Faculty Support in Achieving Scholarship

1. Faculty Support in Achieving Scholarship Simone Dahrouge, Clare Liddy, & Douglas Archibald Department of Family Medicine Retreat Montebello, September 20, 2014

2. Disclosure The following presentation is free from bias and the presenters are not affiliated with any for-profit organizations or parties. The presenters do not have any conflict of interests to disclose and are not affiliated with any commercial entities or organizations that serve to profit from this presentation.

3. Click View then Header and Footer to change this text Faculty/Presenter Disclosure • Faculty: Drs. Archibald, Dahrouge, Liddy • Relationships with commercial interests: None • Disclosure of Commercial Support: N/A • Mitigating Potential Bias: N/A

4. Tentative Agenda • 10 min introduction and quiz • 5 min – What are the scholarship objectives? • 30 min – Faculty Support • Departmental support and tools • CPD/Faculty Development • Templates and Online Resources • 30 min – Abstract Writing

5. Which of the following are components of the Scholar role? • Maintain and enhance professional activities through ongoing learning. • Critically evaluate information and its sources, and apply this appropriately to practice decisions. • Facilitate the learning of patients, families, students, residents, other health professionals, the public, and others, as appropriate. • Contribute to the creation, dissemination, application, and translation of new medical knowledge and practices. • All of the above.

6. Which of the following statements describes you most accurately? • Most of what I learned in my medical training still applies. • Three quarters of what I learned during my medical training still applies. • Half of what I learned during my training still applies. • None of what I learned during my medical training still applies.

7. To facilitate the learning of patients, families, students, residents, other health professionals, the public and others, you should have the following skills: • Ability to identify the learning needs of the audience. • Ability to select appropriate teaching strategies for the audience. • Ability to prepare and deliver a clear presentation that communicates the key messages. • Ability to provide feedback to the learners on their progress. • All of the above.

8. When evaluating the results of a research study, all of the following should be considered EXCEPT: • The author’s qualifications and experience. • The design and methodology of the study. • The significance of the findings for clinical practice. • The discussion of the results. • The recommendations for practice

9. When appraising the statistical results of a study, you need to: • Not worry about understanding the results, as the researcher has analyzed them for you. • Assume that the appropriate statistical tests have been used to answer the research question. • Just understand what the p-value means. • Understand the researcher’s rationale for the statistical tests and results.

10. The following activities can be considered part of the Scholar role: • Conducting a personal practice audit. • Attending a journal club. • Participating in a clinical research trial. • Presenting a research abstract.

11. Systematic reviews involve a structured process similar to that used in primary research. For a successful systematic review, the MOST important factor is that: • Multiple databases and search engines are available. • There is a clear and well-defined research focus and question. • There is a large team with different expertise to carry out the review. • Members of the team can be released to work on the project.

12. The following can be used to evaluate a resident’s competence in the Scholar role: • Clinical scenarios at the point of care to discover scholarly questions. • A retrospective clinical practice audit on 10 cases to determine consistency in medical recommendations. • Synthesis of a literature review of a clinical topic. • A teaching session conducted with medical students on the critical appraisal of medical websites. • All of the above.

13. Defining the Scholar (2015) • As Scholars, physicians demonstrate a lifelong commitment to excellence in practice through continuous learning, the teaching of others, the evaluation of evidence and other resources, and contributions to scholarship.

14. Key Competencies (2015 Framework) • Integrate best available evidence, contextualized to specific situations, and integrate it into real-time decision-making • Critically evaluate the integrity, reliability, and applicability of health-related research and Literature • Contribute to the dissemination and/or creation of knowledge and practices applicable • Engage in the continuous improvement and enhancement of their professional activities through ongoing learning • Facilitate the learning of students, residents, other health care professionals, the public, and other stakeholders

15. Key Competencies (FM Framework) Family physicians are able to: • Maintain and enhance professional activities through ongoing self-directed learning based on reflective practice • Critically evaluate medical information, its sources, and its relevance to their practice, and apply this information to practice decisions • Facilitate the education of patients, families, trainees, other health professional colleagues, and the public, as appropriate • Contribute to the creation, dissemination, application, and translation of new knowledge and practices

16. What can I contribute? • Teacher • Program evaluation • Formal and informal curricula • Hidden curriculum • Learner and faculty assessment • Learning outcomes • Needs assessment • Optimization of the learning environment

18. What can I contribute?

19. Where to get help? • OPHCRG • Online Repository for Developing Scholarship • Faculty Development • CPD • DIME

20. WHAT DO YOU KNOW ABOUT THE SCHOLAR ROLE? The Ottawa Primary Health Care Research Group (formerly CTLC) Departmental Support and tools

21. Who we are • Clinician Scientists in your teaching unit • Bill Hogg (Winchester) • Simone Dahrouge (Pembrooke) • Doug Archibald • Robin MacLaren (Manager) • Liz Muggah

22. Montfort MH Chomienne& Jean Grenier Bruyère Kevin Pottie & Barb Farrell Bruyère Research Institute Doug Archibald, Simone Dahrouge, & Bill Hogg Primrose Sharon Johnston Riverside Clare Liddy & Claire Kendall OHRI Doug Manuel Melrose LiseBjerre

23. Research & Scholarship Support for DFM Clinician Teachers (CT) • In-Unit Clinician Investigator (CI) support1 • Consultation: to develop a proposal, methods etc (hallway or meetings) • Co-supervision / consultation: for research & scholarship FMRSP projects that CT are supervising • Mentorship & support of scholarship: reviewing abstracts, papers, etc that CT are submitting • Support for Applications to PIME & DFM Grants and for the funded grants • ProActive calls to all faculty • Targetted approach for interest • Discussion & mentorship in the development of a LOI • Detailed committee feedback on LOI • Discussion & mentorship in the development of a full proposal • Detailed committee feedback on application • On-going support till end of grant and beyond for publication & future funding • Support for non-funded & external funded scholarship and research: • Discussion & mentorship in: • development of projects (research questions) • development of grant applications • analysis of results, • dissemination via publication and/or presentation • in next steps • Research presence for “chats” at: • CaRMS, RIO day, FMF, • Opportunities to Participate in Research • Invitations by CI to CT to join on funded projects • Opportunities to pilot interventions at the clinical sites • Opportunities to participate in recruitment etc for projects • Central Scholarship learning opportunities for all Faculty • RIP rounds • Faculty Development topics • Research / Scholarship presentations at CRAG, DFM Retreat

24. In-Unit Clinician Investigator (CI) support • Consultation: to develop a proposal, methods etc. (hallway or meetings) • Co-supervision / consultation: for research & scholarship FMRSP projects that CT are supervising • Mentorship & support of scholarship: reviewing abstracts, papers, that CT are submitting

25. Opportunities to Participate in Research • Invitations by CI to CT to join funded projects • Opportunities to pilot interventions at the clinical sites • Opportunities to participate in recruitment for projects

26. Support for Applications to PIME & DFM Grants and for the funded grants • ProActive calls to all faculty • Targetted approach for interest • Discussion & mentorship in the development of a LOI • Detailed committee feedback on LOI • Discussion & mentorship in the development of a full proposal • Detailed committee feedback on application • On-going support until end of grant for publication & future funding

27. Support for non-funded & external funded scholarship and research: • Discussion & mentorship in: • development of projects (research questions) • development of grant applications • analysis of results, • dissemination via publication and/or presentation • in next steps • Research presence at: CaRMS, RIO day, FMF,

28. Central Scholarship learning opportunities for all Faculty • RIP rounds • Faculty Development topics • Research / Scholarship presentations at CRAG, DFM Retreat

29. Research & Scholarship Support for DFM Residents • FMRSP (Research Projects)1 • Supervision of FMRSP Research Projects • Mainly in-unit clinician Investigators (CI) provide primary supervision on FMRSP research project (agreed up to 2 projects per CI, res may not be from that academic FHT) • Mainly in-unit co-supervision / consultation: for research & scholarship FMRSP projects that CT in that Academic FHT are supervising • Central mentorship & support of the research skills: • development of a research question, • how to do a literature review, • how to choose methods that will answer your research question, • Support for ethics application • how to develop and validate surveys, • how to do analysis & interpretation • Central management of research projects • Provision of “hotel space” for access to researchers / staff / and research tools • admin & supervision support for research elective, • evaluation and ranking of research projects • Recruitment of Residents • Research table at CaRMS • CI as interviewers • Excellent research portfolio is attractive • Research elective &PGY3 Clinical Scholar programs are attractive • Interaction with UGME • Participation in FMIG events • Collaboration with FMIG for summer studentship applications • Employment of UGME students on research projects (with and without scholarship) • In-Unit Teaching • Thursday morning teaching (as other Faculty) • Availability for consultation / methodological support in-unit meetings or casual hallway conversations • Academic Day • Presentations of 10 minute research highlights (limited availability)

30. Where to get help? • OPHCRG • Online Repository for Developing Scholarship • Faculty Development • CPD • DIME

31. Online Repository – Tool Box

32. A Category in the Tool Box

33. Resource to Assist with Writing a Manuscript

34. uOttawa Scholar Resources • Biostatistics Summer Courses, Epidemiology Department • 2013 General Information booklet • Course Website • Events and Workshops (including critical appraisal), The University of Ottawa Journal of Medicine • The Writing Centre, University of Ottawa • Health Services Library, University of Ottawa • Faculty Development Workshops, (including Teaching Skills), Faculty of Medicine • Research Project Example, Department of Family Medicine • Free Ethics Tutorial, TCPS2: • Scholar Program Example, Department of Family Medicine

35. Conduct Literature Searches and Reviews University of Toronto. (2010). The literature review: A few tips on conducting it.

36. Critiquing Research Articles Centre for Evidence Based Medicine Example: Educational RX

37. PowerPoint Presentations Bates. (2011) Powerpoint: Presentation Tips.

38. Practical Links for Learning • University of Toronto. (2010). The literature review: A few tips on conducting it. • Bates. (2011) Powerpoint: Presentation Tips. • ErrenT, Bourne P. (2007). Ten Simple Rules for a Good Poster Presentation • CEBM. (2013). Critical Appraisal • Abstract Guidelines for Papers, ACPI

39. List of Resources to Help with Medical Writing Events and Workshops (including critical appraisal), The University of Ottawa Journal of Medicine The Writing Centre, University of Ottawa Health Services Library, University of Ottawa

40. Where to get help? • OPHCRG • Online Repository for Developing Scholarship • Faculty Development • CPD • DIME

41. Faculty Development and CPD Everything you wanted to know about PubMed Introduction to designing and developing CME activities Introduction to CME accreditation Medical education research - How do I get started? Successful career transitions in medicine Mentoring of young academics – common stressors faced by junior faculty, postdoctoral fellows or residents Creating an Academic Poster – What are your hang-ups?

44. Tips for Getting Started in Research and Scholarship • Find a mentor • Join an existing research team • Start Small • Get Help • Put together a team • Be Persistent

45. Group activity – Writing a Conference Abstract

46. Acknowledgement • UBC Family Practice • JanuszKaczorowski, Colleen Kirkham, Ian Martin, Marisa Collins

47. What is an abstract? • A mini paper • One paragraph • Describes what you are going to discuss, present or write about • Gives reader an overview of your project • Source of new ideas • Gets reader interested

48. Why abstracts are important? • It is the only part of an article that many people read (apart from your TITLE) • It is the only part of an article that many journals will make freely accessible through search engines (PubMed)

49. Why structured abstract? • To provide basic information that readers need • To evaluate whether an article is methodologically sound • To improve the retrieval of literature in electronic searches

50. Elements of a structured abstract • Depends on the discipline, journal or conference • Word limit (50 to 400 words) • Objectives, Methods, Results, Conclusion • Background, Objective, Design, Setting, Patients, Intervention,Measurements and Main Results, Limitations, and Conclusion • Key words • Good title