Faculty Development in Primary Care > FY 2005 Grant Summaries

California

D55HP05165
Andrew B. Bindman, MD
University of California, San Francisco
General Internal Medicine
UCSF Box 1364
San Francisco, CA 94143-1364
Tel: 415-206-6095
Email: bindman@itsa.ucsf.edu

The University of California San Francisco (UCSF) HRSA Physician Faculty Development Program in Primary Care began in 1999 in order to develop high quality academic general internists who are not only skilled in primary care research, but who are also prepared to address important research questions related to health and health care disparities. The proposed program will train 3 fellows per year in a 24-month curriculum in research and teaching skills. The Program will support the efforts of the UCSF Department of Medicine to train more than 50 general internist per year in its residency program. Also, by targeting fellows from underrepresented minority groups and those who express a desire to work in settings that care for underserved populations, our program will support the development of new researchers and teachers who in turn can train high quality primary care providers who are dedicated to serving vulnerable and medically underserved patients. As a part of our program, fellows will be enrolled in a Masters Program in Clinical Research and be exposed to curricular innovations that will teach them new material on key primary care subject areas identified by HRSA and within the Healthy People 2010 Report. We will work cooperatively with the San Francisco Department of Public Health to train fellows in underserved setting and we will emphasize cultural competency in all aspects of our project. Fellows will spend approximately 80% of their time learning and applying research skills, 10% of their time performing clinical activities with exposure to practice settings caring for underserved populations. Experienced research mentors with expertise in a broad range of topics including health and health care disparities, community and practice based research, quality improvement, patient safety, health literacy, and cultural competency are available at UCSF to support fellows’ research and career development.

D55HP05169
Ellen Beck, MD
Regents of the University of California, San Diego (UCSD)
Family Medicine, General Internal Medicine and Pediatrics
9500 Gilman Drive
La Jolla, CA 92093-0696
Tel: 858-534-6110
Email: ebeck@ucsd.edu

The purpose of this proposal is to maintain and strengthen the Addressing the Health Needs of the Underserved Faculty Development Program, a collaboration between the Departments of Family and Preventive medicine, Pediatrics, and Internal Medicine by developing five new curricular foci that will be integrated throughout the four core components of the program and by developing a mentoring program to reach out to retired and emeriti faculty. The new curricular foci will be refugee and border medicine, health policy and advocacy re underserved communities, patient safety and quality, mental health and oral health. The Addressing the Needs of the Underserved which now has four components:

a three week national core content institute;
a seven day national Advanced Skills Program for previous program participants;
a year-long UCSD Fellowship in Underserved Medicine with an MPH option; and
a community preceptor program for preceptor in underserved settings.

Objectives: 1) Curricular components in refugee and border health, health policy and advocacy with underserved communities, patient safety and quality, mental health and oral health will be developed and integrated into all components of the faculty development program; 2) A health policy track in underserved medicine will be developed in the UCSD Master in Administrative Sciences degree program. 3) At least 10 faculty trainees each year will complete the three week national program. 4) At least 15 faculty each year will complete the one week advanced skills national program. 5) Two fellows per year will complete the Fellowship in Underserved Medicine. 6) At least 20 preceptors each year will complete the “Doctor as Teacher” community preceptor program. 7) At least 5 emeriti or retired faculty will take on mentor roles.

D55HP05149
Maurice A. Hitchcock, EdD
Keck School of Medicine, University of Southern California
Family Medicine, General Internal medicine, General Pediatrics
1975 Zonal Ave, KAM 202
Los Angeles, CA 90033
Tel: 323-442-2382
Email: hitch@usc.edu

This proposal builds on 32-years of success by the Division of Medical Education at the University of Southern California in conducting faculty development programs for health professions faculty locally nationally and internationally. The proposal addresses seven major problems which exist for primary care medical education and describes how the USC Faculty Development program addresses each one.

Objectives:

Ensure that all participants meet the learner outcome objectives specified for their selected training option – Educator Leadership Track (Type III), Administrative Leadership Track (Type II) or Faculty Leader (Type III);
Ensure that each Type III Fellow develops an innovative educational intervention which enhances their home program through targeting an identified needs;
Increase the number of primary care faculty who develop projects which address the objectives of Health People 2010;
Have graduates from all three options promoted to educational leadership roles;
Increase the number of program faculty who are from underrepresented or disadvantaged backgrounds; and
Increase the number of primary care fellows from underrepresented backgrounds or who work in underserved areas.

Colorado

D55HP05157
Allison Kempe, MD, MPH
University of Colorado Health Sciences Center
General Pediatrics, General Internal Medicine and Family Medicine
P.O. Box 6508, F443
Aurora, CO 80045
Tel: 303-724-1174
Email: Kempe.Allison@tchden.org

The Faculty Development Program in primary care at the University of Colorado Health Sciences Center (UCHSC) is a fully collaborative effort between General Pediatrics (GP), General Internal Medicine (GIM), and Family Medicine (FM).

The major objective of the Fellowship is to identify faculty members in generalist disciplines who are committed to careers as clinician-researchers, and to provide them with a rigorous 2-year training program to develop the research skills necessary for their professional success. In addition to the traditional research curriculum, our fellows participate in a innovative academic development curriculum including mini-courses and web-based courses designed to prepare them to be successful academicians.

This Type I Faculty Development program will be completely integrated between the three primary care disciplines (FM, GIM and GP). Special recruiting emphasis will be given to minority faculty and faculty from community health centers (CHCs). All enrollees will complete a rigorous, 2-year program designed to develop their expertise in primary care research. The program will include a Certificate in Public Health; weekly research seminars with program faculty and fellows from the Institutional NRSA-funded program for Primary Care Research Training; and mini-courses in critical appraisal of the literature, use of secondary databases in research, cost analysis, medical writing, grant writing, cultural competency in research and academic teaching.

Objectives: The 7 specific objectives of the proposed Faculty Development program are:

Recruit annually three new faculty from General Pediatrics, General Internal Medicine and Family Medicine, with highest priority for recruitment of faculty from under-represented racial, ethnic and socioeconomic groups and faculty from settings providing care to underserved populations;
Conduct a core research curriculum providing the skills essential to conduct independent research, including 18 quarter-hours of class work leading to a Certificate in Public Health and a weekly research-in-progress seminar;
Conduct a research career development curriculum including web-based courses and mini-courses in a) evidence-based medicine and critical appraisal, b) analysis of secondary databases, c) medical writing, d) economic analysis e) the use of public health databases for community health assessment, and f) grant writing;
Develop new research career development curriculum including a) training in cultural competency and health disparities in clinical practice and research and b) and education course consisting of the Stanford Faculty Development program in clinical teaching and advanced teaching seminars;
Support the conduct of independent research in targeted priority areas, including a) completion of an analysis of a secondary data set, b) preparation of a research protocol for a second study, and c) completion and publication of the second study;
Develop and submit a proposal for extramural funding by each graduating fellow to support research and submit a proposal for extramural funding by each graduation fellow to support research efforts after fellowship; and
Help program graduates re-enter their departments and divisions full-time in a way that optimizes their future productivity and their contribution to primary care research.

Hawaii

D55HP05143
Donald C. Derauf
University of Hawaii
Department of Pediatrics
677 Ala Moana Boulevard, Suite 1025
Honolulu, HI 96813-5471
Tel: 808-945-1574
Email: chrisd@kapiolani.org

This proposal requests support for a 3-year Type I Faculty Development Program in Community Pediatrics. There is a national need for a greater number of generalist-pediatricians with skills in caring for underserved populations and for increased research collaboration at the community level on pediatric health disparities. We seek to build the research capacity of physicians working in MUCs serving a predominantly Asian/Pacific Islander minority population. Objectives are: (1) train academically-oriented child health leaders who have the skills and motivation to do research in a participatory manner with Hawaii’s underserved communities; (2) provide fellows with teaching and leadership skills needed to be effective community practitioners and medical educators; and (3) increase the number of minority primary care clinician/researchers working with underserved populations in Hawaii 60% of each fellow’s time will be spent in training and practical experience, and the professional and administrative skills necessary for success as primary care clinicians/researchers. The other 40% will focus on the delivery of clinical care for children and families served by health centers in underserved areas. Fellows will be enrolled in the Master of Science in Clinical Research program at the John A. Burns School of Medicine, and will participate in weekly research seminars. All fellows will complete community-based participatory research projects under the direction of an experienced multidisciplinary faculty mentorship team, receive advanced training in medical education, and participate in local and national community and professional meetings. Program effectiveness will be assessed using measurable performance indicators for each objective, qualitative evaluation by fellows, faculty and community members, and retention of physician trainees in underserved settings.

Goal 1: Train academically-oriented child health leaders who have the skills and motivation to do research in a participatory manner with Hawaii underserved communities. Upon completion of the fellowship program, fellows are expected to be competent in:

Participatory research methodologies

Goal 2: Provide fellows with teaching and leadership skills needed to be effective community practitioners and medical educators. Upon completion of the fellowship program, fellows are expected to be competent in:

Evidence-based disease prevention and health promotion
Communication and teaching
Professional development and leadership

Goals 3: Increase the number of minority primary care clinician/researchers working with underserved populations in the State-Outcome objectives for this goal relates to the BHPr Performance Goals 1, A1, A2, and II, B1, B2 and B3.

Kentucky

D55HP05166
Charles Griffith, MD, MSPH
University of Kentucky
General Internal Medicine and General Pediatrics
K512 Kentucky Clinic
Lexington, KY 40536-0284
Tel: 859-257-5499
Email: Cgrif00@uky.edu

The overall purpose of this project is to provide a premier Primary Care Master Educator Fellowship Program (Type II Program) in General Internal Medicine and Pediatrics. Our program is specifically for general internists and general pediatricians who wish to pursue an academic career with the ultimate goal of being a leader in primary care medical education. The program anticipates generally accepting two fellows per year, for a total complement of four fellows in training at peak activity. Training entails both an informational and experiential curriculum, with teaching methods including formal graduate coursework (attaining a Master of Education), weekly 2 hour fellows’ seminars (on educational research, teaching, administration and leadership), select workshops (on teaching and various educational research issues), mentorship in educational research, an apprentice program working with clerkship director or residency director in the day-to-day design, implementation and evaluation of courses and residency programs, developing a curriculum for residents and students in an area of critical local and national need (health literacy, patient safety, chronic pain/substance abuse, or HIV primary care) and the completion of at least two educational research projects. The fellowship program will include attaining a Masters degree in education.

Objectives: 1) Trainees will develop educational leadership and administrative skills to direct major educational programs (medical school courses and residency programs); 2) Trainees will become proficient in specific educational and teaching skills; 3) Trainees will develop skill to design, implement, conduct and report findings of educational research; 4) Trainees will attain theoretical knowledge in education, curriculum design, and educational practice; 5) Trainees will enhance their clinical skills and develop expertise in HIV primary care and in the care of the homeless; 6) Trainees will develop curriculum for medical students and residents in one of the following areas: health literacy, chronic pain/substance abuse, patient safety, or HIV primary care. In addition, each area of curriculum development will include attention to issues of cultural competency and disparities in health care. 7) Lastly, the program will seek to recruit a diverse cadre of fellows to better meet the needs for a more diverse array of educational role models.

Louisiana

D55HP05167
Pat F. Bass III, MD, MS
Louisiana State Health Science Center-Shreveport
Departments of Family Practice & Internal Medicine
1501 King’s Hwy
Shreveport, LA 71130-3932
Tel: 318-675-6490
Email: pbassi@lsuhsc.edu

The purpose of this Type II – PCMEF proposal is to support the design, implementation, and evaluation of a program to enhance the academic skills needed to succeed in an academic medical center and improve specific clinical skills needed to address health disparities suffered by the patients LSUHSC serves. The fellowship focuses on the development of teaching, research, administration, and clinical skills essential for academic productivity. Fellows address health disparities not only by focusing education and research activities on health disparities, but also by developing specific clinic skills and becoming an expert in one area addressing a health disparity. Fellows will participate in both an educational curriculum and receive practical experience and mentorship in the clinical, educational, teaching, and research program areas. All clinical practice will take place in a MUC or in the clinic of one of our community partners. A comprehensive evaluation will occur throughout all aspects of the program.

Objectives: The purpose of this proposal is to support the design, implementation, and evaluation of a primary care faculty development program focusing on health disparities suffered by the patients LSUHSC serves. While a number of the objectives are purely academic (e.g. research skills), we expect fellows to address issues of health disparities in their educational, research, and administrative development. The program objectives address instructional domains previously identified as important for faculty development. Faculty development trainees will:

Develop the essential leadership and administrative skills to direct major educational or hospital programs (medical school courses, residency programs, or clinical program);
Develop the educational and teaching skills necessary to become a master educator;
Develop skills to design, implement, and evaluate educational or clinical programs;
Improve theoretical knowledge in education, curriculum design, and educational practice; and
Enhance clinical skills and develop expertise in one clinical area involving underserved and special populations (i.e. low literacy, cancer disparities, cardiovascular disparities).

Massachusetts

D55HP05148
Allen F. Shaughnessy, MD
Tufts University, School of Medicine (TUSM)
Department of Family Medicine
136 Harrison Ave
Boston, MA 02111-1817
Tel: 781-338-7368
Email: Allen.shaughnessy@tufts.edu

The goal of this Project is to expand the base of the academic infrastructure of the Department of Public Health and Family Medicine at TUSM by planning, developing, and implementing a Type II-Primary Care Master Educator Fellowship that will sustain itself after this initial start-up phase. It will emphasize information mastery, scholarship, clinical teaching skills, and courses leading to an advanced degree. Our mission is to train primary care physicians who plan to serve underserved populations and to teach residents and students in family medicine to do the same. Program content will include ways to improve access to quality health care through appropriate preparation and distribution of the health profession workforce and will incorporate approaches that prepare primary care practitioners to care for the underserved populations and other high-risk group.

The specific measurable objective is to develop a viable, sustainable, and well-evaluated educational infrastructure to provide a Type II-Primary Care Master Educator Fellowship training program including the following components:

A successful recruitment strategic plan that will ensure a continual flow of viable applicants to the program who are interested in pursuing academic primary care medicine careers, especially those who wish to practice in medically underserved communities;
A successful financial strategic plan that will ensure continuation of this program after initial funding; and
A well developed and tested fellowship curriculum for up to two family medicine fellows per year that will provide opportunity to obtain an advanced degree.

Maryland

D55HP05151
Susan D. Wolfstahl, MD
University of Maryland
Pediatrics and Internal Medicine
22 South Greene Street
Baltimore, MD 21208
Tel: 410-328-2388
Email: swolfsth@medicine.umaryland.edu

This faculty development initiative represents the natural progression of our HRSA sponsored work in developing a collaborative competency-based system of education in primary care. As a result of an academic administrative unit (AAU) grant, we have developed a collaborative program in primary care education which has allowed us to develop discipline-specific as well as interdisciplinary competency-based curricula. Interdisciplinary benchmarks and threshold to address the new Accreditation Council for Graduate Medical Education (ACGME) competencies, required of all graduate trainees, and strategies to evaluate these competencies have also been developed. In order to fully realize the maximum potential of this work, we seek funding to support an interdisciplinary faculty development grant with a threefold purpose: 1) to facilitate the self-directed professional development of key faculty; 2) to train “education fellows” in our departments of medicine and pediatrics, equipping them with the necessary skills to become the future educational leadership; and 3) to utilize a “train the trainer” model that will enable the education fellows to apply lessons learned in teaching other residents, fellows and faculty, including community preceptors, the elements of implementing and evaluation a competency-based educational program. The curricular content that will serve as the evaluation will be the interdisciplinary curricula developed in the previous initiative that are nutrition/obesity, cultural competence, etc.

Direct outcomes will include the following: 1) self-development and lateral mentoring of academic leadership and educational research skills by a group of educational leaders who will be positioned to take education fellows to the next step in professional development and meet the educational challenges posed by the ACGME in the paradigm shift to competency-based education; 2) education fellows with expertise in curriculum development and evaluation of learners and programs, excellent teaching skills, and the ability to study the impact of educational interventions through sound research methodologies; 3) residents, subspecialty fellows and faculty, including community preceptors, comfortable with their knowledge of issues that plaque curricula and evaluation of competence in the clinical setting; and 4) dissemination of lessons learned in this process through development of web-based resources and contributions to the medical and education community.

Michigan

D55HP05172
Deborah Simpson, PhD
Medical College of Wisconsin
General Internal Medicine & General Pediatrics
8701 Watertown Plank Road
Milwaukee, MI 53226-3548
Tel. 414-456-4332
Email: dsimpson@mail.mcw.edu

In the face of increasing demands for clinical productivity, our primary care general pediatrics (GP) and general internal medicine (GIM) academic faculty and community preceptors (CPs) have assumed new/significantly revised medical student/resident training responsibilities. In response, we propose a collaborative, organizationally aligned and incentivized Type III and IV faculty development program (FDP) that will prepare over 100 faculty and CPs to effectively and efficiently teach more than 900 students and residents annually.

We will utilize a multi-method) workshops, seminars, readings, projects); and multi-delivery: face-to-face[F-2-F], threaded discussions, online course approach to achieve the following four specific objectives:

(1) recruiting and retaining clinical educators; (2) enhancing teaching skills and the ability to incorporate instruction specific to HRSA targeted priorities; (3) align FDP activities with departmental priorities and incentives; and (4) increase the number of GIM/GP faculty in educational leadership roles. Ongoing formative and summative evaluation strategies will be used to inform program revision with data used within our peer reviewed papers and presentations at regional and national meetings to demonstrate achievement of outcomes.

Minnesota

D55HP05168
Carole J. Bland, PhD
Regents of the University of Minnesota
Department of Family Medicine
420 Delaware St, NE
Minneapolis, MN 55455
Tel. 612-624-2072
Email: Bland001@umn.edu

This proposal seeks to continue and enhance our successful three-year Primary Care Clinical Research Fellowship (Type I Faculty Development Program). To date, our program has graduated 33 highly trained, research oriented fellows, most of whom are now in academic settings. In this application, support is requested for 10 fellows. Fellows engage in rigorous didactic and experiential training (including an MS in Clinical Research or Epidemiology and significant experience with successful research mentors). Fellows’ mentored research projects focus on health promotion and the prevention/management of chronic disease. Each is equipped with the full range of skills needed to succeed in research-oriented academic careers.

Objectives:

Each year, recruit and retain three family medicine physicians who aspire to full-time, research-oriented academic careers. One trainee per year will be from a disadvantaged/minority background;
Equip trainees with the full-range of non-clinical skills essential for competency areas in research, education, communication, professional academic skills, and leadership & administration; and
Upon completion of training, > 70% of fellows will enter and succeed in research-oriented faculty positions as clinician researchers. Throughout their careers, our graduates will contribute substantially to the empirical knowledge base of primary care and the translation of this new knowledge into education and practice settings.

North Carolina

D55HP05170
Timothy Carey, MD
University of North Carolina at Chapel Hill
Campus Box #7530
Chapel Hill, NC 27599-7530
Tel: 919-966-7100
Email: carey@mail.schsr.unc.edu

This application proposes a faculty development fellowship program in general internal medicine based on one developed, tested, and implemented since 1985 with nine two-year cohorts, all funded by Bureau of Health Professions training grants. The Program’s purpose is to prepare junior physician faculty in general internal medicine training programs to work effectively in a complex and changing medical education environment by assisting them in developing skills important in fulfilling their academic responsibilities. Particular weight is given to helping the faculty fellows develop educational programs in their institutions that will further the practice of primary care through education of medical students and residents. The young faculty members who participate in our program become role models for their learners and influence their choice of medical specialty and practice location. The two-year program consists of nine separate week-long intensive experiences at UNC-Chapel Hill, with extensive work between each week in residence. Each on-campus week includes sessions on: a collaborative research project; teaching and learning; professional development; medical informatics; primary care policy and evaluation; and clinical epidemiology. Because the six components are interwoven, skills and knowledge from one component are applied in others. The collaborative research component provides a focus for the experience, allowing targeted efforts around professional collaboration, study design, data collection, analysis, and writing that result in presentations at regional and national meetings as well as publication in peer-reviewed journals. The Program intends to enroll 12 faculty fellows. The goal of the Program is to increase the number of faculty in general internal medicine prepared for educational leadership roles by providing them with the knowledge, skills, and attitudes they need to be effective in their roles as instructors, contributors to the scholarship of primary care, teachers of principles of health care delivery, especially delivery to underserved and special populations, basic clinical epidemiologist, collaborators in complex organizations, leaders in quality improvement strategies, and users of computers and information technology.

Objective: Specific programmatic objectives in six areas will address the Program’s goal:

Collaborative Research Project
Medical Informatics
Clinical Epidemiology
Teaching and Learning
Professional Development
Primary Care Practice, Evaluation and Policy

New Jersey

D55HP05161
Thomas A. Cavalieri, DO
University of Medicine & Dentistry of NJ-School of Osteopathic Medicine
General Internal Medicine
42 E. Laurel Rd, Suite 3100
Stratford, NJ 08084
Tel: 856-566-7109
Email: cavalita@umdnj.edu

This project proposes an intensely focused research training program for a select group of fulltime faculty members at a small, primarily clinically driven osteopathic medical school that incorporates the most salient features of the fellowship model. It is specifically aimed at (1) developing a “critical mass” of primary care clinician researchers who are capable of independent research and (2) developing a clinical research program with large potential impact in areas of documented need. It is part of an institutional plan to establish a research program at the University of Medicine and Dentistry of New Jersey-School of Osteopathic Medicine (UMDNJ-SOM) that, as part of its mission as the state university of the health sciences, is aimed at improving the health of Jew Jersey’s most vulnerable and underserved population.

Its specific objectives are to (1) design and implement a research training program that will enable selected primary care, osteopathic clinicians to acquire the knowledge, skills, and experience to develop into successful clinician researchers who can serve as researcher role models for their students and leaders and role models for their peers; (2) design a research initiative that facilitates the clinician researchers to translate their traditional osteopathic commitment to primary care, and health promotion and disease prevention at the clinical level into the evaluation of primary care and population based prevention interventions aimed at addressing the health needs of one of New Jersey’s most vulnerable and underserved populations. It consists of the acquisition of a MPH degree as part of a larger training program emphasizing intensive mentorship and individualized training. Its research requirements exceed the MPH program and require two “hands-on” training research training experiences that take advantage of a unique opportunity to engage in “high need/high impact” community based research. They are tied to data being collected through a Community Health Needs Assessment in the City of Camden, whose residents’ performance on health status indicators is consistently abysmal. To maximize the research’s potential to effect substantive change; it will utilize the community based participatory research approach and focus on issues related to health disparities and barriers to care.

New York

D55HP05158
Mark D. Schwartz, MD
VA NY Harbor Healthcare System
General Internal Medicine
423 East 23^rd Street (111)
New York, NY 10010
Tel: 212-686-7500 x 6135
Email: Mark.schwartz3@med.va.gov

This proposed project will allow NYU/Bellevue to expand its primary care teaching and further improve our Faculty Development Program to train national leaders in medical education. Our entire program teaches in & about medically underserved communities.

Objectives: We seek to formalize our full-time, 2-year fellowship from a Type III to a Type II Master Educator program by creating a new Masters of Medical Education degree and train 3 fellows per year. We will also improve our current 1-year, Type III Faculty Development Program and expand to train >25 physicians/year at NYU and its affiliated urban teaching sites.

Methods: Type III trainees will take selected education courses and complete an education project in one year. Type II trainees will complete 34 credits and an education research thesis in two years to earn a Masters of Science in Medical Education from the NYU School of Medicine. Trainees will also have extensive supervised teaching practice, mentorship, performance-based evaluation, and PC practice in inner city clinics.

Evaluation: Trainee evaluation and feedback will consist of survey and long-term data collection for the performance targets of all BHPr and grant-specific objectives, plus innovative performance-based assessment of trainee teaching competence using Objective Structured Teaching Examinations. Program evaluation will include the annual retreat and pre- and post-course and program surveys administered to the trainees.

D55HP05154
Olveen Carrasquillo, MD
Columbia University
General Internal Medicine
630 West 168^th Street
New York, NY 10032
Tel: 212-305-9379
Email: Oc6@columbia.edu

This proposal seeks support for continuation of our general internal medicine research fellowship (Type I Primary Care Clinician Research Fellowship). The rationale for our program arises from national priorities for a greater number of generalist physicians, a need for more entry-level primary care researchers and the Healthy People 2010 Objectives. In this cycle our areas of research focus are health disparities research and community based research. We propose to train two general medicine research fellows per year in our ambulatory care facility that serves the Health Professional Shortage Area of northern Manhattan. Three-quarters of the residents of this community are Hispanic and on-third receive public assistance.

The thirteen objectives of the research fellowship program fall under four related domains: 1) training in research methodology; 2) a research project; 3) a primary care focus; and 4) educational innovations. To obtain training in research methods, fellows will take didactic courses in the School of Public Health, complete a Masters of Public Health degree, and participate in weekly research seminars. A multi-disciplinary faculty will serve as potential mentors for each fellow to carry out research project. One third of the fellowship faculty are members of under-represented minority groups. Fellows will select research topics with a focus in disparities and/or community based research and follow a timeline leading to submission of manuscript for publication by October of their second year and completion of a second project by the end of fellowship. Fellows will also be trained in the delivery of primary care and in teaching primary care. Our areas of educational innovation are in cultural competency and professionalism (narrative medicine). Our application includes an designated evaluator who has developed specific and measurable performance indicators for each objective as well as a qualitative assessments. Findings from the fellows’ research projects will be disseminated through presentations at national meetings and publications in peer reviewed journals.

D55HP05155
Danielle Laraque, MD
Mount Sinai School of Medicine
General Pediatrics, General Internal Medicine
Mailstop Code: Box 1198
1 Gustave L. Levy Pl
New York, NY 10029-6504
Tel: 212-241-8524
Email: Danielle.laraque@mssm.edu

Primary Care Clinician-Research Fellowship (PC-CRF) is to expand and enhance the training of faculty in general pediatrics (GP) and general internal medicine (GIM) and thereby improve our ability to maintain high quality faculty committed to working in underserved communities and reducing health disparities.

The specific objectives are: 1) To recruit and continue to train a minimum of 2 fellows/yr as general academic pediatricians and internists with at least 50% being URM physicians; 2) To provide advanced training in the clinical practice of GP and GIM with special emphasis on the underserved, patient safety and quality improvement; 3) To provide advanced training in teaching methodology with emphasis on innovations in professionalism and cultural competence; 4) To provide training in research methodology, data analysis and the coursework that will lead to an advanced degree, a Masters in Public Health and, project with thematic emphasis on Healthy People 2010 objectives in the focus areas of mental child health, environmental health, nutrition and overweight. Health disparities research will be a major aim of each of the fellows’ projects and be facilitated by the use of community-based and practice-based research designs. The success of the PC-CRF in using training in innovations in clinical-practice, education and research in the context of relevant community health issues will be assessed with process and rigorous outcome measures.

D55HP05163
David S. Newberger, MD
State University of New York at Buffalo
Department of Family Medicine
462 Grider Street
Buffalo, NY 14215
Tel: 716-568-3402
Email: dsn@buffalo.edu

Faculty development efforts at the University at Buffalo Department of Family Medicine have traditionally relied on centralized methods such as fellowships, workshop series, and grand rounds. These methods are limited in their ability to disseminate training to a faculty that is large in number and dispersed at multiple clinical teaching sites. This project attempts to surmount these obstacles by training faculty members from multiple clinical teaching sites to lead and disseminate faculty development training at their respective sites.

The Fellowship curriculum is focused on three objectives: 1) leadership skills (in minority recruitment/retention); 2) scholarship skills (in health disparity); and 3) teaching effectiveness skills (in cultural competency).

The methodology combines workshop, classroom training, and project activity over the course of three years for the proposed Clinical Leadership Scholars. Concurrent with their training, Clinical Leadership Scholars will facilitate faculty development programs that will extend the training to general faculty members at their clinical teaching sites. This initiative will pilot a faculty development strategy that combines elements of train-the-trainer methodology with peer-support methodology to extend training to all faculty at clinical teaching sites. Intended outcomes include enhanced ability to train medical students and residents to provide care for high-risk underserved populations, increase recruitment and retention of minority faculty members, and to determine if this faculty development methodology will prove successful enough to influence the approach to faculty development at the national level.

D55HP05171
Richard J. Botelho, MD
University of Rochester, School of Medicine & Dentistry
Family Medicine
885 South Ave.
Rochester, NY 14620-2399
Tel. 585-442-7470
Email: Rick_Botelho@rochester.edu

Our Department of Family Medicine (DFM) was ranked 14^th in the country according to most recent U.S. News and World Report national survey. The Family Medicine Residency Training Program is university-affiliated and community-based at Highland Hospital. The program has 26 residents at the Jacob W. Holler Family Medicine Center (urban-35% Medicaid and 12% uncompensated care), and 6 residents at the Brown Square Health Center, a federally designated Health Professional Shortage Area. Our training resources for fellows include the Departments of Family Medicine (& the Rochester Center for Improving Communication in Health Care and Eliminating Disparities), Community Medicine (& the MPH in Clinical Research Program, supported by NIH grant), and Psychiatry, Division of Family Programs (& the Family Therapy Training Program).

Objectives: 1). Have 2-4 fellows per year, each doing a 1-to-3 year (Type I or II) fellowship (for a total of 10 fellowship years); 2). Recruit at least 2 minority fellows; 3). Provide fellows with a curriculum to develop research and/or teaching skills; and 4). Help fellows develop expertise in one of the specialty tracks: Behavior Change, Family Systems Medicine Health Care Disparities, Patient-centered Care, and Obstetrics.

Ohio

D55HP05147
Cynthia H. Ledford, MD
The Ohio State University
Department of Internal Medicine
1654 Upham Drive
Columbus, OH 43210-1250
Tel: 614-293-8589
Email: Ledford.5@osu.edu

Primary care physicians are needed in rural and urban areas distant from academic centers. To expose physicians-in-training to outlying communities and give them the tools to practice excellent medicine in these distant locations, academic centers need to effectively reach out and connect with practicing community based physicians who do or in the future will serve as preceptors and volunteer faculty. Through this application we propose to create and maintain a collaborative faculty development program targeting community-based primary care faculty who teach medical students in the ambulatory setting and practice in medically underserved communities. The project is a collaborative effort of the Department of Family Medicine and the Division of General Internal Medicine. We will develop and implement a multifaceted faculty development program built around specifically tailored materials and individual educational plans with periodic feedback for each trainee. We will develop an introductory pocket reference with time-efficient, relevant teaching tips, an online virtual classroom for trainees that includes clinical resources relevant to their specific medically underserved populations and clinical and teaching skills education events.

Objectives: The goal of our proposed program is to create an optimal learning environment for medical students within the medically underserved community sites through two objectives:

To support and develop teaching and clinical skills of our community-based teaching faculty; and
To strengthen the communication links from the underserved community sites to the central medical center and college.

Pennsylvania

D55HP05156
Alejandro Hoberman, MD
University of Pittsburgh School of Medicine (UPSOM)
General Academic Pediatrics (GAP) and General Internal Medicine
3705 Fifth Avenue
Pittsburgh, PA 15213
Tel: 412-692-7882
Email: hoberman@chp.edu

This application supports the continuation and further innovation of a successful collaborative interdisciplinary (pediatrics, internal medicine and medicine-pediatrics) primary care faculty development program at the University of Pittsburgh. The overall goal of the program is to provide primary care faculty members with the research and leadership skills, cultural knowledge, and motivation to advance Health People 2010 (HP2010) goals in the most vulnerable primary care populations of our nation. During the 2-3 year program, highly qualified physician fellows will do the following: 1) complete a program of rigorous coursework leading to a Master of Science degree in Clinical research or medical education; 2) design and conduct innovative research on topics of disease prevention, chronic disease management, health care disparities, and quality of care under the supervision of experienced faculty mentors; 3) disseminate research findings to local, regional and national audiences; and 4) participate in a rich variety of experiences including interdisciplinary primary care research seminars, individual leadership and cultural competency learning plans, and clinical teaching and evaluation. The evaluation of fellows in this collaborative program will be performance-based, will consist of both qualitative and quantitative performance measures of effort, will maximize feedback at the time of performance, and will include immediate-, short-, and long-term measures of impact.

Objectives: The overall goal of this collaborative program is to provide primary care faculty with the research and leadership skills, cultural knowledge, and motivation to address disease prevention, chronic disease management, health care disparities, and quality of care in the most vulnerable primary care populations of our nation. The objectives to achieve this goal are:

To prepare future leaders in interdisciplinary primary care research to address Healthy People 2010 focus areas and objectives related to chronic illness and disease prevention across the lifespan; and
To prepare future leaders in primary care with the expert knowledge, attitudes, and skills to address health care quality and health disparities via research, medical education and clinical care.

D55HP0562
Jeannette South-Paul, MD
University of Pittsburgh, School of Medicine
Department of Family Medicine
100 FMED, 3518 Fifth Avenue
Pittsburgh, PA 15261
Tel. 412-383-2378
Email: southpaulj@upmc.edu

There are not enough Family Medicine faculty trained to teach family physicians the knowledge, skills and attitudes needed to reach Healthy People 2010 goals. With a 25 year record of preparing Fellowship graduates to teach and practice in underserved areas, our Faculty Development Fellowship program is in a unique and strong position to address this shortage. With grant support, we will realize the full potential of integrating the Fellowship—originally based in a single community hospital-based residency program, thereby accessing a wealth of expertise and resources, especially in the areas of caring for the underserved and elderly.

Objectives: (1) Prepare Faculty Development Fellows to teach the knowledge, attitudes, and skills related to care of the underserved; (2) Prepare Faculty Development Fellows to teach the knowledge, attitudes, and skills related to care of the elderly, a high risk group; (3) Prepare Faculty Development Fellows to teach the knowledge, attitudes, and skills required for Culturally Competent Health Communications and Patient Safety in care for the underserved and elderly.

Methodology: We will prepare Master Educator fellows to teach care for the underserved and elderly through new/expanded teaching curricula and new learning activities and strategies, especially “transformative learning experiences” designed to deepen comfort, confidence, and commitment in providing care for vulnerable and underserved population. We will begin the project by developing these new curricula and learning activities. Concurrently, we will “prepare the ground” through faculty and organizational development at the Department of Family Medicine and three Family Medicine residency programs. The outcome will be faculty who are ready, willing and able to supervise fellows’ practice teaching and mentor their reflection through “transformative learning experiences.”

Evaluation: Qualitative and quantitative evaluation measures of “effort,” short-term and long-term impact will be aggregated to assess performance by year. Information about outcomes processes and products will be exportable and disseminated in a variety of ways.

D55HP05164
Marjorie Bowman, MD, MPA
University of Pennsylvania
Department of Family Medicine
3400 Spruce Street, 2 Gates
Philadelphia, PA 19104
Tel: 215-662-3346
Email: bowmanm@uphs.upenn.edu

The goal of our Faculty Development Fellowship program is to develop Family Medicine clinician investigators capable of and committed to conducting independent research addressing the needs of primary care patients and underserved populations through a rigorous research training curriculum including training in research-oriented master degree programs.

The objectives of our Type I- Primary Care Clinician Research Fellowship are:

To provide fellow trainees with in-depth knowledge of the research techniques appropriate for clinical research through participation in a research-focused master degree program and an individual, mentored research project;
To enhance the career development of the fellow trainees through clinical practice in a Medically Underserved Community (MUC) and through our well-established leadership curriculum, guiding them to develop into future leaders whose clinical practice and research initiatives address the needs of underserved populations consistent with the objectives of Healthy People 2010;
To create and institute a cultural competency and health disparities curriculum for fellow trainees to foster their ability to reduce disparities in healthcare through translational research and primary care academic leadership; and
To increase the diversity of academic Family Medicine by recruiting and supporting clinician researchers from underrepresented and disadvantaged minority backgrounds; and national levels by disseminating the successful elements of our Family Medicine research training program.

South Carolina

D55HP05159
Paul M. Darden, MD
General Internal Medicine and General Pediatrics
Medical University of South Carolina
135 Cannon St., Ste 403
PO Box 250837
Charleston, SC 29425
Tel: 843-876-1217
Email: dardenpm@musc.edu

Training the generalist faculty members of the future is crucial to extending our knowledge about delivering care, the training of pre and post doctoral physicians, providing generalist role models and leading the care of disadvantaged patients. This faculty development program continues the successful and collaborative Medical University of South Carolina (MUSC) Academic Generalist Fellowship in General Internal Medicine and General Pediatrics. The Fellowship is based at an institution with a strong faculty in a state with a large minority and disadvantaged population and thus, a critical need for the training of primary care physicians and research into health care disparities. The program will train future faculty members guided by the principles of adult education with a rigorous research training focusing on development of primary care research investigators. We will accept at least 2 fellows per year. Over the course of our program, we have accepted 20 fellows, 6 are currently in training, 12 have completed, and 9 of our alumni are currently in faculty positions. During the full time program fellows will receive didactic instruction and practical experience in research, teaching, as well as instruction in the professional skills necessary for success in academic medicine. As part of the fellowship, fellows will complete the Master of Science in Clinical Research program in the Dept. of Biostatistics, Bioinformatics and Epidemiology, and complete individual research projects and grant applications. Internal and external evaluations that include input from the fellows participating in the program are invaluable in defining and developing our faculty development fellowship.

Objectives: The fellowship has four major objectives:

Prepare fellows to conduct independent research and to use a broad range of research teaching and administrative skills as tenure track faculty in academic medicine;
Maintain and improve a fellowship curriculum that focuses on the training of primary care research investigators in academic general pediatrics and general internal medicine;
Prepare academic general pediatricians and general internists to care for and teach others to care for the underserved; and
Increase the diversity of well prepared minority faculty and physicians to meet the needs of primary care academic medicine by training minority fellows in the Academic Generalist Fellowship Program.

D55HP05150
Arch G. Mainous, MD
Medical University of South Carolina
Department of Family Medicine
295 Calhoun Street
PO Box 250192
Charleston, SC 29425
Tel: 843-792-6986
Email: mainouag@musc.edu

The aim of this proposal is to prepare future family medicine faculty members for research intense careers with a focus on health disparities research. This proposal is for a full-time research fellowship (Type I training program). The Type I training program will consist of a full-time two-year faculty development program. We intend to enroll three fellows per year. Training will include enrollment in a unique program at the MUSC that prepares clinicians for careers in clinical research and offers a Masters of Science Degree in Clinical Research. This intensive research experience will focus on developing research in health disparities and will be blended with training in educational methods and professional development. Fellows will participate in mentored clinical research activities and produce original research publications and presentations. Fellows also will receive mentored resident and student teaching experiences including an opportunity to learn how to teach research methods and skills to others.

The family practice faculty development fellowship program has three primary objectives:

Develop primary care physicians’ research skills;
Develop primary care physicians’ knowledge base of health disparities issues for research questions; and
Develop primary care physicians’ teaching and administrative skills.

Tennessee

D55HP05160
Jim L. Wilson, MD
East Tennessee State University (ETSU)
Family Medicine
Box 70621
Johnson City, TN 37614
Tel: 423-439-4683
Email: wilsonj@mail.etsu.edu

The mission of the Department of Family Medicine at ETSU is to prepare medical students and family medicine residents to serve the population of the Southern Appalachian region. Faculty development for community based faculty and voluntary preceptors is vital to the realization of our mission. Our grant supported objective will target three levels of community faculty and preceptors who provide community-based education experiences to our students and residents. Four level one trainees who teach in the Rural Primary Care Track curriculum will receive faculty development consisting of workshops, small group sessions, technical assistance and guided individual projects that will prepare them to teach courses in community and rural health as well as clinical medicine. The curriculum in which they teach has recently added strong elements in research, evidence based medicine and quality improvement. Fourteen level two exemplar preceptors will be given advanced training in clinical teaching through a series of full day meetings they attend as preceptor advisors to our department. Seventy-five level three community preceptors who teach on a limited basis will receive basic clinical teaching skills training through a workshop series. All trainees will determine how to incorporate health disparities data, quality improvement and cultural competence into their teaching. Additional content that will be provided to trainees will reflect at least two Healthy People 2010 report priority areas: domestic violence and tobacco use. Level one and level two trainees will assist in the development of faculty development material for use on the department’s Rural Program web page.

Program grant support objective: Provide faculty development to three levels of community faculty and volunteer preceptors who will teach new curricular elements that emphasize quality improvement, cultural competency, and other concepts important in the primary care health system and responsiveness to recognized health disparities.

Washington

D55HP05153
Nancy G. Stevens, MD
University of Washington
Family Medicine
4225 Roosevelt Way NE, Suite 308
Seattle, WA 98105-6099
Tel: 206-616-3437
Email: nancyste@u.washington.edu

We propose an enhanced Type III Primary Care Leaders Fellowship (Fellowship) to serve faculty from the University of Washington’s five-state Family Medicine Residency Network (Network). The project will transform our existing successful Fellowship into one that models care-based teaching throughout the curriculum, structures fellows’ curricular projects into areas of identified need, and creates an opportunity for improved implementation and diffusion of knowledge regionally and nationally. Eleven identified content areas will be the basis of fellows’ work utilizing a new approach, “CITE” (Create, Implement, Test, Export).

The proposal has the following three objectives:

Train 10 faculty fellows from our five-state region in each of three years through a one-year Type III Primary Care Leaders Faculty Development Fellowship utilizing a case-based methodology requiring structured projects.
Provide 6 fellows an additional year of fellowship training. These fellows will be chosen for their potential to export their curricular and teaching resources to new sites and to publish and present their work at the national level.
Demonstrate the utility of the CITE ( Create, Implement, Test and Export) model in transforming good ideas into successful teaching and learning strategies with measurable outcomes and applicability to others. Use case-based teaching methods and the CITE model to ensure that fellows acquire the skills and experience they need to become successful primary care leaders.

Wisconsin

D55HP05152
Patricia K. Kokotailo
University of Wisconsin-Madison (Medical School)
General Pediatrics, General Internal Medicine, and Family Medicine (GP/GIM/FM)
GPAM, 2870 University Ave, #200 (MC 9010)
Madison, WI 53705

The University of Wisconsin-Madison Medical School is proposing a collaborative Type IV community preceptor faculty development program that aims to strengthen the teaching and leadership skills of primary care faculty in community-based settings. This program will build on and enhance our existing Primary Care Faculty Development Program. This program addresses five core content areas: teaching and learning in medicine; evidence-based medicine; addressing health disparities, practice-based quality improvement and technologies for teachers.

Four innovative educational approaches will be used to deliver the content to learners. These approaches, designed to address the needs of community-based preceptors practicing in rural and underserved areas, are:

The Primary Care Faculty Development Program Fellowship, a five-weekend per year program for GIM/GP/FM clinical preceptors from across Wisconsin;
Distance Learning Programs, web-based, interactive faculty development modules that are accessible to teachers in distant areas;
Short Courses, of two-days duration offered once per year, with intensive teaching on one topic (in year one, the focus will be “Teaching and Assessing Competencies”); and,
Annual Workshop--a half-day session given by an invited speaker, focused on one topic (e.g., addressing health disparities) that will include an invited speaker and opportunities for participants to discuss how to teach this topic in their own setting.

Evaluation will include formative and summative assessments and qualitative and quantitative approaches. Planning and evaluation will be competency-based.