When the Family Medicine for America’s Health (FMAHealth) Workforce Education and Development Tactic Team (WEDTT) began its work in December 2014, one of its charges from the FMAHealth Board was to increase family physician production to achieve the diverse primary care workforce the United States needs. The WEDTT created a multilevel interfunctional team to work on this priority initiative that included a focus on student, resident, and early-career physician involvement and leadership development. One major outcome was the adoption of a shared aim, known as 25 x 2030. Through a collaboration of the WEDTT and the eight leading family medicine sponsoring organizations, the 25 x 2030 aim is to increase the percentage of US allopathic and osteopathic medical students choosing family medicine from 12% to 25% by the year 2030. The WEDTT developed a package of change ideas based on its theory of what will drive the achievement of 25 x 2030, which led to specific projects completed by the WEDTT and key collaborators. The WEDTT offered recommendations for the future based on its 3-year effort, including policy efforts to improve the social accountability of US medical schools, strategy centered around younger generations’ desires rather than past experiences, active involvement by students and residents, engagement of early-career physicians as role models, focus on simultaneously building and diversifying the family medicine workforce, and security of the scope future family physicians want to practice. The 25 x 2030 initiative, carried forward by the family medicine organizations, will use collective impact to adopt a truly collaborative approach toward achieving this much needed goal for family medicine.

The transition from undergraduate medical education (UME) to graduate medical education (GME) constitutes a complex system with important implications for learner progression and patient safety. The transition is currently dysfunctional, requiring students and residency programs to spend significant time, money, and energy on the process. Applications and interviews continue to increase despite stable match rates. Although many in the medical community acknowledge the problems with the UME-GME transition and learners have called for prompt Please see the end of this article for information about the authors.

Background and Objectives: Family medicine faculty face increasing expectations for clinical productivity. These expectations impinge on academic and education time and make it difficult to pursue research or scholarly activities. A task force convened by the Society of Teachers of Family Medicine created national guidelines to protect nonclinical time for family medicine faculty. Methods: The task force reviewed existing guidelines for protected time, as well as data on current and past distribution of time for faculty in academic medicine, including a specific look at family medicine. Based on the evidence and expert opinion from task force members and leaders of family medicine organizations, the task force developed eight consensus recommendations. Results: The guidelines include recommendations for allocation of protected time for program directors, associate program directors, and core faculty. These represent best practices to ensure programs have appropriate time to devote to the nonclinical duties of training and educating residents, while also promoting innovation in education, faculty well-being, and faculty retention. discussion: Faculty require nonclinical time for resident development, curriculum creation and maintenance, program assessment, and scholarship. Without these functions, programs can’t meet accreditation requirements or fulfill their responsibility to develop strong family physicians. Residency programs, sponsoring institutions, universities, health care systems, and accrediting bodies should use these recommendations to develop budgets that provide appropriate time allocation to enhance faculty wellness, reduce turnover, and meet organizational missions and objectives around education and providing care for communities.

90provide foundational training for residency faculty. Courses cover the structure and requirements of residency education; how to be an effective and efficient faculty member; the nuts and bolts of curriculum development and teaching; and strategies for assessment, feedback, and remediation of residents.Conducted the first meeting of the Precepting Expansion Oversight Committee. This multidisciplinary, interprofessional committee is overseeing the implementation of an action plan to decrease the percentage of primary care clerkship directors who report difficulty finding clinical preceptor sites and increase the percentage of students completing clerkships at high-functioning sites. Five tactic teams began meeting in 2017 and are now implementing strategies to ensure medical, nurse practitioner, and physician assistant students receive hands-on opportunities with patients in real-world settings.Updated the Leading Change online course. The content is now delivered in shorter segments and the course includes interactivity, learning activities, and quizzes to promote understanding and retention.Implemented new submission systems for the Family Medicine Residency Curriculum Resource and the STFM National Clerkship Curriculum. Submissions are now made through the same system STFM uses for its journals, which allows for better tracking of submissions and communication with authors.Implemented digital badging on member profiles in STFM CONNECT. A digital badge is an online recognition of accomplishments, mastery of a skill, or completion of a learning experience. The goal of the badging is to recognize members, showcase their accomplishments and STFM involvement, and encourage participation in STFM programs and leadership activities.The celebration and innovation of 2017 built momentum for the many products and activities planned for 2018: a Medical School Faculty Fundamentals Certificate Program, an enhanced online presence for Family Medicine, a revamped, mobile-friendly website, a new conference submission and review system, and ongoing work to address the shortage of community preceptors.

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