BACKGROUND/INTRODUCTION: Faculty development is an important component for ACGME accreditation of residency programs. 1-3 There are multiple strategies for faculty development with methods including workshops, lunch-ins, and online modules. 10-12 Having successful approaches to develop faculty has lead to self-reported improvement in teaching and clinical skills, intrapersonal and interpersonal growth with faculty given more positive ratings by learners. 8,9 Beyond the individual faculty, there can be system wide cultural shifts supportive of scholarly teaching. 10 Delivering content that is convenient and valuable to the faculty can be challenging. 3,4 If resident physicians can deliver effective convenient faculty development programs then faculty and resident physicians would both grow as teachers. Resident physician participation in this project will contribute to growth in multiple ACGME core competencies.
METHODOLOGY: We implemented a quality improvement project where resident physicians deliver content to faculty at each rotation in their curriculum. Our objective was successful implementation of the quality improvement project with improvement or increase in faculty development received. Study population includes HCA Medical City Fort Worth Dermatology / UNTHSC faculty with rotating residents
RESULTS: Five dermatology residents delivered 45 presentations to 15 faculty individuals over a 30 month period. Not a single attending declined the faculty development topic. Five different topics were presented. The first topic "Teaching House Staff Safely During the COVID19 Era” was delivered 8 times. The second topic “Faculty Wellness” was delivered 10 times. The third topic “Case-Based Collaborative Learning” was delivered 15 times. The forth topic “From Burnout to Engagement” was delivered 9 times. The fifth topic “Burnout” was delivered 3 times. Faculty who had never completed faculty development participated for the first time.
CONCLUSION/DISCUSSION: Physician In Training delivered faculty development is an original, innovative model that can increase education. By providing faculty development as a convenient and consistent model, residency programs may satisfy ACGME core competencies while improving the quality of physician education programs. BACKGROUND/INTRODUCTION: Faculty development is an important component for ACGME accreditation of residency programs. 1-3 There are multiple strategies for faculty development with methods including workshops, lunch-ins, and online modules. 10-12 Having successful approaches to develop faculty has lead to self-reported improvement in teaching and clinical skills, intrapersonal and interpersonal growth with faculty given more positive ratings by learners. 8,9 Beyond the individual faculty, there can be system wide cultural shifts supportive of scholarly teaching. 10 Delivering content that is convenient and valuable to the faculty can be challenging. 3,4 If resident physicians can deliver effective convenient faculty development programs then faculty and resident physicians would both grow as teachers. Resident physician participation in this project will contribute to growth in multiple ACGME core competencies. METHODOLOGY: We implemented a quality improvement project where resident physicians deliver content to faculty at each rotation in their curriculum. Our objective was successful implementation of the quality improvement project with improvement or increase in faculty development received. Study population includes HCA Medical City Fort Worth Dermatology / UNTHSC faculty with rotating residents RESULTS: Five dermatology residents delivered 45 presentations to 15 faculty individuals over a 30 month period. Not a single attending declined the faculty development topic. Five different topics were presented. The first topic "Teaching House Staff Safely During the COVID19 Era” was delivered 8 times. The second topic “Faculty Wellness” was delivered 10 times. The third topic “Case-Based Collaborative Learning” was delivered 15 times. The forth topic “From Burnout to Engagement” was delivered 9 times. The fifth topic “Burnout” was delivered 3 times. Faculty who had never completed faculty development participated for the first time. CONCLUSION/DISCUSSION: Physician In Training delivered faculty development is an original, innovative model that can increase education. By providing faculty development as a convenient and consistent model, residency programs may satisfy ACGME core competencies while improving the quality of physician education programs.