National Institute for Program Director Development (Nipdd): A Collaborative Pursuit of Excellence

Abstract

The NIPDD 9-month fellowship provides instruction, education, and formative experiences designed for family medicine physician educators to enhance and develop the knowledge, skills, and attitudes to be effective leaders as directors of residency programs. 1 Historically, postgraduate training program directors in family medicine faced many challenges without signifi cant training in fi nance or administration. For those reasons, and because family medicine directors might not have support from other program directors, the sessions on stress and burnout were always full at the Program Directors Workshop. In 1994, during a strategic planning meeting of AFMRD, the idea of a school for program directors surfaced. At the same time, the ABFM was seeking a way to educate program directors on policies and procedures to assure resident eligibility for the certifi cation exam. With major fi nancial support from the ABFM, the idea became reality. In-kind staff support from the AAFP and AFMRD, and the interface with AFMRD, AAFP, STFM, RAP, and ABFM initiated the creation of the Academic Council by selecting representatives of those organizations to participate as members of the Council and to teach in the fellowship. 1 The Academic Council reports to the AFMRD Board of Directors through the Council Chair. Each element of the fellowship receives CME credit from the appropriate medical specialty organizations and the American College of Physician Executives (ACPE).

Evaluación de una experiencia de capacitación en planificación educacional para directores de programas de las especialidades médicas

“…Aunque en la literatura se describe una amplia gama de cursos y programas de formación en docencia para los profesores de Medicina, sólo un escaso número se han implementado para capacitar a los DPP y han sido creados por centros formadores universitarios o sociedades de especialistas bajo las directrices de organizaciones centralizadas como CanMeds y ACGME, sin considerar las necesidades específi cas referidas por los DPP 4,18,19 . Más aún, en la mayoría de estos programas la capacitación en planifi cación educacional ha sido parcial y con una profundidad e intensidad variable 20,21 .…”