We Need YOU! Creating a Med-Peds Program Director Textbook
MPPDA Executive Committee
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Goal The purpose of the session is to introduce the creation of
a Med-Peds Program Director Textbook, and to harness the wisdom of
the crowd by brainstorming with the MPPDA membership in small
groups about specific content areas for the purpose of creating a
resource that will benefit all Med-Peds Program Directors. A second
purpose is to offer opportunities for personal scholarship for all
members
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Objectives At the end of this 90 minute workshop, participants
will: 1)Define 3 specific areas of an educational or resource gap
that exists for med-peds program directors 2)Contribute to defining
content needed for a specific chapter of the Med-Peds Program
Director Textbook 3)Consider participating in the scholarship
activity of authoring (or co-authoring) a sub-chapter of this
textbook by reflecting on their own content expertise or personal
content area of interest
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Agenda 1)Background (15min) a)Existing resources b)Process of
content development c)Introduce editorial board d)Describe current
content 2) Break out brainstorming (45min) 3) Report out (15 min)
4) Homework Plans (10 min) 5) Next steps / Summary (5)
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From IM: AAIM Toolkit Series A Textbook for Internal Medicine
Educational Programs, 11 th Edition. Editors: Ficalora RF and Costa
ST. 2013 A Textbook for Todays Internal Medicine Chief Medical
Resident, 21 st Edition. Editor Williams FK, 2013
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From Pediatrics ABP: Assessment in Graduate Medical Education,
2011. The Pediatrics Milestone Project. ABP, 2013. APPD: Handbook
for Pediatric Program Directors. Accessed at APPD web site, March
6, 2015 HANDBOOK FOR PEDIATRIC RESIDENCY PROGRAM DIRECTORS 1997
HANDBOOK FOR PEDIATRIC RESIDENCY PROGRAM DIRECTORS 1997
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From Med-Peds
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Editorial Board:
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Table of Contents 1.Introduction / History of Med-Peds
2.Program Administration 3.Program Management 4.Financing a
Med-Peds Program 5.Recruitment 6.Collaboration locally
7.Collaboration nationally 8.Resident Education and Assessment
9.Faculty Development 10.Med-Peds Coordinators 11.Conclusion Why
Med-Peds: Your Med-Peds Elevator Speech 12.Annotated
Bibliography
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Chapter 1 Introduction / History of Med-Peds 1)Rationale for
handbook 2)General Goals - "How to" philosophy of book 3)MP history
a)Trailblazers b)Combined training c)Accreditation (2006) d)NAS
(2013) Alda Gonzaga University of Pittsburgh
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Chapter 2 Program Administration 1)ACGME Clarify different
roles of ACGME and board (accrediting people vs programs) their
mission or purpose ACGME- basic information ACGME core vs detail
requirements when can you innovate Accreditation Process for new
programs ADS Annual Surveys - ACGME CLER visits ACGME program Self
studies (and timeline for same) The 7 main points of data gathered
by ACGME since NAS 2)Clinical Competence Committee- the many
options for med-peds 3)Program Evaluation Committee - What is an
ideal ? 4)MP quandary not having control, but being fully
responsible 5)Policies yours, mine and ours 6)Program Requirements
- 3 sets grid all 3 sets for comparison 7)Two Board Required
communication with both boards FASTrack ABP annual
completion/advancement form 8)Duty hours- including transition
between departments (who over sees this? Whos responsible?)
9)Knowing when/why a program is in trouble Alex Djurucich Indiana
University
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Chapter 3 Program Management 1)Whats what? a)Defining the
Vision and Mission Who and What are you at your place b)University
c)School d)Department (Separate? Individual) e)Program Director
relationships (core) 2)Diagram It a)APDs b)Program Coordinators
c)Chief Resident - level, roles, variations d)Budget e)Resources
for management style / leadership f)Lessons from the elders
3)Actual Program Structure a)? 3x3; 4x4; variations why? b)Length
of internship c)Levels of responsibility JR Hartig University of
Alabama
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Chapter 4 Financing a Med-Peds Program Michael Lukela
University of Michigan 1)Graduate Medical Education (GME) Finance
101 A.Direct GME B.Indirect GME C.Future Directions of GME Finance
D.Potential Impact of the Affordable Care Act (ACA) E.Medicare
Payment Advisory Committee (MedPac) Recommendations 2)Creating a
Program Budget A.Identifying the Essentials B.Prioritizing the Cost
of Innovation C.Costs Unique to Med-Peds D.Cost-sharing and
Collaboration with Categorical Programs E.Example Budgets
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Chapter 5 Recruitment 1)Introduction: Recruitment is a year
long 365/24/7 process 2)Day-to-Day Recruitment 3)Sources of
Important Data 4)Recruiting Season 5)Nuances of Different Applicant
Types 6)Resources Allen Robert Friedland Christiana Care
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Chapter 6 Collaboration Locally 1)DIO 2)Department Chairs
3)Categorical PDs 4)Other stake holders 5)Why Med-Peds 6)Indicators
of support (from chairs, categorical PDs & chiefs) Russ Kolarik
University of South Carolina Greenville
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Chapter 7 Collaboration Nationally 1) The ABIM and the ABP- the
organizations that accredit people 2) The ACGME the organization
that accredits programs 3) The AAP and ACP and med-peds sections of
each 4) APPD and APDIM (and AAIM) (and OPDA) 5) AAMC And different
subgroups within AAMC that involve residents 5) NMPRA 6) MPPDA
Sandi Moutsios Vanderbilt University
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Chapter 8 Resident Education and Assessment 1)Create Goals and
Objective for a Combined Med-Peds Program 2)Develop Med-Peds
Specific Curricula 2a- Med-Peds Conference Curricula 2b- Med-Peds
Clinic Curricula 2c- Med-Peds Scholarly project 2d- Med-Peds
Residents as teachers Curricula 2e Transition Curricula
3)Identifying Residents Who Underperform: Problem Residents &
Residents with Problems Remediation Dealing with resident life
crises The 4 ds drugs, dependency, diagnosis, depression Residents
with little insight 4)Prepare Residents for the ABP and ABIM Board
Exams: A Strategy for Defining who is a high risk of not passing
and creating a plan 5)Assessment Defining an assessment system CCC
med-peds vs categorical Leveraging the power of both categorical
departments How to be useful to both departments Managing two sets
of milestones Discuss the importance of direct observation roles
med-peds faculty can play in this regard 6)Playing Nice in the
Sandbox The Challenge of All the Responsibility, but Little Control
Sandi Moutsios Vanderbilt University
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Chapter 9 Faculty Development 1)Intro- why development matters
2)Job Descriptions PD & APD 3)PD Critical Skills 4)How and
where to get those skills 5)Promotion 6)Getting the time and
support for your and your facultys development Jen OToole
University of Cinncinati
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Chapter 10 Med-Peds Coordinators 1)Introduction: The Different
Job Structures of the Med-Peds Administrator a)Coordinating
Med-Peds Only b)Coordinating Med-Peds & Medicine or Med-Peds
& Peds c)Coordinating Med-Peds & another residency or
fellowship 2) Day-to-Day Residency Management who is responsible
for what? a)Residency Management Suites (duty hours, conference
attendance, procedure logs) b)Evaluations
c)Onboarding/Credentialing 3) Scheduling between Medicine and
Pediatrics playing nice in the sandbox a)Orientation b)Rotations
and yearly schedules c)Graduation 4) Recruitment a)Scheduling
candidates b)Scheduling interviewers c)Scheduling the interview day
d)What happens after interviews are over? 5) Timeline of Events
a)Annual surveys, ITEs, events, CCCs
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Chapter 11 Conclusion Why Med-Peds: Your Med-Peds Elevator
Speech This is our keynote address for tomorrow: Brad Benson, MD
Former President MPPDA Co-Author, Pediatric Milestone Project Why
Med-Peds? Zen and the Art of the Med-Peds Elevator Pitch Stay
Tuned!!!
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Chapter 12 Annotated Bibliography Materials at each table
Please add your suggestions
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Breakout Session: First - Pick a chapter! Find that table!
Worksheet: 1)Define 3 areas that you sees as existing educational
or resource gaps in that area nationally 2)State 3 topic areas that
you personally struggle with or would like assistance with in that
area 3)Share as a group 4)Review current plans, discuss suggestions
for additions, deletions, or revision
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7 Small Groups Chapter 2 Alex Program Administration----
Chapter 3 JR- Program Management----- Chapter 4 Michael
Finances--------- Chapter 5 Allen Recruitment- Chapter 6 Russ
Collaboration Locally---- Chapter 8 Sandi Education &
Assessment---- Chapter 9 Jen Faculty Development-----
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Report out: By Chapter group: 1)National gaps defined? 2)Topics
of common struggles? 3)Changes to chapter content as a result? I
have something to say!
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Homework: Take home worksheet: 1)What topics are you interested
in learning more about? 2)What gaps are you interested in closing?
3)What resources do you need? 4)What is your timeline? 5)Who can
help you? 6)What time do you need to do this? 7)What product are
you committing to?
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Next steps Proposed Timeline: April 30 Section editors have
sub-chapter titles & objectives defined June 30 Section editors
have sub-chapter authors identified Dec 31 All sub-chapters due
Winter-spring 2016 Editing Fall-winter 2016 Publication
http://www.craftyincrosby.com/2014/12/2015-facebook-timeline-covers.html
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Summary Hopefully, now you have: 1)Defined 3 specific areas of
an educational or resource gap that exists for med-peds program
directors 2)Contributed to defining content needed for a specific
chapter of the Med-Peds Program Director Textbook 3)Considered
participating in the scholarship activity of authoring (or
co-authoring) a sub-chapter of this textbook by reflecting on their
own content expertise or personal content area of interest
4)Lastly, made specific plans for all the above