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- •Preface
- •References
- •Contents
- •Author Biographies
- •About the Series Editors
- •Family Medicine Advocacy Summit
- •Robert Graham Center Workforce Studies
- •HealthLandscape
- •Residency Resources
- •Medical Education Policy Development
- •Residency Program Solutions
- •Residency Leadership Summit
- •Chief Resident Leadership Development Program
- •Educational Resources
- •Continuing Medical Education (CME) Tracking
- •Graduate Medical Education Awards
- •Summary
- •References
- •AAFP Structure
- •AAFP Governance
- •Workforce Mission
- •AAFP Workforce Advocacy
- •Residency Redesign
- •References
- •Osteopathic Recognition Requirements
- •Osteopathic Recognition Program Essential Personnel
- •Osteopathic Faculty
- •Osteopathic Recognition Resident Requirements
- •Osteopathic Educational Program Core Competencies
- •Osteopathic Program Evaluation
- •References
- •Reference
- •5: Association of Family Medicine Administration and the Key Role of the Residency Program Coordinator
- •Appendix 1
- •References
- •References
- •Membership Categories within NAPCRG
- •The AAFP Robert Graham Center
- •AAFP National Research Network (NRN)
- •Family Physicians Inquiry Network (FPIN)
- •The Family Medicine Physician-Scientist Pathway (PSP) Program
- •NAPCRG Grant Generating Project
- •Building Research Capacity (BRC)
- •Conclusion
- •References
- •Reference
- •9: Family Medicine Residency Accreditation
- •Why Accreditation Matters
- •ACGME Organizational Structure
- •The Family Medicine Review Committee (RCFM)
- •The Clinical Learning Environment Review (CLER)
- •The Site Visit
- •Initial Accreditation Period
- •Subspecialty Fellowship Application
- •The Annual Program Review
- •The Next Accreditation System Annual Review Process
- •Accreditation Data System (ADS)
- •Citations
- •Accreditation Status
- •Program Requirement Development
- •Competency-Based Medical Education (CBME)
- •References
- •10: Graduate Medical Education Funding
- •Introduction
- •Residency Operating Costs
- •Medicare GME Funding
- •Residency Caps
- •Rural Track Programs
- •Inpatient Prospective Payment System (IPPS) Subtype Hospitals
- •Rural Referral Centers
- •Sole Community Hospitals
- •Medicare-Dependent Hospital
- •Medicaid GME Funding
- •Teaching Health Center Funding
- •Veteran’s Administration GME
- •Children’s Hospital GME (CHGME)
- •State Line Item Funding
- •Hospital Supplemental Funding
- •Patient Care Revenue
- •Philanthropy
- •Conclusions
- •References
- •Introduction
- •Informed Self-Assessment
- •Faculty Development
- •Summary
- •References
- •12: Core Competencies, Milestones, and Entrustable Professional Activities
- •Entrustable Professional Activities
- •Entrustment
- •Pearls
- •Pitfalls
- •References
- •Objectives
- •Educational Strategies
- •Implementation
- •13: A Practical Approach to Curriculum Development
- •Introduction
- •Cognitive Learning Theory
- •Behavioral Learning Theory
- •Humanistic Learning Theory
- •Goals
- •Conclusion
- •References
- •Introduction
- •Preparation Phase
- •Information Technology Systems
- •Medical Student Rotations
- •Interview Season
- •Application Screening
- •Interview Day
- •Second Looks
- •Postinterview Communication
- •Ranking
- •Using R3®
- •Match® Week
- •SOAP®
- •Conclusion
- •References
- •Preboarding
- •Planning New Resident Integration
- •Baseline Assessment
- •Individual Learning Plan
- •Integration Components
- •Longitudinal Integration
- •Learner/Residency/Institutional Goal Alignment
- •Conclusion
- •References
- •Introduction
- •History
- •Residency Application
- •Conclusion
- •References
- •References
- •Introduction
- •Identifying Performance Issues
- •Medical Knowledge
- •Patient Care
- •Interpersonal Skills/Communication
- •Professionalism
- •Systems-Based Practice
- •Remediation
- •Medical Knowledge
- •Patient Care
- •Interpersonal Skills/Communication
- •Professionalism
- •Systems-Based Practice
- •Conclusions
- •References
- •19: Faculty Recruitment: Best Practices
- •Background
- •Seeking Out Suitable Candidates: Recruitment Methods
- •Unique Challenges: Faculty Who Are New Residency Graduates
- •Concluding Thoughts: Always Recruit!
- •References
- •20: Faculty Performance
- •Faculty Performance Concerns
- •Appendix 1: Sample Family Medicine Residency Program Director Job Description
- •Job Summary
- •Educational Delivery
- •Evaluation
- •Administration
- •Appendix 2: Sample Family Medicine Residency Core Faculty Job Description
- •Job Summary
- •References
- •21: Faculty Development
- •Introduction
- •Clinical Skills
- •Scholarly Work
- •Tasks that Family Medicine Residency Faculty Perform
- •Role Modeling
- •Faculty Peer Support
- •Teaching
- •Training Courses
- •Workshops
- •Learning by Doing
- •Self-Directed Learning
- •Career Development
- •Organizational Resources
- •References
- •Introduction
- •Promoting Loving Accountability
- •Clinical Setting
- •Curriculum
- •Social Connection
- •Assessment
- •Vision Forward
- •Handling Microaggressions
- •Financial Investment
- •References
- •Building Trust
- •Positionality
- •Set the Stage
- •Normalize Not Knowing
- •Probing, Not Prodding
- •Accurate
- •Addressing Implicit Bias
- •Micro-Level
- •Macro-Level
- •Conclusion
- •References
- •Introduction
- •Background
- •Risk Factors
- •Stigma
- •FSMB Recommendations Regarding Licensing Questions
- •Physician Health Programs (PHP)
- •Individual-Level Actions
- •Conclusion
- •References
- •References
- •The Clinical Learning Environment
- •Feedback
- •References
- •27: Teaching Maternal Health Care
- •ACGME Requirements
- •Obstetric Family Medicine Faculty Shortage
- •Maternity Care Curricular Elements
- •Preconception Care
- •Prenatal Care
- •Immunizations
- •Common Conditions Which Complicate Pregnancy
- •Breastfeeding
- •Intimate Partner Violence (IPV)
- •Substance Use
- •Food Insecurity
- •Inpatient Obstetrical Care
- •References
- •Introduction
- •Family Medicine Residency Advocacy Curricular Development
- •Evaluation
- •Conclusion
- •References
- •Faculty Leadership
- •Resident Leadership
- •Patient Satisfaction
- •Professional Conduct
- •Ethical Considerations
- •Curriculum Development
- •The Hidden Curriculum
- •Conclusion
- •Context Matters
- •References
- •30: Teaching Behavioral Science
- •Introduction
- •Core Mental Health Topics
- •Patient-Centered Communication Skills
- •Contextual Care
- •Integrated Behavioral Health Care
- •Master Adaptive Learner
- •Clinic-Based Learning
- •Classroom-Based Learning
- •Interprofessional Education
- •Balint Groups
- •Conclusion
- •Appendix 1: Sample Behavioral Health Rotation (Myerholtz 2023)
- •References
- •31: Teaching Evidence-Based Medicine
- •Introduction
- •Longitudinal Deep Dives
- •Journal Club
- •Family Physicians Inquiries Network
- •Case-Based Learning
- •Day-to-Day Integration
- •Curriculum Development Tips Summary
- •Institutional Involvement
- •Summary
- •References
- •32: Teaching Practice Management
- •Background
- •Current Curriculum
- •Activities
- •Quality Improvement Project
- •Virtual Practice Instructions
- •Presenters
- •Topics Covered
- •References
- •Overview
- •Why Training Is Needed
- •Stressing Communication
- •Balint Group
- •Putting It All Together
- •References
- •Introduction
- •Broad Scope
- •Primary Contact
- •Emerging Technology
- •Rural Generalism
- •Public Health Advocate
- •Rural Practice Systems
- •References
- •Introduction
- •Basic Logistics
- •Operational Considerations
- •Billing Requirements
- •Additional Funding Considerations
- •Engaged Leadership
- •The FMC-Residency Partnership
- •Scheduling
- •Data-Driven Improvement
- •Empanelment
- •Panel Weighting
- •Panel Transitions
- •Team-Based Care
- •Population Management
- •References
- •Introduction
- •Personnel Management
- •Meeting Management
- •Communication Management
- •References
- •37: Managing Change in Family Medicine Residency Programs
- •Introduction
- •What Is Change Management?
- •Change Management Case Study
- •Kotter Model
- •Step 1: Create Urgency
- •Step 4: Communicate Buy-In
- •WIFM Worksheet
- •Step 5: Empower Others
- •Step 6: Generate Quick Wins
- •Step 7: Consolidate Gains
- •Conclusion
- •References
- •Negotiating Styles
- •Collaboration
- •Summary
- •References
- •Anticipating Task Cycles
- •Residency
- •Home Life
- •Seize Control
- •Delegate
- •Delegate Residency Chores
- •Delegate Domestic Chores
- •Exercise
- •Lunch
- •Organizing
- •Summary
- •References
- •Introduction
- •References
- •Introduction
- •Anticipate Common Disasters
- •Learn About Your Regional Emergency Infrastructure
- •Learn Your Organization’s Command Center Structures
- •Here Are Some Alternative Care Site Scenarios That May Arise
- •Regional Emergency Infrastructure
- •Managing Your Program During Disaster
- •Community Recovery
- •Consolidate Your Learning
- •Author Background
- •References
- •Conclusion

Excellence in Medical Education
Series Editors: L. Joy Houston · Mark Kinzie · Matthew Macaluso · Deborah Cowley
Rick Kellerman
Gretchen Irwin
Editors
Graduate Medical
Education in
Family Medicine
From Basic Processes to True Innovation

Excellence in Medical Education
Volume 2
Series Editors
L.JoyHouston, Neuroscience Institute, Springeld,USA
MarkKinzie, Portland,USA
MatthewMacaluso, Mountain Brook,USA
DeborahCowley, Seattle,USA

e Excellence in Medical Education series helps readers understand the requisite structure and
programming to ensure a highly functioning and innovative medical education program across
levels of educational training and medical specialties. is includes key content areas, such as
program administration and teaching methodology. Each book covers basic and advanced
principles to help readers meet accreditation requirements, develop clinical and didactic
curricula, ensure equitable assessment and evaluation, promote learner and faculty wellness,
and implement novel educational approaches.

Rick Kellerman • Gretchen Irwin
Editors
Graduate Medical Education
in Family Medicine
From Basic Processes toTrue Innovation

Editors
Rick Kellerman
Department of Family and Community Medicine
University of Kansas School of Medicine
Wichita, KS, USA
Gretchen Irwin
Department of Family and Community Medicine
University of Kansas School of Medicine
Witchita, KS, USA
ISSN 2731-9148 ISSN 2731-9156 (electronic)
Excellence in Medical Education
ISBN 978-3-031-70740-7 ISBN 978-3-031-70741-4 (eBook)
https://doi.org/10.1007/978-3-031-70741-4
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2025
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or
part of the material is concerned, specically the rights of translation, reprinting, reuse of illustrations, recitation,
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retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter
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The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not
imply, even in the absence of a specic statement, that such names are exempt from the relevant protective laws and
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The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed
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This Springer imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
If disposing of this product, please recycle the paper.

Preface
It’s easy to run a family medicine residency program. All you need is:
• residents
• faculty who teach
• patients to see
• and a place to see them
• support staff
• accreditation
• and money to pay everybody who needs to be paid.
Truth be told, family medicine residency programs are complex adaptive learning organizations. They involve people, processes, procedures, buildings, budgets, high stakes, mistakes,
mission statements, strategies, schedules, curricula, learners who are called residents, and
learners who are called faculty.
Let’s rephrase that introductory sentence. It is deceptively easy to run a family medicine
residency program. In fact, the job of the family medicine residency director might be called
the most difcult job in all of medicine.
At their best, residency programs are characterized by trust, teaching, learning, mentoring,
coaching, feedback, evaluation, continuous quality improvement, and young family physicians
working toward competency with an aim of autonomous and independent clinical practice.
During this process, residency programs must try to protect patients, the public, and learners.
Day to day, those who run residency programs are challenged by a matrix of overlapping,
complex—and sometimes contradictory—laws, rules, regulations, requirements, policies, procedures, and cultures, sometimes resulting in an operational Gordian Knot. For example, the
funding of residency education is nearly incomprehensible and most program directors will
tell you that the resources at their disposal to optimally run their programs are not sufcient.
Family medicine education, in particular, is susceptible to the vagaries of public GME funding.
The primary driver of graduate medical education in the United States is the federal Medicare
program that gives money to hospitals to train residents. Hospitals thrive on patient admissions. An inherent conict is apparent since family medicine, as a medical specialty, tries to
keep people healthy and out of the hospital.
The medical school environment is not immune from criticism. Medical schools thrive on
approaching problems with a reductionistic mental model. Indeed, the pursuit of research dollars and care provided in tertiary care centers (where most medical education occurs) supports
a reductionist philosophy. No doubt, this approach to research and the diagnostic process have
contributed greatly to scientic progress during the last century. The human genome program
and the rapid development of COVID-19 vaccines are recent examples. But reductionism has
limitations, as we learned during the COVID-19 pandemic, and family medicine with its broad
biopsychosocial mental model, whole-person approach to personalized patient care, and community orientation makes for an imperfect t in traditional post-Flexnerian medical schools.
Family medicine faculty must share a common vision of their goals and their work. They
must think systemically and work as a team. Faculty must master clinical medicine, the
v

vi
biopsychosocial model of patient care, and educational andragogy. They must demonstrate
leadership, interpersonal skills, and administrative abilities on a daily basis. They must negotiate and they must communicate. They must comfort and empathize and, sometimes, they must
enforce. They must be comfortable with uncertainty. They must adapt. They must use all of
their medical, clinical, leadership, and business management skills. They must wear many
hats.
Residency program faculty answer to many people. On any given day a faculty member
may deal with a resident who is depressed or who has made a medical mistake or who hasn’t
been getting their chart documentation done on time, a patient (or family member) who is
upset with the care they received from the inpatient team, a hospital administrator who is
reporting that one of the quality of care indicators in the program is running low, a university
department chair who asks why the program’s average in-training examination score isn’t
higher and what you are going to do about it, a policy-maker who demands to know why your
program doesn’t produce more doctors who practice in rural communities, a nancial ofcer
concerned about not making budget, a nurse manager who reports that two nurses turned in
resignation letters and the X-ray equipment is on the fritz, a program coordinator who tells you
the noon conference speaker just canceled and asks if you can give an impromptu lecture, a
medical student who asks you to write a letter of recommendation, and a group of residents
who complain about the food at morning report. All the while, you wish you had an extra partner to share the on-call load.
And those are just the problems that have come up before noon!
Let’s rephrase that introductory sentence again. It is not easy at all to run a family medicine
residency program. Running a family medicine residency program is incredibly hard! Running
a family medicine residency program is the most difcult job in all of medicine!
At the same time, being a family medicine faculty member is the most important job in
medicine. Faculty train family physicians who will care for us, our families, and our neighbors
in the future. Faculty develop lifelong relationships with their residents. Some residency graduates will call their faculty for clinical, personal, and professional advice years after they leave
residency. And there are some residents who will never consult their faculty again, but who
remember consciously and subconsciously the lessons their faculty taught them, who imitate
the care their faculty role modeled, and who are driven and inspired by something their faculty
said.
We all have our stories from residency. Our stories are about our patients. Our stories are
about our resident colleagues. Our stories are about the nurses and other healthcare professionals we worked with on a daily basis. The most enduring stories, though, are about our faculty.
The faculty we looked up to. The faculty we wanted to emulate. The faculty who showed us
the way when we were confused, lost, scared, or discouraged. When one of us (RK) had a clinical dilemma in practice, he would ask himself, “What would Ron Brown (his residency faculty
team leader) do in this situation?” We remember the heuristic insights of our program directors
and faculty.
While the impact individual faculty have on residents is profound and lifelong, the multiplier effect on patient care amplies the critical role of each faculty member. Every resident
has a professional lifespan of 35years and will care for thousands of patients. Faculty members will never meet these patients, but they vicariously contribute to their care.
And there is no doubt that the contributions of facultymake a difference. Everyone agrees
that the US healthcare system performs sub-optimally. Yet, the evidence is clear that the broadbased services provided by family physicians improve care and health outcomes. Family medicine is foundational to a well-functioning healthcare system. International, national,
state-by-state, and county-by-county evidence has shown that healthcare systems with a robust
generalist workforce (which in the United States translates into family physicians) have better
mortality rates, better morbidity rates, better preventive care, better care of chronic illness,
improved access, higher quality of care, better cost-effectiveness, fewer health care disparities,
and patients like it more! [1–7].
Preface

Preface
vii
Therein lies the vexed question. For all the benets of family medicine, why is the investment in family medicine education—let alone the practice of family medicine—underresourced and undervalued?
This book won’t answer each of the multitude of day-to-day questions that arise in a busy
family medicine residency program. What it will do is give residency program faculty and others who are interested or involved in residency programs a solid foundation in the underpinnings of graduate medical education. We asked the authors of each chapter to answer the
following question: “What do you want a residency program director and their faculty to know
about your subject?” All authors have been family medicine residency program directors or
faculty or have been intimately involved in residency program education. They have “been
there and done that.”
When we started the process of putting together this book as the COVID-19 pandemic was
winding down, we were worried that we might not be able to get enough expert faculty authors
to write the variety of chapters we had planned. As it turns out, we were unnecessarily concerned.
After putting out a call for authors through the Association of Family Medicine Residency
Directors, the Society of Teachers of Family Medicine, and the Association of Departments of
Family Medicine and making some personal contacts, we were delighted with the number of
program directors and faculty who volunteered to write chapters. Take a moment to read the
biographies of the authors of this book. They represent years of experience, expertise, skill, and
knowledge in family medicine residency education. They are some of family medicine’s top
educators, experts, and leaders. We are gratied by the extra time and effort the authors devoted
to their chapters and their willingness to share their knowledge, advice, and wisdom.
We would like to dedicate this book to patients. They teach us and they allow us to learn.
Our educational opportunities derive from their vulnerabilities, illnesses, fears, and anxieties.
Residency education is not book-learning. It cannot be done in the classroom. Residency education is the ultimate in on-the-job training. It occurs in the real world with real live patients.
There is little room for error in an imperfect system that demands high standards as well as
skilled, conscientious, hard-working, and dedicated faculty and residents. To sum it all up,
graduate medical education is what the future of family medicine—and the care millions of
patients receive from their family physicians each year—is all about.
Witchita, KS, USA RickKellerman
GretchenIrwin
References
1. Institute of Medicine (US) Committee on the Future of Primary Care. In: Donaldson MS, Yordy KD,
Lohr KN, Vanselow NA, editors. Primary care: America’s health in a new era. Washington, DC: National
Academies Press (US); 1996. PMID: 25121221.
2. Stareld B, Shi L, Macinko J. Contribution of primary care to health systems and health. Milbank Q.
2005;83(3):457–502. https://doi.org/10.1111/j.1468- 0009.2005.00409.x. PMID: 16202000; PMCID:
PMC2690145.
3. Friedberg MW, Hussey PS, Schneider EC.Primary care: a critical review of the evidence on quality and
costs of health care. Health Aff. 2010;29(5);766–72. https://doi.org/10.1377/hlthaff.2010.0025.
4. Shi L.The impact of primary care: a focused review. Scientica (Cairo). 2012;2012:432892. https://doi.
org/10.6064/2012/432892. Epub 2012 Dec 31. PMID: 24278694; PMCID: PMC3820521.
5. Ofce of Disease Prevention and Health Promotion. Social determinants of health. Healthy People 2030.
Access to Primary Care Literature Review. U.S.Department of Health and Human Services. https://health.
gov/healthypeople/priority- areas/social- determinants- health/literature- summaries/access- primary- care
6. National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division; Board on
Health Care Services, Committee on Implementing High-Quality Primary Care. In: Robinson SK, Meisnere
M, Phillips RL Jr, McCauley L, editors. Implementing high-quality primary care: rebuilding the foundation
of health care. Washington, DC: National Academies Press (US); 2021. PMID: 34251766.
7. Jabbarpour Y, Petterson S, Jetty A, Byun H.The health of US primary care: a baseline scorecard tracking
support for high-quality primary care. The Milbank Memorial Fund and The Physicians Foundation, 22 Feb
2023.

Contents
Part I Important Specialty Organizations for Family Medicine
Graduate Medical Education
1 American Academy of Family Physicians: Growing Family
Medicine’s Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Karen B. Mitchell
2 American Board of Family Medicine’s Commitment to Residency
Education: Advancing Excellence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Gerald Fetter and Warren Newton
3 American College of Osteopathic Family Physicians: Osteopathic
Postgraduate Medical Education in Family Medicine . . . . . . . . . . . . . . . . . . . . . . 15
Thomas N. Told, Rob Danoff, Kenneth A. Heiles, and Shirley L. Sharp
4 Association of Departments of Family Medicine: Assisting
Family Medicine Graduate Medical Education Programs to Reach
Their Full Potential . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
F. David Schneider
5 Association of Family Medicine Administration and the Key Role
of the Residency Program Coordinator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Katherine Kellerman
6 Association of Family Medicine Residency Directors: A Collective
Voice for Family Medicine Residency Program Directors . . . . . . . . . . . . . . . . . . 29
Deborah Clements
7 The North American Primary Care Research Group: Unlocking
Scholarship Through A Network of Support for Family Medicine
Residency Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Stephen K. Stacey, Wendy B. Barr, and Diane M. Harper
8 The Society of Teachers of Family Medicine: The Professional
Home for Family Medicine Educators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Heather L. Paladine
Part II Infrastructure for a Successful Family Medicine Residency Program
9 Family Medicine Residency Accreditation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Grant S. Hoekzema, Colleen K. Cagno, and Shantie Harkisoon
10 Graduate Medical Education Funding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Kenton I. Voorhees, Daniel Burke, Louis Sanner, and Alan B. Douglass
ix

x
Part III Curriculum Design and Assessment
11 Designing Assessment to Meet the Challenge of Competency-Based
Medical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Drew Keister and Veronica Brohm
12 Core Competencies, Milestones, and Entrustable Professional Activities . . . . . . . 107
KrisEmily McCrory
13 A Practical Approach to Curriculum Development . . . . . . . . . . . . . . . . . . . . . . . 121
Bethany D. Panchal and Ericka Bruce
Part IV Resident Issues
14 Recruitment of Residents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
P. T. Dooley and M. P. Williams
15 Resident Integration: Orientation and Onboarding . . . . . . . . . . . . . . . . . . . . . . . . 149
Bharat Gopal and Tina Kenyon
16 International Medical Graduates in Family Medicine Education . . . . . . . . . . . . 159
Robert C. Langan
17 Resident Evaluation, Advancement, and Program Completion . . . . . . . . . . . . . . 165
Wanda Cruz-Knight and Miriam Whiteley
Contents
18 Addressing Medical Resident Performance Issues: Strategies
for Improvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Stephen M. Carek, John F. Emerson, and Peter J. Carek
Part V Faculty Issues
19 Faculty Recruitment: Best Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Rebecca Martin, Shantie Harkisoon, and London Muse
20 Faculty Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
John F. Emerson, Stephen M. Carek, and Peter J. Carek
21 Faculty Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Julie A. Blaszczak and Karl T. Rew
Part VI The Learning Environment
22 Promoting Diversity, Equity, Inclusion and Anti-oppression (DEIA) . . . . . . . . . 219
Diana Coffa, Kirsten Y. Day, Randy Jackson, Lydia Leung,
Megan Mahoney, Manuel Tapia, and Sharon Washington
23 Developing a Healthy Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Kimberley Miller, Erin O’Connor, and Barbara Wolf
24 Resident and Faculty Well-Being and Burnout . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Lauren Brown-Berchtold and Caitlin Matthis
25 Interprofessional Education and Teamwork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
Ashley R. Wilk
Соседние файлы в папке Библиотека им академика М.И. Перельмана
