Name
(Re)Building Clarity: Defining, Aligning, and Advocating for Behavioral Science Faculty Roles in Primary Care Residency Programs
Description

Behavioral Science (BS) faculty in primary care residency programs frequently navigate role ambiguity, competing expectations, and evolving organizational demands. This interactive workshop helps faculty clarify core responsibilities, visualize role distribution, and explore how professional identity formation influences their daily work. Structured activities will encourage participants to examine gaps between expectations and aspirations and how advocacy can help close the gaps. Facilitators will integrate concepts from organizational psychology, professional identity formation, and integrated care models. Attendees will leave with clearer role conceptualization and actionable strategies for advocating within their organizations.

Speakers
Jonathan Mitchell, Ph.D.
Lynne Havsy, Ph.D.
Content Level
All Audience
Tags
Self-care/Self-management, Training/Supervision, Workforce development
Session Type
Concurrent
Objective 1
Identify key sources of role ambiguity and professional identity conflict experienced by BH faculty in residency training programs.
Objective 2
Analyze discrepancies between current and aspirational role functions using identity mapping and role constellation methods.
Objective 3
Develop an individualized advocacy plan that aligns role expectations with professional values, integrated care principles, and ACGME program requirements.
Content Reference 1

Moore, M. B., Gilrain, K., Brosig, C., Leffler, J. M., Gupta, S., & Fizur, P. (2024). Current Landscape of Psychologists in Academic Health Centers: Roles and Structural Models. J Clin Psychol Med Settings, 31(4), 684-690. doi:10.1007/s10880-024-10040-6

Content Reference 2

Shaffer, L. A., Robiner, W., Cash, L., Hong, B., Washburn, J. J., & Ward, W. (2021). Psychologists’ Leadership Roles and Leadership Training Needs in Academic Health Centers. Journal of clinical psychology in medical settings, 2021-06, Vol.28 (2), p.252-261. doi:10.1007/s10880-020-09707-7

Content Reference 3

Sternszus, R., Steinert, Y., Razack, S., Boudreau, J.D., Snell, L. & Cruess, R.L. (2024). Being, becoming, and belonging: reconceptualizing professional identity formation in medicine. Frontiers in Medicine. 11:1438082. doi: 10.3389/fmed.2024.1438082

Content Reference 4

deGruy, F. V., & McDaniel, S. H. (2021). Proposed Requirements for Behavioral Health in Family Medicine Residencies. Family Medicine, 53(7), 516–520. DOI: 10.22454/FamMed.2021.380617

Content Reference 5

Filippi, M. K., Waxmonsky, J., Williams, M. D., et al. (2023). Integrated Behavioral Health Implementation and Training in Primary Care: A Practice-Based Research Network Study. Journal of the American Board of Family Medicine, 36(6), 1008–1019. DOI: https://doi.org/10.3122/jabfm.2023.230067R2