Family medicine education relies on clinicians to fulfil a range of expected roles that evolve throughout the career course. Preparing clinicians as family medicine educators requires a nuanced approach to faculty development that takes into consideration various factors including the setting (urban vs rural) and the degree of resources available from both educational and health services, as well as the make-up of the educator and their contribution to the programme (“pure” academics vs clinician-educators in joint roles, career stage, and scholarly focus on teaching, research, or both). Furthermore, one may argue that faculty development for educators in family medicine programmes has discipline-specific needs given the complexity of primary care service-learning platforms. These roles and responsibilities require a nuanced approach and consideration of various factors that may impact faculty development.

“A framework for developing excellence as a clinical educator” by Hesketh et al was published 22 years ago and describes 12 learning outcomes in relation to the three-circle model by Harden et al - these outcomes are grouped according to the performance of tasks, the approach to these tasks and the teacher’s commitment to their self-development. This mirrored the outcomes-based educational approach to curriculum development at the time. Recent developments in health professions education have built on this model, including adopting a competency-based orientation and the advent of entrustable professional activities in strengthening workplace-based assessment. Additionally, milestones for faculty development have been developed.

We are a group of academicians, Family Medicine Global Education Network (FamMedGEN), researching the role of academic departments in producing graduates fit for the changing primary care landscape. This interest includes how best to tailor faculty development of primary care educators based on their unique perspectives. We propose a review of frameworks of faculty development that would benefit family medicine training all over the world.

1. Critically evaluate the frameworks for faculty development of medical educators as they apply to family medicine.
2. Brainstorm the application of the Hesketh et al framework and the milestones approach to tailor faculty development initiatives which target both individuals and teams.
3. Develop ways of prioritising the three levels of learning outcomes as a precursor to a formal Delphi process planned by the team of facilitators.

Aim:
The aim of the workshop is to promote the global exchange program of family medicine (FM360° exchange) which is specially designed for young doctors around the world.

Content:
The Family Medicine 360° Program is a global exchange program for Family Medicine Trainees and junior Family Doctors/General Practitioners (within five years of completing residency training). The program enables participants to spend up to four weeks visiting the Primary Health Care System of a different country, all over the world. The program has built in a way to standardized educational experience with a special framework based on learning objectives and outcomes.

The following topics will be discussed at the workshop:
How does the FM360º exchange work?
How is the FM360º exchange structured?
How is the application process happening at the hosting and visiting counties?
Sharing past experience of FM360º exchanges.
Future plans of the program.

Outcome:
Exchange programs promote a bilateral knowledge exchange on clinical competence in different social and cultural, resource settings and health systems. Both the visitors and the hosts will be benefited in numerous ways including professional and personal levels as well to contribute development of primary health care and sharing ideas.

1. To know about the FM360º exchange
2. How is the FM360º exchange structured
3. Exchange programs promote a bilateral knowledge exchange on clinical competence in different social and cultural