Evaluating the Career Impact of Faculty Development Using Matched Controls.

Background And Objectives: Faculty development (FD) is required for medical educators, yet few studies address its long-term career impact on graduates. This project presents the impact of FD on career development, as perceived by physician faculty graduates of a longitudinal primary care FD educator program, compared to nonenrollees.

Methods: Between 2011 and 2016, 33 physician faculty from three departments participated in monthly half-day in-class FD for 20 months, emphasizing educator skills and career development.

Teaching Competencies for Community Preceptors.

Background And Objectives: Although community physicians provide one-fourth of the outpatient training received in medical school, usually there is no formal training of the preceptor. Currently there is no agreed-upon list of teaching competencies for community physician-preceptors. Using a modified Delphi process, the authors aimed to identify core teaching competencies for community preceptors for use in training and evaluation.

Reaching and Supporting At-Risk Community Based Seniors: Results of a Multi-church Partnership.

The purpose of this study was to determine the impact of a nurse-led, church-based educational support group for "at-risk," older African Americans on hospitalization and emergency department use. Study nurses enrolled 81 "at-risk" older adult members of ten churches. Participants completed a trifold pamphlet identifying personal health information and support, and they attended eight monthly educational/support group sessions in their church during the 10-month intervention.

Influences of a Church-Based Intervention on Falls Risk Among Seniors.

Background And Objectives: Prior studies illustrate that community-based programs effectively decrease falls risk in older adults and that faith-based programs improve health behaviors. The literature is unclear whether faith-based initiatives reduce seniors' fall risks. To tackle this gap, a long-term partnership led by 10 urban churches, a nearby nursing school, and a medical school developed a study with 3 objectives: determine baseline health concerns associated with falls (eg, depression, polypharmacy), implement a nurse-led, faith-based health education initiative for community-dwelling African American seniors at-risk of hospitalization, and assess pre- to post -program fall frequency.

Continuity in Community Medicine Training: Is It Time to Rethink the Block Rotation?

Background And Objectives: Family medicine residency training emphasizes the importance of community medicine. Recent scholarship has helped to identify important elements of community partnerships, including bidirectionality and continuity. Given the importance of continuity in family medicine and community partnerships, this study explores the relationship between continuity in community medicine curricula, partnership quality, and residents' community medicine competency.

Students' Critical Incidents Point the Way to Safer Patient Care Transitions.

Introduction: Patient care transitions are prevalent in health care, and faulty transition-related communications are associated with 80% of serious medical errors. While medical student curricula on care transitions are increasing, there are limited evaluation reports and little guidance on primary care transition training.

Methods: The Medical College of Wisconsin initiated an annual 2-hour patient care transition intersession for third-year medical students.

Towards Building a Bridge between Community Engagement in Research (CEnR) and Comparative Effectiveness Research (CER).

A major national priority is establishing an effective infrastructure for translation of scientific discoveries into the community. Knowledge and practice continue to accelerate in health research yet healthcare recommendation adoption remains slow for practitioners, patients, and communities. Two areas of research placed in the later stages of the translational research spectrum, Community Engagement in Research and Comparative Effectiveness Research, are ideal for approaching this challenge collaboratively.

A randomized trial of peer-delivered self-management support for hypertension.

Background: Peer-led interventions to improve chronic disease self-management can improve health outcomes but are not widely used. Therefore, we tested a peer-led hypertension self-management intervention delivered at regular meetings of community veterans' organizations.

Methods: We randomized 58 organizational units ("posts") of veterans' organizations in southeast Wisconsin to peer-led vs.

Clinical clerkship students' perceptions of (un)safe transitions for every patient.

Purpose: As calls for training and accreditation standards around improved patient care transitions have recently increased, more publications describing medical student education programs on care transitions have appeared. However, descriptions of students' experience with care transitions and the sender/receiver communication that supports or inhibits them are limited. To fill this gap, the authors developed this project to understand students' experiences with and perceptions of care transitions.

Training lay volunteers to promote health in central-city African American churches.

In a nation plagued by skyrocketing healthcare costs, is there an affordable way to address health needs of older African Americans in medically underserved areas? The Milwaukee, Wisconsin's Elder Community Health Upholder (ECHU) project indicates yes, we can. The key: A partnership that guides committed volunteers focused on establishing and sustaining health initiatives in faith-based settings.

Evaluation of a peer-led hypertension intervention for veterans: impact on peer leaders.

Volunteer peer leaders (PLs) benefit from their involvement in health interventions but we know little about how they compare with other non-PL volunteers or with the intervention recipients themselves. We randomized 58 veterans' service organizations' posts (e.g.

Location and organizational features: what type of veteran communities participate in health programs?

Background: Research shows that community-based membership organizations are effective partners in health promotion activities; however, most community organizations do not participate in such partnerships. There is little research regarding the geographical and organizational characteristics associated with participation.

Objective: We examined the factors associated with community-based veterans service organization (VSO) units' decision to participate in a health promotion project.

Evaluating community-based public health leadership training.

Context: Addressing the nation's increasingly complex public health challenges will require more effective multisector collaboration and stronger public health leadership. In 2005, the Healthy Wisconsin Leadership Institute launched an annual, year-long intensive "community teams" program. The goal of this program is to develop collaborative leadership and public health skills among Wisconsin-based multisectoral teams mobilizing their communities to improve public health.

Ethical challenges in a randomized controlled trial of peer education among veterans service organizations.

Efforts to increase community members' involvement in research may create novel ethical challenges. We describe an ongoing randomized trial of a peer-delivered intervention to encourage hypertension self-management. Community members serving as peer leaders participate in subject recruitment, the informed consent process, and intervention.

Preliminary description of the feasibility of using peer leaders to encourage hypertension self-management.

Background: Despite consensus that effective treatment of hypertension reduces morbidity and mortality, control rates remain relatively low. This report describes key features of a peer support program designed to motivate individuals to improve self-management of hypertension.

Methods: We recruited Veterans of Foreign Wars posts in southeastern Wisconsin and trained members of these posts to be peer health leaders over a period of 18 months.

Improving the value of CME: impact of an evidence-based CME credit designation on faculty and learners.

Background And Objectives: The American Academy of Family Physicians (AAFP) designates enhanced continuing Medical education (CME) credit (evidence based [EB] CME) to activities that meet specific criteria incorporating EB medicine principles. However, little is known about the effect of this innovation on EB-CME faculty or their learners.

Methods: Subjects were faculty presenters and participants at the 2006 AAFP Annual Scientific Assembly.

The influence of double-credit evidence-based continuing medical education on presenters and learners.

Background: Medical specialties are adopting methods to improve continuing medical education (CME). A "double credit" option, sponsored by the American Academy of Family Physicians, is now available for presentations submitted and approved as evidence based (EB).

Purpose: To compare usual and double-credit CME presentations to determine differences in preparation resources and time, and to compare conference attendees' satisfaction.

Fifteen years of aligning faculty development with primary care clinician-educator roles and academic advancement at the Medical College of Wisconsin.

Starting in 1991, the Medical College of Wisconsin's (MCW) primary care-focused faculty development programs have continuously evolved in order to sustain tight alignment among faculty members' needs, institutional priorities, and academic reward structures. Informed by literature on the essential competencies associated with academic success and using educational methods demonstrated to achieve targeted objectives, MCW's initial 1.5-day per month comprehensive faculty development programs prepared faculty as clinician-researchers, leaders, and educators.

The influence of academic projects on the professional socialization of family medicine faculty.

Background: Successful academic physicians acquire and maintain productive colleague relationships, understand unwritten rules of academe, and effectively manage their careers. Developing these professional socialization skills are goals of some faculty development programs (FDPs), but there is scant evidence about whether such programs are effective.

Methods: A nationwide retrospective, cross-sectional written survey was conducted in two phases: (1) FDP directors who received US Department of Health and Human Services, Health Resources and Services Administration support between 1994 and 1997 described program activities and provided enrollee rosters and (2) enrollees reported socialization and colleague outcomes.

Outcomes of a comprehensive faculty development program for local, full-time faculty.

Background And Objectives: Family medicine has a long history of using faculty development programs (FDPs). Recent evaluation reports of those programs highlight participant achievements in FDPs but underscore the need for stronger evaluations of those programs. This study examined the outcomes of a comprehensive, 2-year, within-institution FDP focused on participants' productivity and retention in academics.

A new program to reward and retain volunteer clinical faculty at the Medical College of Wisconsin.

Unlabelled: BACKGROUND AND PROBLEM: Volunteer clinical faculty (VCF) are vital to the educational mission of medical schools. At the Medical College of Wisconsin (MCW), VCF are increasingly relied upon to meet clinical training needs in medical student and resident education. However, many VCF receive little or no preparation to excel in their teaching roles, and they are under increasing time demands that limit their availability to teach.

Logic modeling: a tool for improving educational programs.

Purpose: Palliative care education programs must be systematically designed and accurately evaluated in order to account for their impact on learners and learning communities. Logic modeling is a framework for designing educational programs and monitoring their influence.

Methods: We applied a logic modeling process to a Palliative Care Educational Program (PCEP), embedded within a required month-long geriatrics rotation for third-year general internal medicine residents at the VA Medical Center in Milwaukee, Wisconsin.