Family Physicians Inquiries Network

1
Family Physicians Inquiries Network

• Translating Research into Practice
• Partnering with residency programs to develop
  premier evidence-based medicine curricula

2
The Word is Out

• FPIN manuscripts are published by family
  physicians without pharma-based support. They
  are an opportunity for educational scholarship
  and improving EBM teaching skills through
  publication.
• 
  - Michele Roett, MD, MPH
• 
  Georgetown University
• FPIN is a great place to start for anyone who is
  interested in academic medicine, clinical
  writing, or clinical research, particularly since
  there is a wide range of time commitment and
  depth of research involved.
• 
  - Sarah Cole, DO
• 
  St. Johns Mercy

3
Agenda

1. What is FPIN and What is the Vision?
2. A Membership Organization
3. Publications
4. Implementation Network Resources Available
5. Evidence Based Medicine Curriculum
6. Engaging Residents Students
7. Faculty Development
8. Guidelines for Growing a Successful Scholarship
   Program

4
What is FPIN and What is the Vision?
5
Simply

• Family Physicians Inquiries Network
• International, academic consortium of 130 family
  medicine residencies departments
• Self-governing, non-for-profit membership
  organization
• Began as a grant from American Academy of Family
  Physicians

6
Vision

• We envision an international network engaged in
  a virtual learning community asking and
  answering clinical questions from practice
  integrating this content into multiple
  information systems.

7
Contributing to the Discipline

• Were Raising All Boats in Family Medicine
• More than 5000 published articles and topic
  reviews.
• Now, at last, this body of knowledge is being
  made available to everyone through Mospace.
• 575 Clinical Inquiries
• 400 Evidence Based Practice
• 41 PURLS
• 2700 eMedRef topic reviews (currently being
  added)
• (numbers updated summer 2010)

8
Academic Consortium

• 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 to
  trainees,
• Create a supportive environment for translational
  research,
• Ultimately, raise the level of scholarship
  throughout the discipline.

9
Network Structure
10
Contributors
11
A Membership Organization
12
Member Benefits

• Guaranteed Publication Opportunity, as long as
  an author accepts mentoring throughout the
  editorial process, they will earn a peer-reviewed
  publication.
• Curricula for learning and teaching EBM
  principles
• Online self-study modules
• Subscriptions to Evidence-Based Practice
• Implementation calls ongoing scholarship
  reports
• Discounts for onsite workshops webinar packages
• Staff will be available to discuss additional
  details after the session for those that are
  interested.

13
Publications
14
Writing Projects

• eMedRef (PEPID)
• Fast-track point of care topic reviews
• HelpDesk Answers (EBP)
• Concise answers to physicians clinical
  questions
• Clinical Inquiries (AFP and JFP)
• Rigorous and comprehensive research project
• PURLS (JFP)
• Priority Updates from the Research Literature

15

• Manuscript written in bullet point/outline format
• Point of care topic reviews
• Can be completed in 15 hours over 10 weeks
• Ideal for residents and students
• Published in PEPID and Evidence-Based Practice

16
(No Transcript)
17

• 500 word manuscript
• Work with Local Editor and Editor-in-Chief
• Peer reviewed at another FPIN program
• Can be completed in 24 hours over 12 weeks
• Ideal for faculty and resident/faculty pairs
• Published in Evidence-Based Practice

18

• 750 word manuscript
• Work with Librarian Co-author, Assistant Editor,
  and Editor in Chief
• Peer reviewed at another FPIN program
• Can be completed in 40 hours over 12 months
• Ideal for faculty promotion and tenure
• Fully indexed and published in The Journal of
  Family Practice and American Family Physician and
  Evidence-Based Practice

19

• 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 team activity
• Published in The Journal of Family Practice

20
EBP is now the FPIN Journal
21

• All content provided by FPIN members, and No
  industry support

• Clinical Inquiries
• HelpDesk Answers
• eMedRef Updates
• Diving for PURLs
• Musculoskeletal Health
• Topics in Maternity Care

• Evidence in Nutrition
• Geriatrics Care
• Spotlight on Pharmacy
• Behavioral Health Matters
• Drug Effectiveness Review Project
• Online CME Tests

22
Implementation Network Resources Available
23
FPIN is a Service Oriented Education Organization

• Resources include, but are not limited to
• Annual implementation calls and quarterly
  check-ups
• Semi-annual scholarship reports
• Podcasts
• Conference calls
• Presentation consulting
• Leadership opportunities
• Online Modules and workshops
• Etc., etc., etc. What else do you need? We are
  here to help!

24
FPIN Institute

• On-line academic modules
• Self-study or group-setting tutorials
• Accompanying handout
• Evaluation
• Links to additional resources
• Physician experts maintain modules
• Useful for teaching EBM and assessing knowledge
• Ongoing development of new modules

25
FPIN Institute

• eMedRef Institute
• Module 1 Introduction to the eMedRef Project
• Module 2 Conducting a Smart Search
• Module 3 Evaluating the Research
• Module 4 eMedRef First Draft
• Module 5 eMedRef Editorial Process
• HelpDesk Answers Institute
• Module 1 Intro to HelpDesk Answers
• Module 2 Creating a Well Built Question
• Module 3 Conducting a Smart Search
• Module 4 Synthesizing the Evidence
• Module 5 Statistical Evidence
• Module 6 Write it Right-Get it Organized
• Module 7 Assigning the SOR

• Clinical Inquiries Institute
• Module 1 Intro to Clinical Inquiries
• Module 2 Creating a Well Built Question Using
  PICO
• Module 3 Working with Librarian Co-Authors
• Module 4 Grading Evidence
• Module 5 Evidence Tables
• Module 6 Summarizing Evidence
• Module 7 Friendly Statistics
• Module 8 Writing a Clinical Inquiry
• Module 9 Clinical Inquiry First Draft
• Module 10 The CI Editorial Process
• PURLs Institute
• Module 1 Surveying the Evidence

26
FPIN ONSITE

• On behalf of our entire residency faculty, I
  want to thank you for the outstanding workshop
  you presented for our residency program. Informal
  feedback to me afterwards was very positive, and
  I am very much looking forward to our new
  resident rotation and the opportunity for our
  program to become regular contributors to the
  HelpDesk Answers.
• David Holub, MD, FAAFP Program
  Director NorthShore University Health Systems

27
Onsite Workshops

• 4 hour faculty or residents workshops at your
  programs facility.
• Afternoon curriculum renders a 50-75 first draft
  for each writing group in preparation for
  publication.
• Customized agenda to meet your programs
  distinctive needs
• 30 discount when purchased with annual FPIN
  membership.

28
Evidence Based Medicine Curriculum
29
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.

30
Expand upon what you are doing now

• Utilize FPIN membership to build on your current
  curriculum.
• 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.

31
EBM Structured Process

• Ask a clinical question.
• Search the literature.
• Synthesize the evidence.
• Apply the evidence to answer the question or
  provide an evidence based summary of a medical
  condition.

• Evidence-Based Medicine

32
Engaging Residents Students
33
Rewarding for Students

• I am thrilled to be working with EBP, and the
  students love it!  It is completely intoxicating
  to them to see their names as authors of these
  pieces.  Thanks for your help!
• Jose E. Rodriguez,
• MD, HDA Local Editor
• Florida State University
• Department of Family Medicine

34
Engaging Students

• Successes at Penn State

• My eMedRef experience has been significantly
  rewarding. It has served to enhance my
  interaction with our students, provide an
• academic activity for our faculty to support
  future promotion, and facilitate a publication in
  a format that requires a reasonable time
  commitment, in an otherwise very busy schedule.
• - Mike

35
Engaging Students
Each month third year medical students rotate
through Penn States Primary Care program.
Students were previously required to report on
primary care topics during this
rotation transitioning to another
research-oriented project with a strong potential
for publication was a great way to build on this
foundation.
36
Engaging Residents
START WITH A PLAN! At Research FMR, Corey begins
by helping both faculty and resident authors to
set realistic goals. Once these goals are
achieved, as HDA Champion, he assists with
finishing touches.

• Building a successful HDA writing
• program begins with a plan!
• Coreys plan includes
• Set realistic goals
• Schedule protected time
• Review author instructions, search strategy,
• and other tools
• Schedule and keep regular follow up

37
Use EBP for Journal Club

• Use HelpDesk Answer or Feature article
• Resident looks up all references OR
• Each residents looks up one reference
• Focused on clinical question or specific topic
• Are the statistics correct?
• Do residents draw same conclusion?

38
Faculty Development
39
Rewarding for Faculty

• FPIN has been a wonderful opportunity for
  professional growth. The Network provides an
  extremely supportive atmosphere for physicians to
  grow both as writers and as editors. It is an
  opportunity to practice critical appraisal of the
  literature and gain expertise in selected topics.
  I would highly recommend the FPIN network for
  anyone interested in expanding their editorial
  experience.
• Christina Gillespie, MD, MPH,
  FAAFP Georgetown University/Providence Hospital

40
Rewarding for Faculty

• Achieve publication
• AAFP awards CME credit for participation
• Faculty/resident authoring teams fosters
  mentorship
• Develop editorial skills
• Consortium leadership openings
• National conference speaking opportunities

41
Guidelines for Growing a Successful Scholarship
Program
42
Structuring Your Scholarship Program

• Leaders begin writing
• Understand the experience first-hand
• Before you can teach it, you need to do it
• Create a system that will work for your program
• Assess needs and interests
• Determine goals
• Generate enthusiasm
• Schedule protected time
• Devise a strategy for successful launch
• Stay on top of it

43
Successful Launch

• Meet with FPIN staff
• Implementation plan / timeline / hard and fast
  tangible goals
• Schedule workshop, webinar, or follow-up calls to
  ensure progress
• Update curriculum manual
• Introduce FPIN goals during seminar
• Get moving!
• Conduct workshop to get faculty published (FPIN
  led or homegrown)
• Protect and structure time for mentoring
  (planning is the key)
• Use the FPIN Institute (no need to reinvent the
  wheel)
• Ask for help!
• Review scholarship reports-schedule follow-up

44
Protected Time

• For residents
• 4 week timeline example
• What is done?
• For faculty
• Individual author
• Co-author / mentor
• FPIN Institute

45
Why does the FPIN approach work?

• Publication projects are build for residents and
  programs to be successful.
• Writing projects are ACHIEVABLE for busy
  residency programs.
• Time frames are short to ensure residents get
  published while in residency.

46
We appreciate the support!
47
Questions?
Contact our Director of Membership Education,
LuShawna Romeo membership_at_fpin.org
Updated 6/16/2011