HDA Program Implementation

I want to let you know that as a newer faculty in a residency program, you and FPIN have provided me with exactly what I need and want to do as a faculty.  Without your support and the FPIN membership, there would be no way I could accomplish what we have started.  So, I want to really thank you for your support and patience with me.  Like my 5 year old says, “Thank you.  I mean it.  For real life.”

Corey Lyon, 

HDA Champion at Research Family Medicine, Kansas City, MO

KEY FACTORS FOR SUCCESS

1. HDA Program Champion.  The HDA Champion is a faculty leader who sets clear goals and roles for faculty clinicians with regard to publications and commitment to the dissemination of evidence-based medicine.  The Champion may encourage authors by identifying protected writing time and recognizes the importance of mentoring skills among faculty co-authors. The Champion ensures successful authors are acknowledged and celebrated.
   
2. Local Editor. The Local Editor (L.E.) is an experienced HDA faculty author who has published several HDAs alone or with other faculty. The L.E. supports faculty working with first-time authors and coordinates peer review assignments.   In many programs, the L.E., serves as an internal reviewer for all HDAs. The Local Editor and Champion receive regular reports from FPIN on the HDAs currently in process at their program.
   
3. Faculty First.  See One, Do One, Teach One!  Successful programs are fully commitment to faculty authorship of HDAs, before serving as a co-author with residents and students. While mentoring is a special skill that promotes success; technical research and writing skills must be mastered before launching resident-faculty writing teams.
   
4. Commitment to EBM Curriculum.  Whether your EBM curriculum includes a formal class setting or adopts an opportunistic integrated philosophy, commitment to dissemination of EBM is critical to sustainable HDA writing programs.  Research indicates that integration of EBM curriculum with practical applications such as grand rounds, journal club, and scholarly activities such as HDAs, also reinforces dissemination of EBM concepts. To support your curriculum, FPIN provides learning modules on the FPIN website or in person at your convenience.
   
5. Project Timeline. Authors need protected time for the project, especially during the initial phases, i.e. search and grading the evidence. The most successful faculty co-authors schedule regular meetings with first-time authors throughout the project.  Some successful writing programs identify a less demanding rotation, as the time to schedule dedicated time for starting HDAs.  Once the best evidence has been identified and the answer to the question outlined, writing usually goes quickly.