Image Description

Preconference and Optional Workshops



Call (800) 274-7928 or

Friday-Saturday, April 28-29; 8 am–5 pm

PR1: Point of Care Ultrasound Workshop  
Neil Jayasekera, MD; Matthew Fentress, MD, MSc, DTM&H; Nicholas LeFevre, MD, MS; Ryan Paulus, DO; Angela Rodgers, MD

A 2015 and 2020 STFM CERA study revealed that one of the main barriers to starting a point-of-care ultrasound (POCUS) curriculum in a family medicine residency was lack of trained faculty. The Contra Costa Family Medicine Residency Ultrasound Program will offer a 2-day preconference workshop on point-of-care ultrasound. This workshop is specifically tailored for family medicine faculty and residents who are initiating or developing a point-of-care ultrasound program in their residency. The course will cover the basics of POCUS and can be used as a pathway to receive ultrasound privileging. Each section will be broken down into 20-minute didactics followed by a longer 1-hour lab sessions so participants can get plenty of hands-on experience in use of POCUS. The preconference will cover the following aspects of POCUS, adapted for full-spectrum family medicine training: cardiac, pulmonary, abdominal, renal, OB, DVT, procedural, ocular, musculoskeletal and soft tissue. Participants will receive access to an online POCUS learning platform, CME and a course completion certificate.

Learning Objectives:
Upon completion of this session, participants should be able to:

  1. Have POCUS skills that will allow them to improve clinical outcomes, facilitate more rapid diagnoses, shorten time to definitive treatment, reduce failure and complication rates during procedures, and improve patient satisfaction.
  2. Have certification that will allow them to apply for credentialing and privileging in the use of POCUS at their home institution.
  3. Develop a curriculum and become a faculty mentor/teacher of POCUS in their family medicine residency program.

Fee: $695 (Includes continental breakfast, refreshment breaks, training materials, CME; Lunch is not included.) 
Attendance Limit: 36

Saturday, April 29; 8 am–5 pm

PR2: Faculty for Tomorrow Workshop for Residents 
Jenni Minor, MEd; Timothy Graham, MD, MHPE; Paul Larson, MD, MBA, MS, CPE, DTM&H; Karl Clebak, MD, MHA; Brintha Vasagar, MD, MPH; Tiffany Ho, MD, MPH; Grace Shih, MD, MAS

This full-day preconference workshop, presented by the STFM Graduate Medical Education Committee, is for residents and fellows who are interested in careers in academic family medicine. The workshop will include inspiring stories from academic family medicine leaders, breakout sessions
on key teaching and academic skills, an interactive leadership training session, and a session on the nuts and bolts of academic career tracks and promotion. Get the knowledge and skills you need to succeed and thrive as new faculty.

A diverse group of faculty will give behind-the-scenes insights into academic roles in sessions like "What You Might Not Know about Careers in Academic Medicine." Breakout into small groups for career advice and targeted discussion on "Giving Feedback," "Finding Your Job in Academia," and "Success as a New Faculty Member"; then learn how to lead change in every setting in "The Physician as Leader."

Learning Objectives:
Upon completion of this session, participants should be able to:

  1. Describe the personal and professional rewards as well as the challenges that come with being faculty in family medicine.
  2. Describe practical strategies for success in academia, give effective feedback to learners, and write a winning CV.
  3. Describe the career and promotional tracks of academic medicine and how to apply for a faculty position.

Fee: $50; Includes refreshments, training materials, CME; Lunch is not included.
Attendance Limit: 100

PR3: Writing Rounds: Turn Your Completed Project into a Manuscript Ready for Peer-Review
Christy Ledford, PhD; Kirsten Winnie, MD; Fareedat Oluyadi, MD; Octavia Amaechi, MD

This workshop will prepare junior/early-stage authors to submit a manuscript on a completed project to a journal for peer-review. Participants will have completed projects and may have submitted conference presentations but are novice in submitting to peer-reviewed journals. We will review the process of peer review, practice giving and responding to peer review, select target journals for submissions, and prepare manuscripts for submission in an appropriate journal and category. Participants will receive support from peers in the workshop and coaching from experts - our coaches are published authors and have editing experience at peer-reviewed journals.
Note: In order to be able to participate fully in this experience, attendees must submit a draft manuscript to writing coaches 2 weeks prior to the workshop. After completion of the preconference workshop, there are (2) hour-long follow-up sessions; one will take place at the conference and one will be a virtual check-in after the conference ends. This is intended to support participants through the entire process of manuscript preparation, initial review, revision, manuscript submission, and response to journals. A laptop is required for the workshop.

Learning Objectives:
Upon completion of this session, participants should be able to:

  1. Identify a target journal for their draft manuscript and adapt their manuscript to be submission-ready according to that journal’s author instructions.
  2. Understand the process of peer review and manuscript submission.
  3. Give constructive peer review to others and respond to peer review on their own manuscripts.

Fee: $250; Includes refreshments, training materials, CME; Lunch is not included.
Attendance Limit: 12

Saturday, April 29; 1–5 pm

PR4:  “We are Tired”: Strategies to Mitigate the Personal Toll of Diversity, Equity, Inclusion, and Antiracism Work
Kento Sonoda, MD, AAHIVS; Krys Foster, MD, FAAFP, MPH; Yohualli Anaya, MD, MPH, MPH; Keyona Oni, MD, FAAFP; Diana Carvajal, MD, MPH; Sarah Gerrish, MD; Angela Echiverri, MD, MPH; Kristin Reavis, MD; Kathryn Fraser, PhD

Academic medical centers across the nation are increasingly recognizing Diversity, Equity, Inclusion and Antiracism (DEIA) efforts as key to achieving their missions. As a result, there has been tremendous growth in departmental and/or institutional DEIA leadership, disproportionately funneling underrepresented in medicine (URM) and historically excluded faculty and trainees into these roles. The emotional trauma associated with championing antiracism efforts and addressing diversity and inclusion concerns, while often being the most affected by those conditions, is poorly described and underestimated, and few opportunities exist for these leaders to cultivate approaches to minimize impact. Such professional stress may also adversely affect trainee and faculty well-being, prevalence of burnout, and flight from academic medicine.

This workshop aims to define, recognize, and share strategies to mitigate the emotional toll experienced by DEIA leaders, through didactics, an interactive panel, and group work. Participants will leave the session with a framework for identifying and addressing these conditions through establishing psychological safe spaces and fostering allyship in their institutions.

Learning Objectives:
Upon completion of this session, participants should be able to:

  1. Define and recognize the emotional, physical and career tolls impacting leaders of diversity, inclusion, equity and antiracism efforts.
  2. Acquire and articulate strategies to enhance safety and promote allyship for DEIA leaders in academic family medicine.
  3. Examine the current DEIA environment at participants' institutions and teach strategies learned from this workshop to actively engage in mitigation efforts and/or lead such efforts addressing the DEIA labor force within spheres of influence.

No Fee: Powered by the STFM Foundation; Includes refreshments, training materials, CME; Lunch is not included.
Attendance Limit: 50

PR5:  Making the Most of Simulation: How to Develop Successful Simulation-Based Educational Curricula
Jack Wells, MD, MHA, CHSE; Alicia Ludden-Schlatter, MD, MSAM; Nikole Cronk, PhD

Simulation-based medical education (SBME) is an effective teaching tool widely used in medical education: (1) Most family medicine (FM) programs use SBME, (2) Successful SBME requires proper planning and execution. Many FM faculty have little experience in SBME development. In this workshop, participants will gain the knowledge and skills necessary to plan effective SBME curricula and will design their own SBME event. This workshop reviews SBME learning theory, simulation modalities, needs assessment, curriculum development and implementation, debriefing techniques, and evaluation. Provided materials include scenario development templates, debriefing templates, and evaluation rubrics. Brainstorming and individual feedback will enable participants to tailor SBME curricula to their home program needs. The course faculty have extensive experience developing SBME incorporating standardized patients, task trainers, and high-fidelity mannequins to train and assess medical students and residents in a wide variety of medical skills and scenarios. Faculty will show how SBME can be adapted to multiple modalities and educational settings. At the end of the workshop, participants will have a completed lesson plan for their own SBME event.

Learning Objectives:
Upon completion of this session, participants should be able to:

  1. Discern characteristics of successful simulation curricula.
  2. Apply principles of learning theory and curriculum design to simulation-based curricula and events.
  3. Develop a simulation-based education event.

Fee: $150; Includes refreshments, training materials, CME; Lunch is not included.
Attendance Limit: 40  

Tuesday, May 2; 1:30–5:30 pm

PR6: Simulation Ultrasounds in Obstetrics: Case-based Clinical Learning Skills to Enhance Competence in Obstetric Ultrasounds
Anjali Aggarwal, MD; Mohamad Sidani, MD, MS; Rashmi Rode, MD; Roger Zoorob, MD, MPH

During previous evaluations of our Advanced Life Support in Obstetrics (ALSO) provider course, attendees expressed a high level of interest in improving their knowledge and skills in obstetrical ultrasounds. In response, we have developed this workshop with easy-to-use, portable ultrasound simulators. The workshop will include an introduction and development of the training program, followed by didactic session and case-based scenarios with hands-on training using portable ultrasound simulators.  We will also demonstrate Mnemonic card use in Labor/Delivery and OB Emergency. Participant feedback and discussion is encouraged throughout the workshop.
126 participants in the last two years including faculty, residents, and medical students completed the 80-minutes workshop integrated into the ALSO provider course. There was a statistically significant difference (p<0.01) between the pre- (mean =30.01, SD = 26.32) and postsurvey scores (mean =81.42, SD=17.66). More than 65% of the trainees strongly agreed, whereas more than 30% agreed, to the positive impact of the course in the learner satisfaction survey.  This hands-on workshop will help providers acquire and disseminate these skills to others.</p

Learning Objectives:

Upon completion of this session, participants should be able to:

  1. Acquire the ultrasound skills for performing basic and advanced obstetrical exams to assist in providing high-quality clinical care.
  2. Utilize the shared experience to train their residents, medical students, and faculty.
  3. List three strategies for maximizing knowledge acquisition and achieving procedural competencies during hands-on ultrasound training workshops.

Fee: $150; Includes refreshments, training materials, CME; Lunch is not included.
Attendance Limit: 30


If you have questions about the Annual Spring Conference, contact 800.274.7928 or email