HIGHLIGHTS OF THE INNOVATION SHOWCASE

Scholarly Shark Tank (R.F., S.M.)

The Pitch: Are you looking to build excitement around residency scholarly activity? Try a Scholarly Shark Tank! Inspired by a similar session at an STFM conference⁴, we created a fun annual event—also based on the popular TV show—where faculty and residents pitch scholarly project ideas to attract “investment” from fellow residents and faculty. As a newer community-based family medicine residency, Scholarly Shark Tank has been instrumental in building enthusiasm and culture around scholarly activity. Additionally, involving the whole residency in project development generates helpful feedback to hone ideas while also increasing collaboration. It works well—if not better—in a virtual format.

The Business Plan: Scholarly idea submissions are due 1-2 months prior to the event. We provide mentoring and vet all proposals to ensure appropriate content and scope for resident projects. Presenters have 5 minutes to pitch and answer questions. Both thoughtful engagement and levity are encouraged (Baby Shark song recommended, but not required). Successful teams meet within 1 month to discuss next steps and maintain momentum.

The Bottom Line: Scholarly Shark Tank has led to a quadrupling in the number of active residency scholarly projects over the past 2 years.

Implementation of Program Coordinator Office Hours to Improve Resident (and Program Coordinator) Wellness (M.O.)

Five years ago, when experiencing staff turnover in our residency program, I found myself struggling to be available for my residents. Being pulled in different directions with meetings, projects, and daily fire drills, I was frequently out of the office when they needed me. I created “Michelle Time” to provide consistent, dependable office hours for administrative support. Establishing structured availability was essential for their wellness as well as mine. This was one thing I could do: be present.

By creating 3 one-hour sessions each week, there was improvement in residents’ spirits. I was prioritizing time with them to address their needs. The simple act of me sitting on my designated Michelle Time throne (some would call this a chair) and making myself available actually made people feel better.

Currently, I host Michelle Time virtually on recurring meeting links. Residents log on as needed; when there are multiple people on at the same time, I place them in a waiting room and meet with them individually.

In addition to the usual open-door policy, it’s important for GME Coordinators/Managers to prioritize creating a consistent presence, even just an hour a week, to further support residents during their education.

Personalized Education Plan (A.D., B.P.)

Historically, residents-in-difficulty were placed on a remediation plan in our residency program. Faculty argued these were designed to help residents overcome obstacles and succeed, but residents said they felt punitive and unrelated to their personal goals. To address these concerns and nurture a culture of continuous self-reflection and growth, we transitioned to universal Personalized Education Plans (PEPs).

All residents are on a PEP from day one. Our intention was to de-stigmatize being “on a plan,” because the reality is we are training physicians to be lifelong learners, who are continuously reflecting and identifying opportunities for growth. This is an essential skill, not something to be feared.

Inspired by Hahn et al,⁵ we created a PEP that prompts residents to reflect on their personal goals in and after residency, opportunities for growth, and SMART goals to achieve success. The program may suggest goals as well if faculty identify an opportunity for growth, which has allowed us to delay, or even avoid, a remediation plan altogether.

Central to our success was resident buy-in. We formally launched the PEP by meeting with the residents, sharing our motivation and vision, and soliciting feedback. One of the residents named the document, so meetings with advisors could be “PEP talks.”