Name
A Future for Teaching Integration: Insights from National Faculty Data and Innovative Educational Design Using Integrated Healthcare as a Vehicle for Physician Learning and Development
Description

Behavioral health (BH) faculty in Family Medicine Residencies (FMR) play a critical and often under-recognized role in preparing the next generation of physicians to deliver integrated, whole-person care. However, findings from the inaugural CFHA Family Medicine Behaviorists Workgroup (FMBW) survey reveal a number of structural barriers including lack of protected time for educational duties. The first half of the session analyzes the FMBW data, focusing on the impact of "invisible labor" around teaching integrated care. The second half offers evidence-informed educational strategies, such as integration-centric teaching drills and real-time coaching, that align with ACGME milestones and STFM competencies.

Speakers
Jonathan Mitchell, Ph.D.
Hernan Barenboim, PhD, LMFT
Content Level
Intermediate
Tags
Sustainability, Training/Supervision, Workforce development
Session Type
Concurrent
Objective 1
Analyze and Apply National Workforce Data: Utilize findings from the FMBW survey to identify common institutional barriers (e.g., FTE misalignments, title variability) and benchmark their own roles against national integrated care standards.
Objective 2
Execute High-Yield Educational Drills: Demonstrate the ability to implement brief, integration-centric teaching drills and real-time coaching techniques that meet Family Medicine resident milestones within busy primary care clinical settings.
Objective 3
Develop personalized, leadership-aligned messaging to advocate for protected time for education and integration initiatives as well as standardized titles, and job descriptions that align with educational demands
Content Reference 1

Filippi, M. K., Waxmonsky, J. A., Williams, M. D., Robertson, E., Doubeni, C., Hester, C. M., & Nederveld, A. (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. https://doi.org/10.3122/jabfm.2023.230067R2

Content Reference 2

Patel, H., Perry, S., Badu, E., Mwangi, F., Onifade, O... & Malau‑Aduli, B. S. (2025). A scoping review of interprofessional education in healthcare: Evaluating competency development, educational outcomes, and challenges. BMC Medical Education, 25, 409. https://doi.org/10.1186/s12909-025-06969-3

Content Reference 3

Gardner, E., von Ellm‑McKenna, M., Fortenberry, K., Pippitt, K., Owens, R., Ose, D., & Cochella, S. (2023). Critical evaluation of behavioral health curriculum in a family medicine residency program. Annals of Family Medicine, 21(Suppl 3), 5435. https://doi.org/10.1370/afm.22.s1.5435

Content Reference 4

Koubek, R., Jarecke, J. L. T., & Haidet, P. (2025). Merging the curriculum with the clinic: An intervention to foster deliberate practice of communication skills. Patient Education and Counseling, 138, 108824. https://doi.org/10.1016/j.pec.2025.108824

Content Reference 5

Landoll, R. R., Cervero, R. M., Quinlan, J. D., & Maggio, L. A. (2021). Primary care behavioral health training in family medicine residencies: A qualitative study from a large health care system. Family Medicine, 52(3), 174–181. https://doi.org/10.22454/FamMed.2020.681872