Family Physicians Inquiries Network

The Buzz…

“We wish to extend our most sincere appreciation to you and the FPIN team for the outstanding "FPIN educational experience" you provided the Family Medicine Residents and Faculty. Everyone is still buzzing about the event and the knowledge and skills they gained. In addition we are very clear as to our next steps.”

Doug Reich, MDBronx Hospital FMR

“Oh, yeah!!!!!!  So exciting!!!!!!!!!!!!!  Thank you!!!!  Thank you for your help on this article too. It really has motivated me to do more research on questions that I have.”

Roxanna Mirza - ResidentMO Research FMR

Agenda

I. What is FPIN and What is the Mission?

II. A Membership Organization

III. Publications

IV. Scholarly Activity

V. FPIN Implementation

VI. FPIN & MedEdNet

I. What is FPIN and What is the Mission?

Family Physicians Inquiries Network

What is FPIN?

• FPIN is a membership organization offering medical scholarship education to students, residents, faculty, and fellows in family medicine.

• Publication projects are used as a means for teaching Evidence-Based Medicine (EBM) concepts.

FPIN Mission:

• FPIN supports a collaborative learning community for primary care clinicians, learners, and faculty to promote and disseminate evidence-based scholarship. We improve patient care by translating research into practice.

• Academic Departments with University & Community-based Residencies are working together to help each:

– Develop a culture of research and scholarly publication – Promote mentoring programs among faculty and trainees– Create a supportive environment for translational research – Ultimately, raise the level of scholarship throughout the discipline

II. A Membership Organization

How does FPIN membership help?

• First, it will assist your program in defining your unique EBM curricular goals.

• Second, it will partner with your program to achieve those goals through implementation assistance, editorial mentorship, and writing project management.

Expand upon what you are doing now

• Utilize FPIN membership to build on your current curriculum

• Learning modules• Journal clubs• Structured writing projects

• Learn to apply skills at the next level- FPIN provides an avenue to put EBM skills to work

• Employ EBM skills that have been taught• Learn all the ways that FPIN can help you meet your

scholarly activity requirements • Learn how to earn CME credit for your FPIN work

Member Benefits

• Peer-reviewed publication opportunity• Electronic subscriptions to Evidence-Based Practice• Full access to the FPIN Institute including online self-study

modules, PURLs Journal Club Kits, and Physician Numeracy curriculum

• Peer-reviewing opportunities for AAFP Prescribed credit• 1:1 author mentoring calls • Ongoing scholarship reports for each manuscript in process• Support through the FPIN Project Manager Team and Education

Department• Workshop and webinar opportunities to expedite project

implementation (fee-based)

FPIN Institute

Included with your FPIN Membership Access to Online Learning Catalog Institute training calls with FPIN Staff Physician “experts” collaborate on FPIN Institute curriculum

On-line self-study courses covering FPIN writing projects, EBM curriculum development, and more:

Accompanying handouts Links to additional resources Comprehension quizzes to assess learning Ability to generate progress reports for additional accountability

Live webcast series: EBM Physician Numeracy Curriculum Ongoing development of new offerings

Courses Available on the Institute

eMedRef Institute

Introduction to eMedRef

Conducting a Smart Search

Literature Search‐Demos

Steps to Writing eMedRef

Writing for eMedRef‐Demo

eMedRef Editorial Process

HelpDesk Answers Institute

Introduction to HDAs

Dissecting the Clinical Question

HDA Literature Search‐Demo

Evaluating the Evidence –Levels of Evidence (LOEs)

Evaluating the Evidence – Strengths of

Recommendation (SORs)

Synthesizing the Evidence

HDA Writing‐Demo

Peer Review‐ Critically Appraising What’s Before You

Final Steps to the HDA Project

Clinical Inquiries Institute

Introduction to Clinical Inquiries

Working with Librarian Co‐Authors

Conducting a Smart Search with PICO

Evidence Tables

Summarizing Evidence

Statistics for CIs

Writing a Clinical Inquiry

Submitting Your First CI Draft

The CI Editorial Process

Plus, rebroadcast videos of our 2012 conference

presentations will be available!

PURLs Institute

Surveying & Utilizing the Literature

Selecting PURLs

PURL Journal Club

PURL Jam‐Video

Courses Available on the Institute

FPIN Implementation Institute

FPIN Overview‐Video

Importance of Structure‐FPIN Case Studies

FPIN Implementation‐Video

Fast‐track HDA Orientation‐Video

LIVE Online Writing Workshop Webinar ‐

eMedRef (fee based)

LIVE Online Writing Workshop Webinar – HDAs

(fee based)

General Scholarship Institute

Paving the EMB Trail‐Video

How to Use Track Changes‐Demo

Defining Study Types

Physician Numeracy Institute

Introduction to EBM Physician Numeracy

Diagnostic Reasoning I

Diagnostic Reasoning II

Diagnostic Reasoning III

Biostatistics I

Biostatistics II

Biostatistics III

Biostatistics IV

Biostatistics V

Survival I

Survival II

Etiology

Design of Studies of Therapies I

Design of Studies of Therapies II

Analysis of Studies of Therapies

Systematic Reviews I

Systematic Reviews II

III. Publications

FPIN has multiple writing projects and will work with you to find the right fit for your program

Provides quick and comprehensive overviews of topics at physicians’ fingertips

Each author receives a PEPID subscription ($264.95 value)

Ideal for busy students, residents and faculty Published in PEPID and portions of selected topics are

published in Evidence-Based PracticeNew initiatives include developing a peer review process

and recruiting regional senior editors

• 450-600 word manuscript• Brief, structured evidence-based answers to clinical

questions• Work with Local Editor and Editor-in-Chief• Peer reviewed at another FPIN program• Can be finalized in 6-7 months• Ideal for faculty and resident/faculty pairs• Published in Evidence-Based Practice and PEPID

Critical Components of an HDA

Clinical QuestionEvidence Based Answer (35-75 words, with SORT grade)Evidence Summary (250-350 words)References (100-200 words, with LOEs)Continuing Medical Education Question (Multiple choice.

Not included in word count)The ideal word count is 500, including references. HDAs should run no more than 600 words – a small table counts for approximately 100 words.

Published HelpDesk Answer

• 750 word manuscript• Work with Librarian Co-author, Assistant Editor,

and Editor in Chief• Peer reviewed at another FPIN program• Ideal for faculty promotion and tenure• Fully indexed and published in The Journal of

Family Practice , American Family Physician, Evidence-Based Practice and PEPID

• Relevant, valid, practice-changing, and immediately-applicable recommendations

• Drawn from literature surveillance system• Work with team to review literature or author

manuscript• Ideal for programs looking for a high level team

activity• Published in The Journal of Family Practice and

PEPID

PURL Journal Club 

• Plug and play comprehensive monthly toolkit available through FPIN Institute including:

1. Journal Club Instructions

2. Speaker Notes including teaching points3. Journal Club participant worksheet

4. Completed review form for reference

5. Published PURL

• Ideal for programs looking for a structured approach to journal clubs with little faculty skill or time.

Evidence-Based Practice

FPIN’s journalArticles are written by members of the consortium – they

answer questions you experience on a daily basisElectronic subscription included with membership;

discounted print rate:$59/year includes 48 AMA PRA Category 1 Credits TM

Subscription print rate available for

non-members: $119/year includes 48

AMA PRA Category 1 Credits TM

IV. Scholarly Activity

Current RRC Requirements for Faculty Scholarship

Must establish and maintain an environment of inquiry and scholarship with an active research component

Must regularly participate in clinical discussions, rounds, journal clubs, and conferences.

Some should also demonstrate scholarship Peer-reviewed funding, publications, presentations,

participation in national committees or organizations Should encourage and support residents in scholarly

activities

What’s new in Proposed Requirements for Faculty

Core family medicine faculty members must participate in faculty development programs designed to enhance the effectiveness of their teaching, administration, leadership, scholarship, clinical and behavioral components of faculty performance

Current RRC Requirements for Resident Scholarship

Curriculum must advance residents’ knowledge of the basic principles of research

Residents must have a supervised experience in scholarly activity (big description follows….)

Forum must be provided for analyzing scientific evidenceMust have guided experience in application of emerging

clinical knowledge to own panels

What’s new in Proposed Requirements

Much more direct language: Curriculum in basics of principles of research Projects

“Residents should complete two scholarly projects at least one of which should be a quality improvement project.”

Other big change affecting scholarship

Section IV.A on Didactics and Conferences Gutted! “The program must provide a regularly scheduled forum

for residents to explore and analyze evidence pertinent to the practice of family medicine such as journal club.”

Are There Numbers Coming?

Review Committee Update Slide Presentation from PDW

Residency Faculty 2 projects per faculty member on average over 5 years (regional

or national dissemination) Residents

2 projects per resident by end of residency (local or more wide-spread dissemination)

Your PIF (NAS?) and FPIN

Residency Scholarly Activity (PR IV.B) Does the program ensure that residents are provided

supervised experiences in research or other scholarly activities? YES

Are residents introduced to the basic principles of study design, performance, analysis and reporting, and the relevance of research to patient care? YES

List the scholarly activities of the residents during the last three years. LIST FPIN Publications

List scholarly investigative projects currently in process by residents and other types of scholarly activities in which resident are engaged. LIST FPIN Publications

Your PIF and FPIN

Faculty Research and Scholarly Activities & Faculty Development (PR II. B.9) Faculty Development Opportunities:

Peer-review an FPIN publication, teach residents using the PURLs Journal Club, become an FPIN workshop presenter

List the academic achievements of the program director and family medicine faculty during the last three years. Complete an FPIN publication, help lead FPIN presentations

at National Conferences

Your PIF and FPIN

Conferences (PR IV.A.3.c) List required conferences, seminars, workshops and/or other planned group

activities. Host an FPIN onsite workshop

In addition to structure didactic conferences what other methods of learning does your program use to foster continuous professional development of residents? Self-directed learning modules

FPIN Institute courses and comprehension quizzes Small group discussions

Participate in an FPIN webinar Journal club

Utilize the PURLs Journal Club Workshops

Host an FPIN onsite workshop

Your PIF and FPIN

Practice-Based Learning and Improvement (PR IV.A.5.c)) Describe one example of a learning activity in which residents engage to

develop the skills needed to use information technology to locate, appraise, and assimilate evidence from scientific studies and apply it to their patients’ health problems. The description should include:

a) Locating information

b) Using information

c) Technology

d) Appraising information

e) Assimilating evidence information

f) Applying information to patient care All aspects of being an FPIN member and completing the step by

step writing process along with using the FPIN Institute satisfy this requirement!

Self-Reported CME Credits for FPIN Work

Publications HelpDesk Answers, Clinical Inquiries Earn 10 elective AAFP credits/paper; 30 credits during a 3 year cycle

Peer Reviewing HelpDesk Answers, Clinical Inquiries Earn 3 AAFP Prescribed credits per manuscript; 30 credits during a 3 year

cycle Evidence-Based Practice (EBP)

Earn 48 AAFP elective credits and AMA PRA Category 1 credits TM per year as an EBP subscriber

Workshop/Webinar Faculty Presenter Earn 5-10 AAFP Prescribed credits per workshop/webinar; 20 credits a

year

FPIN is continuing to evaluate additional avenues for CME credit!

V. Implementation

Common Scholarship Program Barriers

Faculty barriers: Protected time Shortage of faculty, resources Leaders don’t have enough experience to mentor

Resident barriers: Lack of structured expectations, experiences Enthusiasm towards evidence-based medicine

Shared barriers:• Fear of statistics• Difficulty with evidence synthesis• Procrastination

Scholarship Success Plan

Effectively assess the skills amongst your faculty and residents

Identify faculty development project Schedule a hands-on group workshop Mandate faculty complete a project firstAssign a leader/champion to create timetable

checklists for accountabilityREQUIRE a scholarly project for your residentsProtect time with structured expectations, completion

dates

Steps to FPIN

1. Join FPIN2. Set Goals and Create Strategy 3. Utilize FPIN Institute4. Train Faculty5. Resident & Student Introduction to FPIN6. Consider a Webinar or Onsite Workshop*7. Publish & Follow Through

• Additional Fee Involved

Webinars

• One writing group, max of 4 faculty participants• Ideal for faculty new to FPIN seeking a quick start• Sessions generally span over the period of 8 weeks and

require homework, increasing the comprehension of key skills

• Participants will receive 1:1 feedback prior to manuscript submission

• Optimum “train the trainer” solution for faculty with a desire to co-mentor residents with their scholarly activity projects

• Note: there is an additional cost for the webinars.

Why does the FPIN approach work?

• Publication projects are built for residents and programs to be successful

• Writing projects are ACHIEVABLE for busy residency programs

• Time frames are achievable to ensure residents are published while in residency

• VI. FPIN is Proud to Announce Our Strategic Partnership with MedEdNet

• MedEdNet, a AHRQ-registered practice-based research network, is a collaboration of primary care residency programs dedicated to studying innovations in medical education.

• Mission: To improve the health of populations served by primary care practices by conducting research on educational effectiveness in residency training.

The P4 Project• MedEdNet is the result of the P4 project• P4 is the 1st comprehensive examination of the

structure, length, and content of FMRs since they were defined in the 1960s

• P4 project was a 6 year national demonstration of innovations in Patient-Centered Medical Homes (PCMH) in FMR training

MedEdNet Graduate Survey Benefits• Follow residents from their 1st year of training into

actual clinical practice• Determine and understand the relationships

between residency training and post graduate scope of practice

• Interactive Web page allows you to compare your program’s results to those in the entire network

Development of FPIN InstituteCourses in Partnership with MedEdNet

• Coming in 2014• Including the following new courses:

– Fitting manuscript development into your busy academic year

– Essentials of collaborative academic writing– Developing strong educational research grants– Managing educational research projects after you

are funded

Due to our shared commitment to translate research into practice in an effort to improve the quality of healthcare, FPIN & MedEdNet expect to be offering joint presentations and

collaborations in the coming future!

Follow FPIN on Social Media

TwitterFacebook

facebook.com/fpinpage @FPINtweets