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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

480
T. Scott
to remain in the community where they train, depending on
their year in the program, some residents may have less
knowledge or connection to the town or city compared to
your faculty. This connection or long-term commitment may
be an important driver of their desire and willingness to step
into stressful or unknown situations such as evacuation shelters, mobile medical units, or other alternative care sites.
Some of your faculty and residents may be excited by the
possibility of working at a triage site, mass evacuation shelter or mobile outreach while others may want to get as far
away as possible from any physical threat. Requiring residents with a lower tolerance for risk to work in a shelter
when there is ongoing threat in the community runs the risk
of threatening their well-being.
By creating a variety of types of work that residents can
do following or during a disaster, you can accommodate an
array of risk tolerance and keep residents from having signicant gaps in their training. Examples of alternative activities include online modules, telehealth visits, remote
in-basket work for providers who are out of ofce, le review
of student applications for residency or review of data for
your Annual Program Evaluation. In the setting of evacuations, this type of work, especially work that can be done
remotely can help residents avoid gaps in training. While
missing a few days of training to get to safety is acceptable,
you will want to get residents to work as soon as possible to
avoid excessive time away from training or weeks away from
clinic that could delay their completion date for residency.
Training extensions can lead to increased cost and complexity for your program as well as timing challenges for residents planning for fellowship immediately following
residency.
Pro-Tip If there are any nearby Family Medicine, Pediatrics,
Internal Medicine or Obstetrics residency programs that
might be able to accept your residents for a rotation or two,
reach out to those programs now to see if you might establish
a reciprocal relationship with them to accommodate additional residents during a temporary disaster. If you are able to
nd nearby institutions that are verbally willing to host residents, nd out if you already have a Program Letter of
Agreement (PLA) or Professional Services Agreement (PSA)
in place with any of the potential transfer sites so you can
transfer residents there without much delay. Having PLA or
PSA in place now would allow residents to transfer quickly
in the event of an emergency to minimize the impact on residents’ training experience.
If it appears that you will need to permanently close the
program or the timeline for returning to operations is too far
off, you may need to permanently place your residents with
another sponsoring institution. If you do not have any prior
agreements in place, you may choose to use a professional
membership group such as the Association of Family
Medicine Residency Directors (AFRMD) to inquire about
any institutions that are willing to accept your residents.
Some programs may have unlled positions and might be
eager to ll their resident complement, even if it is mid-year.
Residents may look into alternative training locations on their
own, but you and your co-leaders may need to do some work
to assist residents in nding a new permanent training site and
offering references in a timely fashion. In some circumstances,
you may be able to transfer your payments from Center for
Medicare Services (CMS) to an accepting hospital to provide
nancial support for the transferring residents’ salaries [3].
Prepare toTransfer Residents
Ideally, your program and community will be able to keep
the residency program going without substantial interruption, but there may be some instances where it is not possible
to continue a viable training experience to meet the supervision and curriculum needs of the residents. If your program
is able to participate in community disaster response or continue working in your hospital or clinic and you and your
sponsoring institution believe you will be able to reconstitute
the usual training experience within a reasonable time frame,
you may be able to keep your residents. If you think it may
take a bit longer and may start to interfere with meeting
ACGME requirements for certain rotations or continuity
weeks, hours in clinic or clinical encounters, you and your
hospital leadership may decide it’s time to solicit nearby or
similar training programs for temporary placement of your
residents.
Communicate withtheACGME
The ACGME requires that you send a letter to the Review
Committee detailing the nature of the disaster and your plans
for continuing education and supervision within 7days of a
disaster, whenever possible. If you are in the midst of disaster, this timeline can feel very ambitious, and it is understood
that you will likely need to continue to be in contact with the
Review Committee as your situation evolves.
Recruitment During Times ofDisaster
Disaster can strike a community at any time of the year,
including during selection season. If you have good reason to
believe that your hospital and program will be able to emerge
from your scenario and continue training, you will want to
reach out as soon as possible to your applicants or those with

41 Preparing forandSurviving aDisaster inYour Program
481
whom you have matched to keep them up to date. If your
program has had an opportunity to be involved in the community response in a signicant way make sure to tell that
story in a way that weaves it into your program strengths and
highlights the program’s commitment to your community.
Photographs of residents and faculty being involved in the
community response can be inspiring to Family Medicine
applicants.
Recovering fromtheDisaster
Community Response toTrauma or Disaster
The twentieth century French philosopher and psychologist
Dr. Pieree Janet is thought to be the rst to describe a phased
response to trauma of individuals, [5] and later sociologist
Kai Erikson documented the experience of collective trauma
in his book Everything in its Path [6] in 1972. He posted that
communities tend to progress through a fairly predictable
series of emotional stages when experiencing a shared
trauma.
Create Space toDebrief andProcess
Frequently
Sharing a graph depicting the typical phases that communities move through during disaster, such as The Phases of
Collective Trauma Response, may help some members of
your program understand their feelings and the feelings of
others around them.
Your residency community may benet from special
opportunities to gather and connect since disaster can frequently have the effect of splintering people into different
locations and work-scenarios. Ideally, you will be able to call
on the assistance of your behavioral health faculty, your
health system’s behavioral health providers or Employee
Assistance Program to offer structured group opportunities
to debrief and share.
Community Recovery
after an initial phase of optimism and heroism can help normalize what people might be afraid to say otherwise.
Expect Variation intheRecovery Process
The experience of recovery can be different for individuals.
Some people in your program may be impacted differently
or have different past experiences with threat or trauma that
results in different responses. It is crucial that as a leader that
you maintain vigilance over the various members of your
faculty, staff, and residents, keeping in mind how the disaster
impacted them. For instance, if some members of your program lost their homes, experienced a harrowing escape, lost
family members, or witnessed patients with trauma from the
event, they may require more frequent check-ins to make
sure they are getting what they need to heal from the trauma
and do not get stuck in isolation, depression, or anxiety.
When possible, have an advisor or manager check in with
those who have had more intense experiences to make sure
they are getting the help they need and not suffering in
silence or paralysis.
While continuing to create space for collective grieving
and recovery, some members of the program may turn away
from these larger group opportunities, so it is important to
make sure that resources are available for people to process
privately as well. In some programs, there may be a behavioral medicine faculty who checks in with your residents and
faculty to make sure they are getting what they need and to
help connect them with Employee Assistance Programs or
individual counseling.
Consolidate Your Learning
If you do indeed experience a disaster and your program
comes through, make sure to dedicate a meeting with your
hospital, program, and resident leadership to capture your
key learning points to rene your disaster response plan for
the future. If you do not already incorporate your system’s
disaster response into intern orientation, consider doing so
now.
While the variability of disaster can make it difcult to predict the precise timeline for recovery, being familiar with
The Phases of Collective Trauma Response ahead of time
may help you anticipate challenges as your team moves
through the recovery phase. Some people or groups may feel
like they should be “over” the disaster once the impacts have
waned and sharing that it is common to feel disillusioned
Documenting theDisaster andRecovery
fortheProgram
When the immediate demands of the disaster begin to wane,
consider creating a folder in your residency shared drive to
gather text streams or photos of your team working through
the disaster, helping in the community, and having fun. Over

482
T. Scott
time, these items may fall to the back of everyone’s photo
collections and be harder to nd and collect. As you move
forward, these photos may become not only a record of what
your program went through, and the resilience of its people,
but also a way to cement the disaster and recovery into the
foundation of the program moving forward. If you are running a Family Medicine residency program that has the misfortune of experiencing a signicant disaster, you will, no
doubt, have an opportunity to see some of the nest attributes
of your program and the specialty of Family Medicine on
display.
Author Background
In October 2017, Dr. Tara Scott, MD, was only a few short
months into her role as Program Director at Sutter Santa Rosa
Family Medicine Residency when a devastating re struck
the community of Santa Rosa in Sonoma County, California.
The sponsoring hospital of the community-based program
was signicantly impacted by the res and was not operational for several weeks after the re. Nearly 100,000 inhabitants of the county were evacuated and two out of three
hospitals in Santa Rosa were evacuated. The members of the
program, along with alumni and many in the medical community, were instrumental in keeping medical care going in
the county at emergency evacuation shelters for several weeks
after the res. The residency ofces and Family Medicine
Practice were severely damaged and closed for nearly 2years.
The program established a small, temporary Family Medicine
Practice, and many of the faculty continued to see patients in
makeshift “Clinics in a Can” until the clinic site was rebuilt.
In 2019, shortly after the program moved back to its ofce
and Family Medicine Practice, Sonoma County experienced
another large wildre that again temporarily closed the program’s hospital and forced residents of the county into evacuation shelters. After numerous hard- earned lessons and
incorporating Emergency Preparedness into the resident orientation, the program was able to spring into action the second time around, quickly executing phone trees, establishing
medical care in the evacuation shelters, and creating alternative forms of remote work for those who were displaced.
Later in 2020, when the COVID-19 pandemic struck, many
of the same systems used in the res were deployed to manage sick-calls, mass communications, and remote work.
Dr. Scott is committed to sharing the lessons learned from
the program’s experiences confronting disaster with a goal of
improving the experiences of programs who face similar circumstances and to increase the likelihood that residency pro-
grams facing disaster will continue to thrive where they are
essential to the health and wellbeing of the communities they
serve.
Resources forDisaster Teaching
andResponse
1. Disaster Crashcart: This site was created by a faculty
member of a residency program in northern California
that experienced massive res. It provides useful tools for
residency programs and others who nd themselves needing to organize and provide care in shelters. https://disas-
tercrashcart.org/
2. AAFP Recommended Curriculum Guidelines for Family
Medicine Residents: Disaster Medicine, Reprint 290
https://www.aafp.org
3. Subbarao I, Lyznicki JM, Hsu EB, Gebbie KM,
Markenson D, Barzansky B, Armstrong JH, Cassimatis
EG, Coule PL, Dallas CE, King RV, Rubinson L, Sattin
R, Swienton RE, Lillibridge S, Burkle FM, Schwartz RB,
James JJ. A consensus-based educational framework and
competency set for the discipline of disaster medicine and
public health preparedness [3].
4. AAFP Disaster Preparedness Guide, Requires AAFP
login https://www.aafp.org/news/health- of- the-
public/20180911disasterprep.html,
References
1. ACGME.Institutional requirements. American Council of Graduate
Medical Education. Revised September 26, 2021. http://www.
acgme.org/
2. AAFP.Recommended curriculum guidelines for family medicine
residents: disaster medicine. Reprint 290. https://www.aafp.org
3. Subbarao I, Lyznicki JM, Hsu EB, Gebbie KM, Markenson D,
Barzansky B, Armstrong JH, Cassimatis EG, Coule PL, Dallas CE,
King RV, Rubinson L, Sattin R, Swienton RE, Lillibridge S, Burkle
FM, Schwartz RB, James JJ.A consensus-based educational framework and competency set for the discipline of disaster medicine
and public health preparedness. Disaster Med Public Health Prep.
2008;2(1):57–68.
4. Medicare fact sheet on displaced residents due to program or hospi-
tal closure. Center for Medicaid Services; August 2023. http://www.
cms.gov/
5. van der Hart O, Brown P, van der Kolk BA.Pierre Janet’s treatment
of post-traumatic stress. J Trauma Stress. 1989;2:379–95.
6. Erikson K.Everything in its path: destruction of community in the
Buffalo Creek ood. NewYork: Simon and Schuster; 1976.
7. Phases of disaster response. Institute for Collective Trauma and
Growth. http://www.ictg.org/. Accessed 29 Jan 2024

Controversies inFamily Medicine
Education
JosephGravel, CamilleGarrison, andSabrinaHofmeister
42
Key Points
• Length of training should be thought of as “3 and 4”
rather than “3 or 4” or “3 vs 4”.
• An integrated 4-year program differs fundamentally from
an “add on” fellowship.
• The goal of a 4-year program is an “enhanced generalist,”
not a “mini-specialist.”
• Transitioning to a 4-year program can be challenging—
but is doable.
• ACGME Program Requirements in Family Medicine
value broad scope of practice, including maternity care.
• Despite training requirements, FM residency graduates
choosing to attend deliveries has declined, as have maternal health outcomes in the United States.
• Program Directors must be strategic in creating robust
maternity care training; challenges include a limited
availability of faculty who can role model skills.
• “Clinic First” places priority on resident scheduling and
experience in the Family Medicine Practice over training
outside the FMP.
• Continuity of care and building stable, effective teams is
paramount. “The clinic is the curriculum.”
• Professionalism is often learned through the “hidden curriculum” working in a stressed healthcare system with
growing physician unionization.
• ACGME program requirements are the “oor”; PDs
should focus on their “ceiling.”
J. Gravel (*)
Department of Family & Community Medicine, Medical College
of Wisconsin, Milwaukee, WI, USA
e-mail: jgravel@mcw.edu
C. Garrison
Family Medicine Residency, North Side Milwaukee Health
Centers, Milwaukee, WI, USA
S. Hofmeister
Family Medicine Residency, Froedtert & MCW South Side,
Milwaukee, WI, USA
The Length ofTraining inFamily Medicine:
3 Versus 4Years?
Brief History oftheDebate
The question of what the standard length of family medicine
training should be is actually not a new one and in fact goes
back to even before the ofcial founding of the specialty. In
1966 (3years before the establishment of the American Board
of Family Practice), “The Report of the Ad Hoc Committee
on Education for Family Practice of the Council on Medical
Education, American Medical Association,” now commonly
known as the “Willard Report,” stated that “a satisfactory program for family practice will generally require three to four
years (author’s italics) after medical school. The exact time
will vary with the organization of the program and the individual trainee’s particular needs… institutions offering family practice programs at the graduate level should develop and
offer satisfactory programs covering three years or more” [1].
In 2004, the 35th anniversary of the specialty, the work of
the “Future of Family Medicine Project” [2] a collaboration
of the 7 national family medicine organizations, was published. Besides dening core values and then developing a
“New Model” of practice, the project also looked at family
medicine training and the need for innovation which resulted
in the “Preparing the Personal Physician for Practice” (P4)
National Demonstration Project in 2007 and the piloting of
4-year programs. In this milieu, the family medicine education community began serious discussion of whether the
standard length of training decided upon in 1969 was still
adequate in a markedly changed clinical, educational, and
societal landscape and should be increased to 4years [3, 4].
This discussion reected growing concerns about changes in
the medical education and clinical environment (concerns
about declining level of preparation obtained in medical
school and reduced duty hours during residency), decreasing
scope of practice of graduates, and increasing rates of
reported burnout (Fig.42.1).
© 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_42
483

484
J. Gravel et al.
Fig. 42.1 Rationale for 4years
In 2011, leaders of the national family medicine organizations met for a Length of Training Summit. Presentations
were made for the cases for keeping the length of training at
3years and for moving to 4years. The ensuing discussion
yielded a consensus to study the matter further and attempt
to obtain more data to make a better-informed decision. The
American Board of Family Medicine Foundation nancially
supported a Length of Training Pilot National Demonstration
Project and in 2012 the Accreditation Council for Graduate
Medical Education (ACGME) approved the pilot, provided
waivers to 11 participating programs to allow for a 4 year
length of training, and the Length of Training (LoT)
Collaborative started in 2013 [5]. The original 5-year study
was extended several times, and its ndings are still being
published as of 2024.
Although showing some promising results, the relatively
small size of the Length of Training cohort made it difcult
to answer the main research questions that would help
answer whether family medicine should move to a 4-year
standard training model. The ACGME’s Review Committee
for Family Medicine, tasked with drafting new requirements
to start in 2023, decided to further study time-variable residency training. In December 2021, the ACGME and
American Board of Family Medicine (ABFM) brought forth
the “Advancing Innovation in Residency Education” (AIRE)
program to continue to allow longer training, encourage
innovation, and research the effects of 4years for the benet
of the discipline.
Findings fromtheACGME Length ofTraining
Project
The Length of Training Project has nevertheless yielded
valuable information. Two major concerns of program directors and interested parties were whether an increase in
required time would harm student recruitment into family
medicine and whether increasing residency training time
would be nancially feasible particularly if Medicare would
choose not to provide GME funding for PGY4 residents.

42 Controversies inFamily Medicine Education
485
These concerns reect the signicant challenges of 3-year
programs in attracting enough students to family medicine,
operating in tight scal environments in which hospital
sponsoring institutions often undervalue primary care particularly in a fee-for-service reimbursement system. Neither
concern (diminished student interest and program nances)
was borne out in 4-year programs in the Length of Training
project.
As far as program nances, 4-year programs did well
through clinical revenue generation in the residency practice
alone, assuming PGY4s had (on average) 4–5 half-day continuity clinic sessions per week. The other time of the PGY4
residents’ week was spent on ACGME-required rotations,
electives, time on a resident-chosen area of concentration,
and other rotations required by the program to train everyone
to a deeper level, such as requiring practice leadership experience working with the FMP’s Medical Director for
4–6 weeks. Some 4-year programs set an internal requirement of Family Medicine Practice continuity visits at 2500
for graduation. With an additional year of continuity in the
FMP, patient no show rates, patient satisfaction, quality indicators, and other benets of continuity were experienced,
that also had positive effects on practice nances to offset
increased total resident salary and benet costs. Sustainable
funding of a fourth year of training in family medicine was
achievable in a variety of program models with variable
payer mix. Of the 4 programs that required all residents (“all
in”) to participate, all achieved nancial stability, maintaining or improving their contribution margins to their sponsoring institutions [6]. Average operational expense per resident
remained stable or decreased. Optional added costs such as
more global health experiences, national conference attendance in an area of concentration, and online training modules were offset by modest amounts of institutional support.
Some 4-year programs initially downsized class size to
keep the total number of residents stable but typically ramped
back up after more experience and/or resources (an extra facultyphysician, an extra staff position, additional build-out of
exam rooms if needed) were obtained. A valid concern about
resources is whether Medicare GME will reimburse hospitals for the PGY4 year; all LoT participants received no
Medicare GME funding as Medicare will reimburse what the
specialty’s required length of training is. However, two
things should be noted: (1) Medicare GME policy has historically always increased the duration of payment when a
specialty adds required training time, so if ACGME required
4years of family medicine residency training the PGY4 year
would most likely be eligible for Medicare reimbursement
and (2) HRSA has historically paid for the PGY4 year if
required by the program, so this may be another potential
GME funding option for FQHC-based Teaching Health
Center GME programs. As stated before, LoT 4-year programs were able to make it work nancially without full
Medicare GME funding, although it did require additional
nancial planning and careful management to do so.
None of the 4-year cohort experienced decreased student
interest in their programs. The interview process illustrated
that there is clearly a subset of students actively seeking
4years of training, with many others open to the idea if the
value proposition can be articulated. Although some programs did experience increased interest, the LoT study
showed overall no signicant difference in applicant interest
and match performance between the 4-year programs and
their matched 3-year programs [7]. Resident candidates’
comments in one program included a desire to achieve multiple additional skills, including areas they did not have a
special interest in but knew would be important for optimal
preparation for a broad scope of practice. This enhanced
depth broadly was more important to many than conning
deeper knowledge to only one focused stand-alone fellowship or area of concentration. A longitudinally scheduled
area of concentration over the last 3years of training producing (in effect) an integrated fellowship experience was
appealing to manystudents.
There is a cohort of students who prefer 3-year programs
due to personal nancial concerns, particularly those with
large student debt [8]. Four-year residents did report that
they believed this 1-year reduction in compensation would
be made up and exceeded over time. Better negotiation and
coding skills, higher quality of care and productivity incentive pay, broader scope and career satisfaction (which could
prolong maintaining a full-time schedule or total years of
working), and less need for specialty referrals resulting
incost-effective care in a value-based payment model may
all mitigate this 1-year difference in compensation. One program reported higher starting salaries offered for 4-year
graduates. Many students expressed they were looking at the
fourth year as an investment rather than a cost, and some
mentioned the vast majority of their classmates were choosing a training period longer than 3years.
Besides the effect of 4years on medical student interest in
a particular program, there has been commentary for many
years that the current 3-year model may in fact not be helping efforts to increase student interest in family medicine.
The Length of Training Project studied those who ultimately
chose family medicine, but not those who chose other specialties. As John Saultz wrote in a commentary: “faced with
a choice between 3-year and 4-year programs, students do
not seem to consider the length of training to be a determining factor in their choice. This is an important nding because
it directly refutes one of the primary concerns about lengthened training… The success of (attracting more students)
lies with those students who are not choosing our current
model of training; we need to know a lot more about how we
look from the perspective of these students” [9]. A steadily
decreasing scope of practice of family physicians in hospital

486
care, maternity care, and care of children may make family
medicine less attractive to students not choosing family medicine while increasing burnout and dissatisfaction with practice for those who do. An Oregon study back in 2006 similarly
showed lengthening training to 4years would have a neutral
or positive effect on applicants’ interest in family medicine
training, with interest in additional training in pregnancy
care, trauma care, adolescent/child health, and procedural
skills [10]. Another commentary stated “We can put
unfounded concerns about the effect of increased length of
training on student interest aside and focus on the quality of
the product. Doing so may serve to increase student interest
in family medicine more than focusing primarily on marketing the specialty” [11].
As far as clinical knowledge comparisons, there were signicantly higher absolute In-Training Examination (ITE)
scores in 4- versus 3-year programs, but the increases in
PGY2, PGY3, and PGY4 may be due to initial difference in
PGY-1 scores [12]. Other comparisons between 3- and
4-year programs in the LoT study will be published in the
future.
Basic Conceptual Model fora4-Year Program
A “3+1 model” generally means a traditional 3-year residency followed by a 4th year of training, either a fellowship
focusing on a specic area or an AIRE (discussed later) designated additional year. An “integrated’ 4-year model generally means one in which a resident chooses a specic area of
enhanced focus and spends elective time in that area throughout the program, typically in the last 3years. Anecdotally,
the 4-year LoT programs found the PGY2 year to be the best
time to start an Area of Concentration, giving residents the
rst year to explore ideas with faculty mentors and challenge
preconceived notions held on program entry.
A truly effective 4-year program (Fig.42.2) is conceptually one in which the resident gets not only additional training in a focused area of interest, but importantly greater
depth in the broad scope of family medicine. “Greater depth”
areas (besides signicantly increased FMP continuity experience with active precepting) are thoughtfully chosen to
improve overall care quality or areas important to the specialty that are currently underdeveloped nationally, such as
research experience. This may also be in those clinical areas
that patients lack access to other specialists in the residency’s
community and/or nationwide. Increased psychopharmacology training is an example of this; many FMP patients in
medically underserved areas lack access to psychopharmacologic and general psychiatric care and present to the family physician (and resident) following-up from the emergency
department with a medication list that includes mood stabilizers, beyond what the ACGME Program Requirements in
J. Gravel et al.
Fig. 42.2 Conceptual model of a 4-year curriculum. (AOC = Area of
Concentration)
Family Medicine’s minimal required behavioral health experience may typically provide.
Other additional curricular time can be used for “new curricula” such as more clinical research time (the lack of
clinician- researchers being a persistent problem for the specialty), concentrated POCUS training, or other areas the program deems important to prepare residents for the future. The
AOC time represents a “deeper dive” into a focused area of the
resident’s interest that is part of their Individualized Learning
Plan, which in a 4-year program can be at a fellowship—level
of education, skills development, and clinical experience.
Arguments forandAgainst 4Years
In 2014, over 3000 residents registering for the ABFM certication examination were asked “If another year of training
were available in your residency program, how likely would
you be to pursue that?” [13]. In this study, 52.8% of respondents reported being not at all likely to pursue additional
training if available, 26.4% reported being somewhat likely,
and 21.4% reported being moderately or extremely likely to
do so. This can be interpreted several different ways but for a
cohort nishing their 3years of training, almost half stating
they would be somewhat, moderately, or extremely likely to
pursue additional training if available is noteworthy. Factors
associated with interest in pursuing a fourth year of residency training were planned practice setting and anticipated
scope of practice and procedures; those who anticipated their
practice would include inpatient care were more likely to
desire additional training. Female residents were more likely
to desire additional training compared to males, while
increasing educational debt was inversely associated with
interest in additional training.

42 Controversies inFamily Medicine Education
Table 42.1 Main arguments for specic length of training [14, 15]
3years [14] 4years [15]
Continued demand for 3years of training There is more to teach
Workforce loss during transition Training time is decreasing
Adequate clinical experiences, patient volumes, more faculty needed Scope of practice is eroding
Learner choice and exibility Residents want choice
Reform without increasing LoT We must preserve the ability to innovate
Student debt-> reduced student interest Both students and programs are interested
Financial burden on residencies Four years is nancially feasible
487
The most common arguments on both sides of this debate
for 3years or 4 years as the standard length of training are
listed in Table42.1 [14, 15].
A secondary consideration may be whether family medicine can lead the way in offering part-time or decompressed
resident schedules, providing the same level of training but
over a longer period of time to accommodate changes in resident needs for meeting family commitments and minimizing
burnout. One study [16] suggests this should be further
explored. Piotrowski and colleagues from the University of
Chicago reported on the results of a survey of 789 medical
students who either attended the 2015 National Conference
of Family Medicine Residents and Students (NCFMRS) or
were enrolled in four American allopathic medical schools.
The study had a low response rate and methodological aws,
but the results were striking. Given a choice between 40, 60,
and 80 hour-per-week work schedules, 59% preferred
reduced work hours (40 or 60hours per week) even if this
meant spending more years in training or receiving lower
pay. Reduced work hours were preferred more often by
women (68%) than men (46%), and more often by those
interested in primary care (69%) than those interested in
medical specialties (55%) or surgical specialties (43%).
Process ofTransitioning toa4-Year Program:
General Considerations andAIRE
Transitioning from a 3-year program to a 4-year program is
challenging—but doable. The ACGME’s AIRE process will
not be covered in detail here, but the reader is strongly
encouraged to access information from both ABFM [17] and
ACGME [18] concerning the application process and ongoing responsibilities. Besides meeting the logistical and technical requirements, innovation is by its nature difcult. The
program director and other leadership must be able to articulate a vision about why this is important for the program and
residents as well as for the specialty and the quality of care
that patients receive.
The program director and faculty should rst go through
a thorough exploratory process, surfacing concerns and identifying challenges and facilitators in the local environment.
Obtaining an external consultation such as from the AAFP’s
Residency Program Solutions or from a family medicine
educator with experience in effecting this transition can be
valuable, not only for technical assistance but also for “political” reinforcement within the institution and within the program. It should be noted that local conditions and specics
play a large role in developing any particular strategic transition plan, as for transitions to a 4-year program “when you’ve
seen one, you’ve seen one.” Change management principles
are key.
The ACGME Designated Institutional Ofcial (DIO) and
clinical leadership of the sponsoring institution need to be
educated about why this could be advantageous to the program, institution, and community. The nancial implications
and a careful, well-constructed nancial plan needs to be
written and then executed. A transition to 4years will require
additional faculty time and commitment—including new
rotation curricula, more advising time, Program Letters of
Agreement, website and program material updates, discussion with current residents on how this could impact them—
positively and negatively—as well as articulating intended
benets and anticipating unintended consequences.
Many decisions need be made—will the program’s AIRE
project be a mandatory 4year program in which all residents
participate, or an optional one? Will current PGY2s be given
an option of extending to 4 years, or will the option be
offered to incoming residents only? At what point in their
training does a resident commit to doing a 4th year, or is this
decided upon when ranking the program in the National
Resident Matching Program? Can the resident change her
mind or her selected area of concentration, and what is the
process for this? Will the program offer an integrated model
with focused elective experience as an area of concentration
throughout the 4years, in primarily the last 3years, or will it
be a 3+1 model?
The administrative complexity of moving the entire program to 4years is difcult up front, but once this transition
takes place, an “all in” approach—rather than administering
a hybrid model—may be less complex in the long run. An
“all in” model provides more consistency in resident scheduling and ultimately may be less complicated for staff to
administer It can potentially create more robust enhanced
rotations as time goes on, in which all residents will be
required to participate, as the program can learn iteratively

488
J. Gravel et al.
from multiple residents’ experiences rather than conducting
a series of “one offs”.
Moving to a 4-year curriculum requires good change
management skills of not only the program director but also
the faculty and program coordinator. The program leadership
needs to pay particular attention to the process being a collaborative effort utilizing a collective vision. The process
benets from a strong faculty and resident voice to accept
feedback and promptly act on the details of the invariably
needed “course corrections”. A very useful process in making the additional training time the most useful is conducting
a focus group of program faculty asking “What do you wish
you got more training in during your residency?” Through a
Delphi process, this information is used to prioritize new
curricular development and where to target increasing the
depth of existing 3-year curriculum (Table42.2).
Areas of concentration can be developed through delegating responsibility and authority to each faculty member
based on their individual practice focus or expertise. An
AOC steering committee should then periodically review all
AOC requirements in the program to provide some consistency in expectation setting and resident workload. This can
be a very energizing, creative, and engaging process for a
faculty at start-up and on an ongoing basis, which overcomes
inertia, mitigates any natural resistance to change, and can
even feel inspirational as it makes the aspirational more real.
The psychological dynamics are also important; anticipatory guidance should be given to residents and faculty. For
example, there is often a phenomenon of some “buyer’s
remorse” early in the PGY3 year which dissipates but is a
normal part of the natural cycle. Behavioral science faculty
can be extremely helpful in helping residents and faculty
through this and other aspects of the transition. The residency coordinator and staff will have added complexity to
their work, regardless of which model (“all in” or optional) is
chosen. Additional stipend compensation for PGY4 residents a bit above the usual annual stipend increases occurring in the rst 3years can be helpful to at least symbolically
mitigate some of the concern about residents’ nancial
opportunity cost for that 1year.
If clinical revenue is the main source of funding the effort,
it is important that the FMP be a relatively well-functioning
clinical team-based practice that values continuity, uses a
disciplined approach to resident schedule changes that minimizes disruptions and the inherent inefciencies of residency
clinical training, and ensures residents are attentive to proper
coding and billing.
A good 4-year program focuses on very denable skills
development to make the value proposition clear to potential
and current residents. Many skills (procedural, experiential, and
cognitive) are much more difcult to obtain post- residency. In
discussing the rationale for the investment with residency candi-
Table 42.2 Residency faculty focus group responses used to determine enhanced curricular emphasis in one 4-year program—initial list (in no
particular order)
Question: What do you now wish you got more training in during your FM residency?
Family-centered maternity care (prenatal groups, preconception care, and more volumes)
Behavioral health—and in a more integrated model
Care of active older adults
Nutrition and management of obesity
Integrative medicine—acupuncture, herbal medicine, etc., that patients request
Osteopathic skills for common musculoskeletal problems (low back pain, etc.)
Palliative care
Community health—addressing social determinants and community-based advocacy
End of life care
Population health skills, enhanced use of EHRs, and data management
Other advocacy skills—in organizations and government agencies (regulatory and legislative)
POCUS, other technological modalities now in ofce-based practice (use of apps, etc.)
“Sports medicine”/musculoskeletal—20% of ofce visits!
Ofce-based procedures—joint injections, skin procedures, and Gyn procedures
Practice-based research skills
Quality improvement
Leadership skills—leading teams and public speaking
Management skills—negotiation skills, budgets, and creating business plan to implement an idea
Health system related—more exposure to other models (direct primary care)
Global health experience
Enhanced training in an area of specic interest (i.e., AOCs)
Selected additional general skills to serve a patient population (e.g., Spanish)
Information mastery to better deal with overwhelming amount of new studies published
Experience in creating and conducting effective group visits in a practice

42 Controversies inFamily Medicine Education
489
dates, a useful metaphor for the additional skills obtained is a
Swiss army knife—they all look pretty much the same on the
outside when closed, but the better ones have many more tools
embedded for when the need arises (and more fun to use).
The argument “against” that most family physicians will
learn much in their rst year of practice anyway(making a
fourth year unnecessary or not valuable enough) may be
missing this point. It is specicskills, not knowledge gained
from more experience, that should be the focus in curricular
planning. Additional knowledge acquisition can be more
easily obtained after residency; more clinical knowledge will
come with time but complex skills are not as likely.
Truly integrated areas of concentration throughout the residency training time rather than a 3+1 fellowship model will
produce “enhanced generalists” rather than “minispecialists”.
The diminishing scope of practice (with its signicant negative consequences to both patients and their family physicians)
is often dened by inclusion or exclusion of hospital practice,
maternity care, and care of children. A fourth year should
increase the scope of practice even in the ambulatory setting
alone, with more ofce procedural experience and comfort
with care of special populations such as medication- assisted
treatment for opioid use disorder, HIV care, hepatitis C treatment, and point of care ultrasound. A 3-year program can train
in each of these, but typically not to competency in all of these,
and for all residents. A 4-year program can more easily make
these standard and required for all residents based on community need rather than only elective and optional based primarily on resident interest. Several 4-year programs found that a
“rising tide lifted all boats” in that a resident choosing a particular area of concentration—consistent with the level of an
integrated fellowship—increased the likelihood that all residents would get more clinical experience and didactics in that
different curricular area. Each 4-year resident can became a de
factojunior faculty memberin their area of concentration, particularly during their last 2years of training, with their passion
for the subject and increasing expertise readily transferable
and highly relatable to a peer.
Conclusion
program. Different residents and different programs have
different goals, existing in different communities, and it
should be acknowledged that family physicians often move
to different practice settings in different regions during their
careers, making training only for the residency’s community
potentially limiting. Perhaps “3 vs 4” is the wrong framing of
the question.
The right answer may well be that to best serve the nation,
family medicine residency should be 3 and 4years, as some
other specialties have done in offering different training periods. The 2023 ACGME Program Requirements, offering
new emphasis on exibility, continuity, community, and
master adaptive learning, will hopefully serve to decrease the
declining scope of practice and enhance student interest.
Family medicine’s risk of making a mistake by transitioning
to 4years may be superceded only by the risk of not doing
so, missing an opportunity to attract more to the eld and
improve our training. What is clear is that it would take considerable collective will to achieve a universal increase in the
length of training, although most other specialties have done
so successfully. Program directors do not make these decisions in a vacuum but operate often in risk-averse healthcare
systems not readily conducive to changing the status quo,
operating with this quarter’s nancial margins rather than
longer term investments top of mind. Intense and persistent
internal advocacy by the program director is often necessary
to keep the program going as it is; self-actualization—the
desire to be the most that one can be—is higher up on
Maslow’s pyramid/hierarchy of needs than safety.
Perhaps the “3 vs 4” question can best be answered by
going back to family medicine’s original creation wisdom,
much like going back to the founding fathers’ Constitution
helps guide and answer our most difcult questions. As quoted
previously, the “Willard Report” stated that “a satisfactory
program for family practice will generally require three to four
years (author’s italics) after medical school. The exact time
will vary with the organization of the program and the individual trainee’s particular needs… institutions offering family
practice programs at the graduate level should develop and
offer satisfactory programs covering three years or more” [1].
The best answer may be more than half a century old.
The controversy over whether family medicine residency
should be 3 or 4years may come down to being an“and”
rather than an“or”. The length of training project could not
provide a denitive answer in a “3 or 4” (or even a “3 vs 4”)
framework due to the study’s limitations. AIRE programs
will perhaps be a larger cohort with more methodological
scrutiny, yet the heterogeneity of the AIRE participants may
be problematic in answering this as an “or” question. There
may also be a signicant difference when an entire residency
goes to 4years and makes it mandatory rather than one in
which only a few residents opt in at a predominantly 3-year
Should WeRequire Training inMaternal
Health Care inAll FM Residencies?
Background andIntroduction
Family physicians have been providing maternity care to
patients since the specialty began in 1969, as did their general practitioner forebears. Historically, generalist practice
concepts encompassed and cared for the full breadth of a
patient’s and family’s life experience, which therefore
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