Training/pipeline working group

The document outlines discussions from the Primary Care Research Workforce meeting held on September 20, 2024. The focus was on creating a pipeline for future researchers, defining roles, and advocating for primary care research.

Key Points Discussed

• Research Impact and History:

  • Cataloging research that has changed practice.

  • Creating a public-facing document on the history of PBRNs and their importance.

  • Developing a list of 100 questions that can only be answered by family medicine research.

• Advocacy and Communication:

  • Encouraging physicians to be involved in research rather than just consuming it.

  • Highlighting practice-changing research at conferences like NAPCRG.

  • Advocacy for smaller grants to support early-stage researchers.

• Funding and Infrastructure:

  • Encouraging physicians to be involved in research rather than just consuming it.

  • Highlighting practice-changing research at conferences like NAPCRG.

  • Advocacy for smaller grants to support early-stage researchers.

• Roles and Pathways:

  • Defining various roles for family physicians (FPs) in research, including question development, data collection, and logistical support.

  • Creating pathways for mid-career FPs to get involved in research.

  • Pairing residents and students with practicing clinicians who are involved in research.

• Engagement and Readiness:

  • Conducting readiness assessments for new practices joining PBRNs.

  • Evaluating interests, knowledge, and capacity of practice staff.

  • Ensuring clinical and administrative teams are aligned for successful research participation.

• Challenges and Solutions:

  • Addressing barriers to research participation, especially in rural health practices.

  • Articulating the "why" for FPs to engage in research, including monetary benefits, addressing burnout, and clinical inquisitiveness.

  • Communicating the benefits of research to leadership and clinicians.

• Collaboration and Support:

  • Harnessing the power of academic medical centers (AMCs) to partner with practices.

  • Encouraging chairs to use their power to make space for primary care research.

  • Creating modules for Board certification to incentivize research participation.

• Community and Education:

  • Engaging community members and boards of practices in research.

  • Developing research that can help with CME credits and Board certification.

  • Pairing medical students with researchers to foster interest in primary care research.

Conclusion

Engaging community members and boards of practices in research. Developing research that can help with CME credits and Board certification. Pairing medical students with researchers to foster interest in primary care research.