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
Doug Reich, MD
Bronx 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
Roxanna Mirza - Resident
MO Research FMR
What is FPIN and What is the Mission?
A Membership Organization
Scholarly Activity
FPIN Implementation
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
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
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
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
 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
Evaluating the Evidence – Strengths of
Recommendation (SORs)
Synthesizing the Evidence
HDA Writing‐Demo
Peer Review‐ Critically Appraising What’s Before
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
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 Practice
New initiatives include developing a peer review process
and recruiting regional senior editors
• 450-600 word manuscript
• Brief, structured evidence-based answers to clinical
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 Question
 Evidence 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
• 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
Ideal for programs looking for a high level team
Published in The Journal of Family Practice and
PURL Journal Club
• Plug and play comprehensive monthly toolkit
available through FPIN Institute including:
Journal Club Instructions
Speaker Notes including teaching points
Journal Club participant worksheet
Completed review form for reference
Published PURL
• Ideal for programs looking for a structured
approach to journal clubs with little faculty skill or
Evidence-Based Practice
 FPIN’s journal
 Articles are written by members of the consortium – they
answer questions you experience on a daily basis
 Electronic 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
What’s new in Proposed Requirements for
 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
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 evidence
 Must 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
 “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)
2 projects per resident by end of residency (local or more widespread 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
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:
Locating information
Using information
Appraising information
Assimilating evidence information
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
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
 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
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
Identify faculty development project
Schedule a hands-on group workshop
Mandate faculty complete a project first
Assign a leader/champion to create timetable
checklists for accountability
REQUIRE a scholarly project for your residents
Protect time with structured expectations, completion
Steps to FPIN
Set Goals and Create Strategy
Utilize FPIN Institute
Train Faculty
Resident & Student Introduction to FPIN
Consider a Webinar or Onsite Workshop*
Publish & Follow Through
Additional Fee Involved
• 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
• Participants will receive 1:1 feedback prior to manuscript
• 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
Development of FPIN Institute
Courses 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
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