Family Medicine Residency Program

Second Year Key Objectives

Teaching and Learning

  • During T&L encounters, manage time in ways that facilitate making important teaching points for learners at different levels.
  • Teach basic principles effectively.
  • Adapt teaching of new information based upon assessment of learners’ existing foundation of knowledge.
  • Write effective cases and scenarios for teaching and learning.
  • Remain aware that s/he is a role model for learners, even in informal situations.
  • Be comfortable precepting learners at different levels (e.g., medical students, 2nd-year residents).
  • Be comfortable precepting procedures - OB/Gyne/Skin.
  • Plan and present lectures and other kinds of programs to large groups.
  • Be comfortable using presentation technologies including PowerPoint.
  • Interact effectively with senior faculty.

Administrative & Management Skills

  • Describe the skills a residency director needs to be successful in today’s healthcare environment and assess his/her own competence in those skills.
  • Negotiate contracts from the point of view of the employer.
  • Manage staff effectively.
  • Create or form committees.
  • Demonstrate familiarity with state and federal regulations impacting medical education.

Professional Development

  • Demonstrate familiarity and comfort with negotiation terminology.
  • Demonstrate increased skill in negotiation.
  • Describe the skills a residency director needs to be successful in today’s healthcare environment and assess his/her competence in those skills.
  • Locate a suitable mentor, establish and manage a productive relationship with him/her.
  • Foster successful trust relationships with residents, medical students, faculty and staff.
  • Describe the mission and goals of his/her organization.
  • Explore career alternatives and create a short-term (5-year) career plan.
  • Mentor residents and students effectively.


  • Use a “mental model” of the research process in institutional context to identify barriers and opportunities for his/her own research.
  • Work effectively with the IRB.
  • Develop realistic time frames for his/her research.
  • Demonstrate a working understanding of statistics at a level appropriate for his/her work.
  • Demonstrate a working understanding of research models.
  • Demonstrate a working understanding of the grant development process and develop fundable grant proposals appropriate to his/her research areas of interest.
  • Function as an effective research mentor.
  • Effectively allocate his/her time among teaching, clinical, service and research commitments so as to achieve his/her goals.