1],[2][2]

２００７年度 春季学術大会/創立２０周年記念式典に参加して

２００７年度 春季学術大会/創立２０周年記念式典に参加して

Call for Nominations for STFM Awards

The Society of Teachers of Family Medicine is now accepting nominations for the following STFM research, leadership, and teaching awards. These awards will be presented at the 2008 STFM Annual Spring Conference, April 30-May 4, in Baltimore, Md. Complete award information, including award criteria,