Family Medicine Residency Program

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Organization Type: 
Educational Institution
Program Type: 
Education Level: 
Postgraduate (e.g., residency, fellowship)
Educational Elements: 
Independent Study
Self Reflection Activities
Experiential not including services to patients
Experiential including clinical contact with patients
Other Element(s): 
Team Meetings
Plan-Do-Study-Act (PDSA) cycles in outpatient teams
Program Description: 

This family medicine residency is a 12-12-12 program in which ten residents per year are assigned to Highland Family Medicine (HFM), an outpatient site that conducts around 70,000 visits per year. HFM is divided into seven teams; each team consists of four residents - three to four (clinically) part-time family physician faculty, one full-time family nurse practitioner, one resident nurse, two medical assistants and three medical secretaries - with one of the behavioral health staff assigned to meet with each of the teams.

The teams meet twice a month for one hour. During one meeting, seven teams meet together in what is known as a "team collaborative." Team collaboratives are spent in general training sessions on concepts such as the chronic care model, "what does it mean to try to work as a team?", and what does "patient centered" mean. This time is also used for teams to present their recent Plan-Do-Study-Act cycle results.  Team meetings are run based on the Institute for Healthcare Improvement recommendations of four roles for meetings: leader, facilitator, time keeper, and scribe. All team members rotate through each role. During the post graduate year two of residency, residents participate in a five month outpatient rotation called "P2" which stands for Psychosocial Medicine and Practice Improvement. During that time, they lead a Quality Improvement project for their team and present the results to the residency practice and at the hospital quality improvement fair.

In the third year, after getting a fair amount of expertise in inpatient assessment and management, residents supervise other residents on rotations in OB/Gyn, pediatrics and medicine. This role gives senior residents a chance to study problems in greater depth. They also learn how to teach and coordinate the delivery of care.  Throughout all three years, residents spend a minimum of two sessions per week in their ambulatory office sites caring for their own patient panels. They learn the fundamentals of outpatient management and health maintenance. Residents in the second and third years also acquire experience in various medical, pediatric, and surgical subspecialties, with a focus on outpatient care.

Targeted Professions
Family Medicine
Self-Reported Competencies
PCPCC’s Education and Training Task Force identified 16 interprofessional training competencies critical for preparing health professionals for practicing in team-based, coordinated care models such as patient-centered medical homes. Listed below are the self-reported competencies that this program has achieved, which have been organized by the five core features of a medical home as defined by the Agency for Healthcare Research and Quality
Patient-Centered Care Competencies: 
Development of effective, caring relationships with patients
Patient-centered care planning, including collaborative decision-making and patient self-management
Comprehensive Care Competencies: 
Assessment of biopsychosocial needs across the lifespan
Population-based approaches to health care delivery
Coordinated Care Competencies: 
Care coordination for comprehensive care of patient & family in the community
Health information technology, including e-communications with patients & other providers
Interprofessionalism & interdisciplinary team collaboration
Quality Care & Safety Competencies: 
Assessment of patient outcomes
Accessible Care Competencies: 
Promotion of appropriate access to care (e.g., group appointments, open scheduling)
Last updated July 21, 2014

* Please note: Information contained in this database is self-reported by representatives from each program. It does not represent an exhaustive list of education and training programs and inclusion does not constitute an endorsement from the PCPCC.


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