Faculty Development Curriculum Examples for GME Programs

Quarter 1 (July-September): Foundations of Clinical Teaching. Session 1 (July): One-Minute Preceptor — practical bedside teaching framework, 90 minutes, case-based practice. Session 2 (September): Giving Effective Feedback — framework, practice with standardized scenarios, common pitfalls. Quarter 2 (October-December): Assessment and Milestones. Session 3 (October): Understanding Milestones — specialty-specific milestone review, rating practice with video cases. Session 4 (December): CCC Preparation — how to prepare for milestone reporting, documentation standards, difficult conversations. Quarter 3 (January-March): Managing Challenges. Session 5 (January): The Struggling Resident — early identification, documentation, remediation planning, legal considerations. Session 6 (March): Professionalism and Difficult Conversations — addressing unprofessional behavior, documentation, escalation. Quarter 4 (April-June): Program Leadership. Session 7 (April): Faculty Well-Being and Burnout — recognition, resources, program culture. Session 8 (June): Annual Review — faculty self-assessment, curriculum evaluation, planning for next year. All sessions: 60-90 minutes, protected time, attendance tracked, session evaluations completed.

Learning objectives: (1) Distinguish between feedback and evaluation. (2) Apply the R2C2 feedback framework to a clinical teaching scenario. (3) Identify at least two common barriers to effective feedback and strategies to address them. Agenda: Welcome and pre-assessment (10 min) — brief survey of current feedback practices. Didactic: What is feedback and why does it matter? (15 min) — definition, distinction from evaluation, connection to resident development and ACGME requirements. Framework: R2C2 (20 min) — Relationship, Reaction, Content, Coaching. Walk through each component with examples. Small group practice (30 min) — pairs work through two standardized scenarios using R2C2, debrief with full group. Common barriers and solutions (10 min) — time constraints, fear of conflict, lack of observation, grade inflation. Wrap-up and post-assessment (5 min) — session evaluation, one commitment each faculty will make. Materials needed: R2C2 reference card, two standardized feedback scenarios, session evaluation form.

Level 1 — Reaction: Session evaluations after each faculty development activity. Measure satisfaction, relevance, and perceived usefulness. Target: 85% of faculty rating sessions as useful or very useful. Level 2 — Learning: Pre/post assessments for skill-based sessions (feedback, milestone rating). Measure knowledge and skill acquisition. Level 3 — Behavior: Direct observation data trends, CCC documentation quality, resident satisfaction with teaching scores. Review at each APE — are faculty applying what they learned? Level 4 — Results: Milestone distribution trends, resident ITE performance, ACGME survey results for faculty items, citation history. Annual review question: Is our faculty development curriculum improving resident outcomes? Annual reporting: Faculty development outcomes presented at PEC meeting each spring, documented in APE, used to plan next year's curriculum.