support, anticipating and addressing obstacles, and plan­ning the introduction and maintenance of the curriculum. The resources needed for the curriculum include people (faculty, staff and administrators), preparatory time (for the faculty teaching the curriculum), materials (clinical equipment or computer modules), facilities (where the education will occur), and funding (direct costs for mate­rials, faculty compensation) [11]. A curriculum will more likely be successful if it has support from multiple sources. Support from the learners is particularly important to have before implementing curriculum change as they can be key to acceptance of new ideas. Adult learners need to know why the goals and objectives are important to their education and how they will positively affect their per­sonal goals [22]. Additionally, having broad faculty sup­port, especially from those who will be delivering the educational experiences is important. Ideally, the curricu­lum should be engaging, worthwhile and enthusiastically delivered. Support from those in higher administrative roles (i.e., the program director, department chair, medi­cal director, etc.) is crucial in that they can agree to allo­cate funds and other resources critical to the delivery of the curriculum. Educators must ensure there is an appro­priate administrative structure to support implementation of the curriculum. This includes preparing schedules, dis­tributing materials, collecting and analyzing evaluations, and day-to-day communication [11]. Program coordina­tors are invaluable to ensure the day-to-day operations are functioning and that internal communication is optimal. Anticipating barriers before implementing a curriculum will be helpful to ensure success. Barriers might include a lack of resources, limitations on time for both the resi­dents (due to duty hour limitations and competing demands) and faculty educators, and insufcient support from stakeholders [11]. Anticipation of obstacles is better than discovering them later in the process at which time it may be too late to effect change.

current curricular design?”. As discussed previously, objec­tives should answer 5 basic questions: 1. Who? 2. Will do? 3. How much? 4. Of what? 5. By when? At times, as the evalu­ation questions are being developed, it may become neces­sary to clarify curricular objectives. For example, an objective for a colposcopy workshop might state “Demonstrate the steps required for a satisfactory colposcopy exam.” As evalu­ation questions are being developed, the educator might acknowledge that this objective needs to be more specic to be able to measure the success of the workshop. The curricu­lum developer may want to measure the percentage of the residents who successfully demonstrate the required steps. The objective may eventually read, “By the end of the work­shop, 95% of the learners will successfully demonstrate the steps required for a satisfactory colposcopy exam.” Or the educator might like to ensure the resident can verbally report the steps of a satisfactory exam. In this case, the objective might explicitly identify what “satisfactory” means. Other questions that the evaluation may ask can be related to the effectiveness of the curriculum and not necessarily be directed to the curricular objectives. For example, if the developer of a POCUS curriculum wants to rate the effec­tiveness of the curriculum in preparing the resident to inde­pendently perform a dating ultrasound in the rst trimester of pregnancy, the question may ask, “What is your comfort level in independently performing a dating ultrasound?” The scaled response options might range from “not comfortable” to “very comfortable” with a few other options in between. This scaled survey can be analyzed quantitatively. Alternatively, the evaluator could ask the learner an open­ended question such as “What were the strengths and weak­nesses of the POCUS workshop?” and thus obtain qualitative data.

• You may be required to work on short notice (ex: continu­ity delivery or home call if this is used by the program). Is this a problem for you?

students takes place in Kansas City, Missouri, each year dur­ing the American Academy of Family Physicians’ National Conference for residents and students—now called FUTURE. Hundreds of programs sign up to exhibit each year as thou­sands of students from across the country descend upon the expo hall for a few days in late July or early August. This is an outstanding opportunity for students to meet residents and fac­ulty members in-person and rapidly screen programs from across the nation. Some state AAFP chapters provide funding for students to attend the conference each year and will often organize state specic social gatherings to connect students and program representatives outside of the more formal expo hall setting.