Weidner Amanda, Brown Mallory, Evans David V, Gookin Glenn, Spencer Ryan, Elswick Daniel, Hawes Emily M
is an Associate Teaching Professor and Associate Director of Strategic Planning, WWAMI-Region Family Medicine Residency Network, Department of Family Medicine, University of Washington, Seattle, Washington, USA, and Executive Director, Association of Departments of Family Medicine, Leawood, Kansas, USA.
is an Associate Professor, Vice Chair of Education, and Residency Program Director, Department of Family Medicine, University of North Carolina (UNC), Chapel Hill, North Carolina, USA.
J Grad Med Educ. 2025 Jun;17(3):362-366. doi: 10.4300/JGME-D-24-00923.1. Epub 2025 Jun 16.
In 2019, the U.S. Federal Office of Rural Health Policy (FORHP) began funding the Rural Residency Planning and Development (RRPD) awards, intended to help rural communities develop residency programs. The Accreditation Council for Graduate Medical Education requires faculty development for all programs. Rural programs, especially those starting out, often struggle to incorporate faculty development. To characterize types of faculty development that new rural residency programs with RRPD awards are using, describe typical structures of these programs, and assess differences by specialty, region, size, or program structure. We used descriptive and bivariate analysis of FORHP performance report data from fiscal year 2023 of 43 RRPD grant recipients who were starting new residency programs to determine types and structure of faculty development programs. Sixteen of 43 grant recipients (37.2%) indicated their faculty participated in structured, mostly longitudinal faculty development programs; 22 (51.2%) participated in a faculty development activity such as a conference or class; and 12 (27.9%) reported no faculty-related activities in that year. Those further along in development were more likely to report engagement in faculty development. There were no differences in faculty development quantity or type based on specialty, region, size, or rural track structure. New and developing residencies in the RRPD program engage in faculty development through a myriad of activities, including structured, longitudinal programs as well as conferences, workshops, and trainings.
2019年，美国联邦农村卫生政策办公室（FORHP）开始资助农村住院医师规划与发展（RRPD）奖项，旨在帮助农村社区发展住院医师项目。毕业后医学教育认证委员会要求所有项目都要进行师资培养。农村项目，尤其是那些刚开始的项目，往往难以纳入师资培养。为了描述获得RRPD奖项的新农村住院医师项目所采用的师资培养类型，描述这些项目的典型结构，并评估专业、地区、规模或项目结构方面的差异。我们对2023财年43名获得RRPD资助且正在启动新住院医师项目的受助者的FORHP绩效报告数据进行了描述性和双变量分析，以确定师资培养项目的类型和结构。43名受助者中有16名（37.2%）表示其教员参加了结构化的、大多为纵向的师资培养项目；22名（51.2%）参加了诸如会议或课程等师资培养活动；12名（27.9%）报告称当年没有与教员相关的活动。发展进程较快的项目更有可能报告参与了师资培养。在师资培养的数量或类型方面，基于专业、地区、规模或农村轨道结构没有差异。RRPD项目中的新住院医师项目和正在发展的住院医师项目通过各种活动参与师资培养，包括结构化的纵向项目以及会议、研讨会和培训。
