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About the Series Editors
Excellence in Medical Education series of textbooks. Her research
interests include program director well-being and burnout, active
learning methodologies, curriculum development, and educational
scholarship.
J. Mark Kinzie is a Professor of Psychiatry and Vice Chair of
Education in the Department of Psychiatry at Oregon Health and
Science University. He graduated from medical school at OHSU
where he also completed a Ph.D. in Neuroscience, studying metabotropic glutamate receptors. His residency training was at the Semel
Institute/Neuropsychiatric Institute at University of California, Los
Angeles before returning to OHSU.At OHSU, he has practiced in
many clinical roles in inpatient and outpatient psychiatry. He has
been a psychiatrist at OHSU Resident and Faculty Wellness Program
and has led clinics for traumatized refugees and asylum seekers at
the Intercultural Psychiatric Program. He served as Psychiatry
Residency Director at OHSU for 13 years and is currently the
Program Director of the OHSU/St. Charles Health System Adult
Psychiatry Residency in Bend, Oregon. Nationally, he was a member of the Psychiatry Milestones 2.0 Working Groups for the
Accreditation Council for Graduate Medical Education (ACGME)
and is a member of the ACGME Psychiatry Review Committee. He
is also a member of the American Board of Psychiatry and Neurology
Article-Based Continuing Certication Pathway Committee. He is a
co-editor of the textbook Graduate Medical Education in Psychiatry:
From Basic Processes to True Innovation and co-series editor for the
Excellence in Medical Education series of textbooks. His current
research interests include workforce development and cultural
psychiatry.
Matthew Macaluso, D.O. is a Professor of Psychiatry, the Bee
McWane Reid Endowed Chair in Mood Disorders, and Vice Chair
for Clinical Affairs in the Department of Psychiatry and Behavioral
Neurobiology at the University of Alabama at Birmingham-Heersink
School of Medicine. His research focuses on clinical psychopharmacology and its translation to clinical practice with a focus on
treatment-resistant major depression. Through shared leadership of
the UAB Depression and Suicide Center, Macaluso oversees clinical
trials of novel mechanism of action drugs, devices, and biologics to
treat patients with severe forms of depression not responsive to currently marketed treatments. He is a highly experienced investigator
in complex clinical trials and the translational neuroscience of mood
disorders, and has contributed most signicantly in the area of novel
treatment development. Earlier in his career, Macaluso served as
Director of Residency Training at the University of Kansas School
of Medicine, where he was also a founding leader of the KU-Wichita
Center for Clinical Research. Macaluso completed medical school at
the University of Medicine and Dentistry of New Jersey in Stratford,
NJ, and graduated from the psychiatry residency program at the
University of Kansas School of Medicine, where he was on faculty
for 11 years before joining UAB in 2020.
Part I
Important Specialty Organizations for Family
Medicine Graduate Medical Education
American Academy ofFamily
Physicians: Growing Family Medicine’s
Future
KarenB.Mitchell
1
Key Points
• The American Academy of Family Physicians (AAFP)
seeks to expand and support family medicine
residencies.
• The Commission on Education assists in the development
of policies, principles, and recommended actions related
to medical school and residency education.
• The Student and Resident Initiatives Division’s activities
support increasing the family medicine workforce and
promoting high-quality family medicine education.
• The AAFP has strong advocacy initiatives to preserve and
increase federal Graduate Medical Education (GME)
funding and partners with other organizations to drive and
support policy development for GME.
• The AAFP offers a consulting service for the start-up,
improvement, and transformation of residencies through
Residency Program Solutions, driven by the aspirational
Criteria for Excellence.
• The AAFP’s Curriculum Guidelines for residencies outline major curricular topics aligned with program
requirements.
• The AAFP hosts the largest family medicine residency
leader gathering annually at the Residency Leadership
Summit with opportunities for networking, updates, and
learning.
• The National Conference/FUTURE affords an opportunity for residency programs to highlight themselves to
prospective students.
• The AAFP provides educational resources for residencies
and residents focused on board exam preparation and
clinical, career, and practice topics.
• Several highly prestigious awards serve to recognize outstanding contributions to family medicine education.
K. B. Mitchell (*)
American Academy of Family Physicians, Leawood, KS, USA
e-mail: kmitchell@aafp.org
American Academy ofFamily Physicians
The American Academy of Family Physicians (AAFP) is the
professional membership organization for family physicians
across the USMembership in 2023, including medical students and residents, shows the AAFP to be one of the largest
national medical organizations, with 129,600 members in 50
states, D.C., Puerto Rico, the Virgin Islands, Guam, and
internationally.
History oftheAAFP
Founded in 1947 as the American Academy of General
Practice, the purpose was—and still is—to promote and
maintain high-quality standards for family physicians who
are providing continuing comprehensive health care to the
public. In 1971 the name was changed to the American
Academy of Family Physicians to reect the changing nature
of primary health care. The founding functions of the AAFP
are still relevant today:
• Providing responsible advocacy for and education of
patients and the public in all health-related matters.
• Preserving and promoting quality cost-effective health
care.
• Promoting the science and art of family medicine and ensuring an optimal supply of well-trained family physicians.
• Promoting and maintaining high standards among physicians who practice family medicine.
• Preserving the right of family physicians to engage in
medical and surgical procedures for which they are qualied by training and experience.
• Providing advocacy, representation, and leadership for
the specialty of family medicine.
• Maintaining and providing an organization with high
standards to fulll the above purposes and to represent the
needs of its members [1].
© The Author(s), under exclusive license to Springer Nature Switzerland AG 2025
R. Kellerman, G. Irwin (eds.), Graduate Medical Education in Family Medicine, Excellence in Medical Education 2,
https://doi.org/10.1007/978-3-031-70741-4_1
3
4
K. B. Mitchell
AAFP Structure
AAFP Governance
The AAFP is governed by a Congress of Delegates composed of two delegates from each of the 55 constituent chapters, as well as from resident and student groups, new
physicians, and member constituencies (women, minorities,
international medical graduates, and LGBTQ+). The
Congress meets annually to establish policies, dene principles, and elect a Board of Directors and ofcers. The Board
of Directors oversees the policies and strategic plan of the
AAFP between the Congress meetings, led by the Congresselected AAFP President and Board Chair. The Board appoints
commission members to assist in dening and carrying out
the policies and principles. Constituent chapters, primarily
made up of states and territories, each have their own governing bodies. The chapters elect their own state leaders,
send delegates to the AAFP Congress, and nominate members to the AAFP commissions.
Commission onEducation
The Commission on Education (COE), appointed by the
AAFP Board, provides a venue for the development of policies, principles, and recommended actions related to medical
education and the professional development of family physicians until the completion of residency. Specically, the
focus is on issues related to medical schools and students,
residencies and residents, and the pathway to family medicine. Residents and students are important participants in the
COE, including leaders elected by their peers at their national
congress. COE priority areas of attention include: [2]
• Workforce
– Support the “pathway” of family physician develop-
ment, from generating early interest in family medicine careers to spreading effective policy that builds a
diverse and robust family medicine workforce.
– Inform and monitor the development, implementation,
and evaluation of targeted AAFP strategies that lead to
student choice of family medicine and sufcient output of family physicians at a rate and distribution that
is consistent with the organizational aims and informed
by data of public needs.
• Student Interest/Student Choice
– Support an understanding of the factors that contribute
to student pursuit of family medicine careers.
– Facilitate the portfolio of interventions used to pro-
mote family medicine careers including communications, admissions/pathways, role models/mentors,
educational opportunities, Family Medicine Interest
Groups, and medical education policy and nancing.
• Student and Resident Issues
– Protect the interests and well-being of all students and
residents, including fellows in training, as learners and
developing professionals.
– Cultivate the leadership development of students and
residents.
– Increase AAFP student and resident member engage-
ment and competency in addressing health disparities,
building health equity, and improving population
health.
– Monitor and advise the Board on the impact of changes
in the resident and student clinical learning environment and provide recommendations regarding pertinent AAFP policy.
– Facilitate the screening process for appointing resident
and student members to AAFP and other leadership
positions.
• Curriculum
– Promote innovation in residency training to meet the
needs of the communities family physicians serve.
– Collaborate with the academic community to develop
and maintain updated curriculum tools and resources
that support quality family medicine education.
– Maintain updated Recommended Curriculum
Guidelines for Family Medicine Residencies [3].
• FUTURE, formerly known as National Conference for
Family Medicine Residents and Medical Students
– Assist with the planning and evaluation of FUTURE,
paying particular attention to the nature and range of
education sessions.
– Cultivate leadership competencies and provide experi-
ences for aspiring and developing family physicians.
– Provide a supportive environment to nurture
networking.
• Educational Awards
– Recognize the exemplary contributions to the disci-
pline of family medicine through its educators by collecting nominees and making recommendations for
national awards [2].
To fulll its work, the COE functions with three subcommittees: (1) Subcommittee on Student and Resident Issues;
(2) Subcommittee on Graduate Curriculum, and (3)
Subcommittee on National Conference/FUTURE Planning.
AAFP Sta Structure
The carry out the mission and activities of the AAFP, the
AAFP has over 350 staff members. The main location is in
Leawood, Kansas with a secondary Washington, DC, ofce.
The AAFP CEO reports to the AAFP Board and is responsible for oversight of the AAFP staff. The staff is divided into
functional divisions.
1 American Academy ofFamily Physicians: Growing Family Medicine’s Future
5
The Student andResident Initiatives Division
Education has been a cornerstone of AAFP’s function since
its inception. In 1999, the Education Division was divided
into a Medical Education Division, now named the Student
and Resident Initiatives Division, and a Continuing Medical
Education Division, later named the Continuing
Professional Development Division and now named the
Education Division. The Student and Resident Initiatives
Division’s mission is to meet the health needs of patients,
families, and communities by assisting with the recruitment, training, and support of future family physicians. The
Student and Resident Initiatives Division has four strategic
objectives:
• Increase the Family Physician Workforce: Partner with
other family medicine and primary care stakeholders to
expand the family physician workforce as necessary to
meet US population health needs.
• Train: Promote high-quality family medicine education
for medical students and residents to produce highly competent family physicians.
• Support: Support family medicine education and its
stakeholders to optimize their inuence on medical students and residents.
• Recruit: Empower students with knowledge (awareness
and understanding), tools (have resources), and opportunities to pursue a career in family medicine.
The Student and Resident Initiatives Division is tasked to
increase and support family medicine residency training
positions. Key functions include advocacy for graduate medical education (GME) positions and payment, support for
residency programs, and resources for residents. The Student
and Resident InitiativesDivision works in collaboration with
other AAFP divisions and departments to achieve the medical education objectives.
Workforce Mission
AAFP Workforce Advocacy
The AAFP drives and supports programs, policies, and processes that make family medicine a nancially realistic and
desirable career choice, both in reality and perception. This
requires advocacy for family medicine education at the local,
regional and national levels. The AAFP advocates constantly
to clear regulatory and legislative pathways to an expanded
physician workforce. The AAFP has strong government advocacy initiatives to preserve the federal Center for Medicare and
Medicaid Services (CMS) funding for GME, to increase the
number of funded primary care positions, and to stabilize and
increase the funding for Teaching Health Centers.
The primary source of graduate medical education funding is from CMS as determined by the US Congress.
Additional primary care-focused funding comes from
Congress appropriations for Teaching Health Centers and
Title VII funding. Funding for Teaching Health Center
Graduate Medical Education (THCGME) began with the
2010 Affordable Healthcare Act as an alternative GME funding source predominantly for primary care residencies and
funded outside of the usual CMS GME funding formulas.
THCGME residencies continue to grow. Funding challenges
continue for THCGME programs due to lack of long-term
Congress-appropriated funding. The AAFP strongly advocates for long-term and potentially permanent funding for
THCGME programs to help increase the primary care workforce in the United States.Additionally, the AAFP strongly
advocates for Congress-appropriated funding for federal
Health Resources and Services Administration (HRSA) Title
VII health professions grants, which often include and/or
benet family medicine education. Increasingly, state legislatures provide additional GME funding to meet healthcare
workforce needs in their states.
The AAFP also nominates and supports family physicians
on federal advisory committees, including HRSA’s Council
on Graduate Medical Education (COGME), the Advisory
Committee on Training in Primary Care in Medicine and
Dentistry (ACTPCMD), and the Advisory Committee on
Interdisciplinary, Community-Based Linkages (ACICBL).
The AAFP’s mission as determined by the AAFP Congress
and Board is to “improve the health of patients, families, and
communities by serving our members’ needs with professionalism and creativity.” One of the ongoing objectives of
the AAFP is to grow a diverse family physician workforce.
The AAFP seeks to increase the number of students choosing
family medicine, strengthen the pathway to family medicine,
especially for those who are typically underrepresented in
medicine and those coming from medically underserved
areas (both rural and urban), and to expand and support family medicine graduate medical education (GME) residency
positions.
Family Medicine Advocacy Summit
Residents, faculty and program directors can play a vital role
in governmental advocacy and shaping family medicine’s
future by attending the AAFP’s Family Medicine Advocacy
Summit [4] At this conference attendees learn tactics for
advocating for family medicine and primary care, then lobby
directly with members of the USCongress to inuence the
public policies affecting patients, practice, and the future of
family medicine. GME funding and medical school debt
relief are frequent federal advocacy issues.
6
K. B. Mitchell
Robert Graham Center Workforce Studies
AAFP’s Robert Graham Center (RGC), located in Washington,
DC, conducts data-based research to support the development
of AAFP policies and to provide a data- driven family physician perspective to policy deliberations in Washington,
DC. Workforce data and research are important aspects of
RGC studies. A repository of workforce related studies is
maintained on the Robert Graham Center website [5].
HealthLandscape
AAFP’s HealthLandscape generates maps and tables based on
data relevant to health and primary care using an interactive
atlas [6]. The maps are useful in workforce analysis by overlaying publicly available data such as the location of healthcare services compared to community health needs. Residency
programs may nd maps of community health needs assessments and local social determinants of health useful for their
programs, in addition to graduate mapping capability.
Residency Resources
Medical Education Policy Development
The AAFP develops and maintains relationships with other
organizations to drive and support policy development at the
medical school, local, state, and national level to achieve
production of highly competent family physicians. Liaison
activities include relationships with other academic family
medicine organizations, the Council on Academic Family
Medicine, American Board of Family Medicine (ABFM),
the Accreditation Council on Graduate Medical Education
Review Committee for Family Medicine (ACGME RC-FM),
Council on Medical and Specialty Societies (CMSS), the
Organization of Program Directors Associations, the
Association of American Medical Colleges (AAMC) Council
on Faculty and Academic Societies (CFAS), the Graduate
Medical Education Initiative (GMEI), and others. The AAFP
is one of the nominating organizations to the ACGME
RC-FM, in addition to having a non-voting ex-ofcio seat
for the Vice Presidentof Student and Resident Initiatives.
Residency Program Solutions
Table 1.1 Examples of RPS consultation focus areas
Strategy development
New program development
Accreditation
Institutional and program application review
Mock site visits
Curriculum innovation
Culture and morale
Finance and nancial issues
Family medicine practice management
Site transitions
Faculty development and management
Osteopathic Recognition and Added Qualications
Overall program health and sustainability
Rural training
Program management
Recruitment and retention
ACGME survey results
History of RPS: Started in 1975 with a grant from the
W.K.Kellogg Foundation to the Family Health Foundation
of America (FHFA), the Residency Assistance Program
(RAP) began as a joint project of the AAFP, American Board
of Family Practice (now ABFM), the Society of Teachers of
Family Medicine (STFM) and the FHFA (now the AAFP
Foundation). It was designed to aid family medicine residencies in monitoring and improving their educational quality.
The RAP panel of consultants conducted one- or two-day
on-site consultations at the request of the residency program.
RAP workshop meetings started in 1979 with content driven
by the rst edition of Criteria for Excellence in a Family
Practice Residency Program. RAP became “Residency
Program Solutions” (RPS) in 2006 to better describe its mission of providing programs with “solutions”.
RPS today: Residency Program Solutions (RPS) today
provides a broad range of consultative services to both existing and developing graduate medical education programs in
family medicine and other specialties (Table1.1). Residency
programs have expanded options available, whether virtual
and/or in person. The length of a consultation varies widely
from a few hours to more than 60hours, according to the
needs of the program. The RPS consultants are current or
former family medicine program directors who have years of
family medicine education experience and are trained to
assist programs. Programs start the process of a consultation
by contacting RPS for an initial discussion to identify program needs. Contact information is on the AAFP RPS webpage. [7]
Residency Program Solutions (RPS) is a consultation service
that matches experienced family medicine educators who
have years of success managing programs around the country with residency programs that are looking to start up,
improve and/or transform [7].
RPS Criteria forExcellence (CfE)
The RPS Criteria for Excellence is an industry-leading publication outlining best practices and policies in residency
1 American Academy ofFamily Physicians: Growing Family Medicine’s Future
7
education. As a set of aspirational guidelines and a target for
program excellence, it represents the collective wisdom of
RPS consultants, each of whom have decades of experience.
Ideas and practices, peer-level experiences as residency educators, and ongoing assessments of the GME learning environment form the basis for the Criteria for Excellence. A
self-assessment tool assists programs in identifying areas for
improvement, designed to help initiate conversations with
key stakeholders, stimulate questions, and become part of a
process of continuous improvement for program leaders.
The CfE is regularly updated to reect state-of-the-art graduate medical education in family medicine. Examples of
recent updates include new program requirements and workforce diversity, health equity and inclusiveness. The CfE can
be accessed on the AAFP website [8].
Recommended Curriculum Guidelines
forFamily Medicine Residencies
The AAFP, through its Commission on Education
Subcommittee on Graduate Curriculum, publishes Family
Medicine Residency Curriculum Guidelines that can be
accessed online [3]. The Guidelines are detailed residencywritten, peer-reviewed outlines of the major curricular topics
to be covered in a family medicine residency. They align
with educational competencies as dened by the ACGME
and are updated at least every 5years.
Residency Leadership Summit
Since the inception of family medicine residencies in 1969,
the AAFP has held workshops for family medicine program
directors. Additionally, a separate annual meeting for residency faculty and program coordinators/administrators was
created by the Residency Program Solutions (previously
titled the Residency Assistance Program). In 2021, these
meetings were combined to become the Residency
Leadership Summit (RLS). This annual event continues to
be a key event to support family medicine residency programs [9].
Each year, RLS provides family medicine residency program directors, associate program directors, faculty, and
administrators/coordinators across the country educational
and networking opportunities through hot topic workshops,
plenaries, posters, innovations, and regulatory updates. Now
drawing an audience of over 1000 leaders of residency programs each year, RLS is designed to provide family medicine residency team members with practical strategies for
improving residency education, implementing change, and
maintaining compliance with the current and changing graduate medical education accreditation requirements and stan-
dards involving family medicine residency rules, regulations,
and policies. Main Stage presentations include updates from
the Accreditation Council for Graduate Medical Education’s
Review Committee for Family Medicine (ACGME RC-FM),
American Board of Family Medicine (ABFM), AAFP
Government Relations team and the annual ABFM-funded
Nicholas J. Pisacano, MD and AAFP Foundation-funded
Memorial Lectures. Special programming is provided by the
Association of Family Medicine Administrators (AFMA),
the Residency Program Solutions consultants, and the
Association of Family Medicine Residency Directors
(AFMRD).
Chief Resident Leadership Development Program
The AAFP conducts a premier chief resident leadership
development program, which functions to support residencies as well as future family physician leaders. Attracting
hundreds of residents each year, this yearlong interactive
program is taught by leading experts in family medicine education. The initial in-person session each spring covers leadership skills and competencies essential to performing well
in the role of chief resident. Longitudinal content includes
monthly newsletters, leadership coaching plans, inspirational updates, and connections with other chief residents
across the country. The program also includes the AAFP
FMX—the AAFP annual member event—during which the
chief residents have programming specic to their leadership
development. The core curriculum includes topics such as
leadership overview and leadership style, creating healthy
high-functioning teams, leading in the midst of change, and
catalyzing the growth of yourself and others.
FUTURE:National Conference forFamily
Medicine Residents andMedical Students
Formerly known as the “National Conference”, this annual
summer event is the national destination for medical students
to explore the specialty of family medicine, for students and
residents to gain inspiration on their career journey, and for
students, residents, and residencies to connect [10].
Residencies are the main exhibitors at FUTURE, bringing
residents and faculty to meet students who are exploring
future residency programs. Residents and students have
leadership opportunities through the FUTURE conference
student and resident congresses, where they experience organizational governance processes, discuss relevant policies
and issues, and elect peer leaders. Many of the resident and
student leaders serving on the COE are elected at the national
congress.
8
K. B. Mitchell
Leadership Opportunities forResidents
The AAFP sponsors and supports leadership opportunities
for residents, including elected AAFP leaders (AAFP Board
of Directors, Resident Chair of FUTURE, Resident Delegates
to the AAFP Congress of Delegates), on AAFP commissions, as representatives and liaisons to other organizations,
on AAFP advisory and program boards, and as state chapter
delegates to the FUTUREnational congress [11].
Match ® Analysis andMatch ® Assistance
Publications
Each year around the day of the National Residency
Matching Program Main Match ®, the AAFP produces an
Annual Match Analysis, showing the rates and related statistics of US medical school seniors and graduates and
international medical graduates matching into family medicine residencies [12]. This family medicine-specic analysis is useful to residencies as they evaluate the results of
their own recruitment efforts. The AAFP also annually
updates and publishes Strolling Through the Match, a
guide for family medicine residency matching. Even
though the intended audience is medical students, many
residency program leaders also nd the information useful
as they design their residency application and recruitment
processes [13].
Management Services forRelated Professional
Medical Organizations
Table 1.2 AAFP educational resources for residencies
American Family Physician: The AAFP’s peer-reviewed, evidencebased clinical journal offers concise, easy-to-read clinical review
articles.
American Family Physician podcast: Reviews clinical highlights of
the latest AFP journal issue.
AAFP TIPS™: Practice management training to enhance patient
care and quality improvement efforts. AAFP TIPS™ combines
online courses, ready-to-use customizable slide decks, and
downloadable tools to maximize learning.
FPM Journal: The AAFP’s peer-reviewed, practice-improvement
journal offers practical ideas for improving practice, enhancing the
patient experience, and developing a rewarding career.
Board Review Self-Study: Recorded from the AAFP Family
Medicine Board Review Express® live course, the self-study
package is comprehensive, interactive, self-paced, and focused on
what residents need to know.
Clinical Topics Self-Study: Convenient clinical education residents
can receive in person or access from home, work, or on the go.
Resident members receive special pricing on self-study packages.
Procedural Skills Self-Study: Residents can learn about common
procedures in family medicine using a variety of the AAFP’s
self-study packages. Procedural education packages are easily
accessible, and resident members receive special pricing.
FP Essentials: Featuring monthly online and printed curricula.
FP Comprehensive: Searchable content aligns with ABFM Board
exam topics. Includes practice tests, customizable exams, and
questions listed by body system category.
ALSO® (Advanced Life Support in Obstetrics): Help residents
prepare for their OB rotation and to manage obstetric emergencies.
ALSO Provider courses are also available to be part of your
residency program curriculum.
Integrated Behavioral Health Playbook: Developed in partnership
with the AAFP National Research Network and the National Center
for Integrated Behavioral Health (NCIBH), this playbook is designed
to help family medicine residency programs develop or enhance their
IBH training.
The Medical Education Division administers Association
Services Agreements (ASAs) to provide the staff for related
medical organizations, including the Association of Family
Medicine Residency Directors (AFMRD), Association of
Family Medicine Administration (AFMA), and American
Association for Primary Care Endoscopy (AAPCE). The
ASAs provide mutually benecial arrangements to support
residency programs.
Educational Resources
The AAFP is committed to providing leading-edge, highly
relevant educational programming and content on clinical,
career, and practice topics, led by the AAFP’s Division of
Education [14]. Residency programs will nd many resources
in Table 1.2 useful as curricular resources, whether used
individually or in groups.
Resident-specic resources include career/job, well-
being, clinical education, and board exam preparation [15].
Continuing Medical Education (CME) Tracking
The AAFP provides Continuing Medical Education Credit
tracking services useful for faculty members [16]. AAFP
tracks CME credits reported by AAFP members and creates
transcript reports useful for continuing board certication,
state licensing CME reporting, and privileging and credentialing documentation.
1 American Academy ofFamily Physicians: Growing Family Medicine’s Future
9
Graduate Medical Education Awards
The AAFP offers many ways to honor and reward the outstanding physicians serving in family medicine.
AAFP Award forExcellence inGraduate
Medical Education
The prestigious AAFP Award for Excellence in Graduate
Medical Education honors a select number of commendable
residents for their outstanding leadership, civic involvement,
exemplary patient care, and aptitude for and interest in family medicine [17]. Residents are nominated in their second
year of residency. Since its founding in 1952, more than
1000 resident recipients have received this distinguished
honor—a number that grows each year. Criteria for selection
include demonstrated leadership ability, community involvement/social commitment, exemplary patient care, and interpersonal relationships.
Nikitas J.Zervanos Outstanding Program
Director Award
This award is jointly sponsored by the American Academy of
Family Physicians (AAFP) and the Association of Family
Medicine Residency Directors (AFMRD) and is selected by
the AAFP Board of Directors, AFMRD Board of Directors,
and AAFP Commission on Education [18]. This prestigious
annual award recognizes a family medicine residency director who has demonstrated leadership and advancement of the
specialty, served as a mentor to residents/medical students,
and served the community as well as the organizations of the
family of family medicine. The award recipient is honored at
AAFP’s Residency Leadership Summit (RLS).
Thomas W.Johnson Award forCareer
Contributions toFamily Medicine Education
The AAFP’s Thomas W.Johnson Award is the AAFP’s top
medical education award and annually recognizes an educator who has made an outstanding contribution to education
for family medicine in undergraduate, graduate, and continuing education spheres. Selection is made by the AAFP
Commission on Education and the AAFP Board of Directors
[19]. The award is bestowed at the AAFP Congress of
Delegates meeting.
Exemplary Teaching Awards inMedical
Education
The awards acknowledge AAFP members who deserve recognition for exemplary teaching skills, as well as individuals
who have implemented outstanding educational programs
and/or developed innovative teaching models [20]. This
award is presented in two different categories: paid faculty
(full-time or part-time) and volunteer faculty.
Residency Completion Certicates
Certicates for graduating residents are available on the
AAFP website through the AAFP Residency Portal [21].
Teaching Certicates forPreceptors
Certicates for preceptors are available on the AAFP website
through the AAFP Residency Portal [21].
Degree ofFellow: TheFAAFP Degree
The Degree of Fellow recognizes AAFP members who have
distinguished themselves among their colleagues, as well as
in their communities, by their service to family medicine, by
their advancement of health care to the American people, and
by their professional development through medical education and research [22]. Fellows of the AAFP are recognized
as champions of family medicine. They are the physicians
who make family medicine the premier specialty in service
to their community and profession. Being a Fellow signies
not only “tenure” but additional work in the community,
within organized medicine, within teaching, and a greater
commitment to continuing professional development and/or
research. AAFP members in good standing may apply for the
Fellow application when they have been a Resident and/or
Active member for at least 6years combined and attain the
required number of points for the fellowship degree. Points
10
K. B. Mitchell
can be earned for various activities in the areas of life-long
learning, practice quality and improvement, volunteer teaching, public service, publishing and research, and service to
the specialty.
Summary
Family medicine is the cornerstone specialty to provide continuing, comprehensive primary care to meet the needs of
communities in the United States.The AAFP is committed
to promoting workforce supply and high-quality family
medicine residency education to meet the US healthcare
needs in the United States both now and into the future.
References
1. About the American Academy of Family Physicians: The History
of the AAFP. https://www.aafp.org/about/who- is- the- aafp/history-
aafp.html. Accessed 7 Mar 2024.
2. AAFP Commission on Education (COE). https://www.aafp.org/
about/meet- our- leadership/commissions/descriptions/commissiondescription- coe.html. Accessed 7 Mar 2024.
3. AAFP Family Medicine Residency Curriculum Guidelines. https://
www.aafp.org/students- residents/residency- program- directors/
curriculum- guidelines.html. Accessed 7 Mar 2024.
4. AAFP Family Medicine Advocacy Summit. https://www.aafp.org/
events/fmas.html. Accessed 7 Mar 2024.
5. Robert Graham Center: Enhancing the Delivery of Primary Care.
https://www.graham- center.org/home.html. Accessed 7 Mar 2024.
6. HealthLandscape. https://healthlandscape.org/. Accessed 7 Mar
2024.
7. AAFP Residency Program Solutions. https://www.aafp.org/
students- residents/residency- program- directors/residencyprogram- solutions.html. Accessed 7 Mar 2024.
8. Order the Criteria for Excellence. https://www.aafp.org/students-
residents/residency- program- directors/residency- programsolutions.html#cfe. Accessed 7 Mar 2024.
9. AAFP Residency Leadership Summit. https://www.aafp.org/events/
residency- leadership- summit.html?_gl=1*1jhzic7*_gcl_au*NDAy
MzgxODU1LjE3MTUxMTU3MTY.*_ga*NjkxNDI5MjEzLjE2N
zkzNTM2NTk.*_ga_Z7TFXMJE70*MTcxOTUxNzgxOS4zMC4
xLjE3MTk1MTg1NjkuMzMuMC4w. Accessed 7 Mar 2024.
10. AAFP National Conference. https://www.aafp.org/events/national-
conference.html. Accessed 7 Mar 2024.
11. AAFP Leadership Opportunities for Residents. https://www.aafp.
org/membership/welcome- center/involve/lead/students- residents/
resident.html. Accessed 7 Mar 2024.
12. 2024 Match ResultsR for Family Medicine. https://www.aafp.org/
students- residents/residency- program- directors/national- residentmatching- program- results.html. Accessed 7 Mar 2024.
13. AAFP Strolling Through the Match Guidebook. https://www.aafp.
org/students- residents/medical- students/become- a- resident/match/
strolling- through- the- match.html. Accessed 7 Mar 2024.
14. AAFP Educational Resources for Residency Programs. https://
www.aafp.org/students- residents/residency- program- directors/
cme- res- programs.html. Accessed 7 Mar 2024.
15. AAFP Family Medicine Resident. https://www.aafp.org/students-
residents/residents.html. Accessed 7 Mar 2024.
16. AAFP CME. https://www.aafp.org/cme.html. Accessed 7 Mar
2024.
17. AAFP Award for Excellence in Graduate Medical Education.
https://www.aafp.org/membership/benefits/awards/studentresident- awards/gme.html. Accessed 7 Mar 2024.
18. AAFP Nikitas J. Zervanos Outstanding Program Director Award.
https://www.aafp.org/medical- education/residency- portal/home
(Access Restricted to AAFP Members). Accessed 7 Mar 2024.
19. AAFP Thomas W. Johnson Award for Career Contributions to
Family Medicine Education. https://www.aafp.org/membership/
benets/awards/fp- awards/teachers/career.mem.html (Access
Restricted to AAFP Members). Accessed 7 Mar 2024.
20. AAFP Exemplary Teaching Award for Continuing Professional
Development. https://www.aafp.org/membership/benets/awards/
fp- awards/teachers/exemplary- teaching- awards- for- cpd.mem.html
(Access restricted to AAFP members). Accessed 7 Mar 2024.
21. AAFP Residency Program Central. https://www.aafp.org/students-
residents/residency- program- directors/central.html. Accessed 7
Mar 2024.
22. AAFP Degree of Fellow. https://www.aafp.org/membership/
welcome- center/involve/fellow.html. Accessed 7 Mar 2024.