Jessica Tischendorf, MD, MS; Christine Sharkey, MD; Kara Westmas, MS; Amy B. Zelenski, PhD; Fauzia Hollnagel, MPH; Elizabeth Chapman, MD
WMJ. 2026;125(1):221-224.
ABSTRACT
Background: Developing the next generation of physician educators is an important priority and persistent challenge for academic medical centers, and dedicated educator training is highly desired by physicians in training. To address this need, our Department of Medicine launched a longitudinal fellow as medical educator (FAME) program.
Methods: We implemented the FAME program over a 3 year period in a midsized Department of Medicine, offering faculty-led didactic sessions, fellow-led journal clubs, mentorship, and structured opportunities for direct observation and feedback. Program engagement, perceived relevance of sessions, and self-assessment of teaching skills were evaluated annually through attendance logs, session evaluations, “and a modified System for Evaluating Teaching Qualities tool.
Results: Participation increased among both fellows and volunteer faculty across the 3 years. Faculty-led sessions were consistently rated as highly relevant, with an average score of 3.7 out of 4.0. Self-assessment of teaching skills improved across multiple domains each year, with gains demonstrated in 11 of 25 domains across the implementation period.
Discussion: Despite limited resources, the FAME program was well received and associated with improved self-assessed teaching skills among physician fellows. Ongoing refinements aim to optimize synchronous participation and enhance program sustainability.