2025 ADFM Annual Conference

Restricted meeting for BRC Fellowship.

This interactive workshop will enhance the ability of department chairs to build their department's research capacity and secure sustainable funding. Participants will learn how to effectively allocate resources, identify promising research opportunities, and build strong research teams. Through a combination of expert presentations and group discussions, participants will gain valuable insights into:

• Understand their department's current research strengths and weaknesses to identify areas for growth and funding opportunities.
• Learn how to prioritize funding for personnel, equipment, and other essential resources to maximize research impact.
• Explore various funding sources, including how to optimize the chair package, extramural grants, and intramural support.
• Discover how to utilize BRC's expertise and tools to accelerate their department's research agenda and improve their chances of securing funding.

The University of Washington Family Medicine Residency (UWFMR) Research Track (ResT) is a pioneering initiative designed to enhance residents' research knowledge and productivity, introduce residents to the academic medicine structure at UW, and provide tools for launching a career as physician-scientists post-residency without extending the length of residency training – a crucial part of the larger pathway to physician-scientists critical to our specialty. It also aims to enhance the quality of scholarship within the UWFMR program and encourage cross-departmental collaborations with an emphasis on resident scholarship. This innovation session will provide an in-depth overview of how ResT operates within the UWFMR program. This includes details about longitudinal structured research time, mentorship, and financial support for national conference attendance. Attendees will learn about the impressive achievements of ResT residents, such as their conference presentations and peer-reviewed publications, and gain insight into the career trajectories of program alumni. We will also share key factors contributing to the program's success, such as robust support from department leadership, inter-departmental collaborations, and dedicated resources. Additionally, opportunities for improvement, such as enhancing designated research staff support and increasing funding, will be discussed alongside future plans for program expansion through regional pilot projects. This session will highlight ResT as a replicable model for other Family Medicine departments aiming to bolster resident scholarly activities and promote a culture of continuous learning and academic excellence in family medicine residency programs.

This presentation aims to focus on the family medicine physician's role while emphasizing innovation in healthcare delivery within correctional settings. Our Family Medicine department is structured uniquely to provide innovative learning opportunities. A key feature is the integration of daily clinical rotations at a county jail clinic, where both residents and faculty are actively involved to provide comprehensive acute and chronic care while also addressing the specific needs of obstetric patients. This setup allows our department to extend healthcare to marginalized populations while offering residents invaluable real-world experience. By engaging in these rotations, our department fosters a culture of hands-on learning, advocacy, and community service, preparing our residents to meet the diverse needs of patients in any clinical environment. Join us as we highlight the transformative impact of this program on residents, faculty and the community.

The ADFM LEADS Fellows will present their year-long projects in the "Ignite" style, which is a 5 minute presentation with a 15 minute Q&A.

The ADFM LEADS Fellows will present their year-long projects in the "Ignite" style, which is a 5 minute presentation with a 15 minute Q&A.

The ADFM LEADS Fellows will present their year-long projects in the "Ignite" style, which is a 5 minute presentation with a 15 minute Q&A.

Our Department has been at the forefront of helping support and train faculty (both in our Department and throughout our medical campus) on anti-racism principles, how to integrate health equity and inclusive content into classroom/clinical teaching, and how to improve diversity and equity in committees and selection processes. We will be presenting our efforts to institute these faculty development trainings, including challenges and successes.

Physicians undergo rigorous didactic and clinical education over many years in order to practice their specialties at a high level. However, physicians typically do not receive training in the art and science of adult learning theory and teaching, including instruction in leadership, mindsets, innovation, and adaptive challenges. Educational methods to most effectively impart this knowledge to future learners requires discipline-specific training and experience to develop this skill set to the fullest potential. The Academic Leadership Academy at the University of Tennessee HSC College of Medicine Knoxville has a curriculum that is designed to provide skill acquisition in several domains, including teaching and precepting, research and publications, academic career advancement and leadership. A cohort of 8-10 participants is chosen yearly through an application process that is open to all faculty of the UT College of Medicine Knoxville. Learning sessions include monthly two-hour Zoom meetings in the Faculty Development Seminar Series, and four in-person workshops of 5 hours each focusing on a deeper dive into leadership in Academic Medicine. Participants also work on a research project with opportunities to report on their progress throughout the year. Collaboration between departments is highly encouraged. All activities earn continuing medical education credit for a total of 75 CME credit hours for each participant through the year. Since the start of this program, all participants have been retained and are active in leadership in their respective departments. Many have progressed in academic rank, which is seen as a measure of the commitment to continued success of applicants after completion of the certificate program.