Current FIT Program Participants

Profile Photo of Alekist Quach
Alekist Quach, MD
San Francisco VA Medical Center
Guide: TBD
Profile Photo of Carli Zegers
Carli Culjat, PhD, MBA, APRN, FNP-BC
Florida State University
Guide: Kara Myers
Profile Photo of Cindy George
Cindy George, MSN, FNP
Cystic Fibrosis Foundation
Guide: Bronwyn Wilson
Profile Photo of Denise Connor
Denise Connor, MD
USCF and San Francisco VA Medical Center
Guide: Mimi Mateo
Profile Photo of Jan Honza Bublik
Jan Honza Bublik, DDS, MD
Cherry Tree Dental and Restorative Driven Implants Institute
Guide: TBD
Profile Photo of Katherine Chartier
Katherine Chartier, PhD
Indiana University School of Medicine
Guide: TBD
Profile Photo of Laura Brachman
Laura Brachman, MD
Emory University
Guide: Carol Chou
Profile Photo of Maryann Chimhanda
Maryann Chimhanda, MD, MS, FACOG
Indiana University School of Medicine
Guide: TBD
Profile Photo of Nynikka Palmer
Nynikka Palmer, DrPH, MPH
University of California Medical Center
Guide: Denise Davis
Profile Photo of Sandi Moutsios
Sandi Moutsios, MD
Vanderbilt University Medical Center
Guide: Calvin Chou
Profile Photo of Shai Gavi
Shai Gavi, DO, MS, MPH
Morristown Medical Center
Guide: Sheira Schlair
Profile Photo of Suzette Tan
Suzette Tan, MSN-RN, AGNP-BC
NYC Health + Hospitals/Kings County
Guide: TBD
Profile Photo of Tara Bristol Rouse
Tara Bristol Rouse, MA, CPHQ, CPXP, BCPA
Partnership Health Advisors
Guide: Lynn O'Neill
Profile Photo of Tara Sanf
Tara Sanft, MD
Yale University
Guide: Sally Fortner

Portfolio Information for FITs

What is a FIT Portfolio?

Your FIT Portfolio is a master compilation of the items that document your progress in, and ultimately completion of, the FIT program.  The purpose of requiring FITs to maintain their FIT Portfolio throughout their program tenure is to provide a non-burdensome, meaningful and educational practice for FITs to track documentation of their FIT progress, which will be used by the FIT committee to make assessments regarding progress and graduation. The FIT portfolio is made up of:

  • Narrative Personal Statement: This statement is typically a 1-1.5 page essay that should explain in a narrative fashion where the feels they are in the process, and may include any realizations they have made about themselves, what they feel they need to work on, what areas they have experienced personal growth in, etc. This statement is a self-evaluation tool that should include reflection on thier journey towards competency as it relates to both personal awareness and skill building.  
  • Updated Learning Plan: FITs are asked to update their learning plan so that it contains overall goals for the year, specific objectives which will lead to those goals, learning activities that will lead to attainment of their objectives, and methods for evaluating their progress.
  • Letter from Guide: This letter should convey evidence of FIT growth and progress toward  thier learning goals, as well as provide specific examples of how they have demonstrated competence.
  • (Optional) Additional Letter from Faculty: If FITs have had encounters with Faculty and would like to ask them to write a letter, thet are welcome to do so. This letter should be sent by a faculty with whom  the FIT has worked in ACH courses or in other capacities (through ACH or at their home institution). These letters should discuss the FITs knowledge and competence as they relate to personal awareness and/or skills work. This additional Faculty letter will be a required part of the annual review process for 2021, so we encourage FITs to seek Faculty connections! 

When to update and submit your FIT Portfolio?

Submit: Mid-point portfolios are submitted after the FIT attends two events of the four events required for program completion. Graduation portfolios can be submitted whenever the FIT has successfully attended all four required events, met all other program requirements and feels ready to graduate. 
Update: It is suggested that you update your FIT portfolio regularly. 

As a FIT, your primary venues for demonstrating and receiving feedback on your skills are Winter Course and ENRICH, attendance at which are required of all FITs.  Therefore, you should aim to update this document at least once after Winter Course and once after ENRICH.  This will not only allow for more real-time reflection and steady progress, but will also make it easier when you submit your full FIT Portfolio!

Who should sign off on your microskills and provide a narrative for your EPAs?

Any ACH faculty member may sign off on your microskills and provide a narrative for your EPAs.  This could include a faculty member in in whose Winter Course personal awareness group or ENRICH learning group you participated or assisted with, a faculty member in whose Winter Course FIT Skills session you participated, a faculty member in whose Winter Course or ENRICH workshop you participated, or your ACH Guide.  The goal is to capture a variety of faculty’s assessment of you to paint a picture of your progress and abilities.  

What are faculty responsible for?

  • Entrustment decision(s) resulting in signing off on individual EPAs.
  • Direct observation of the FIT
  • Honest feedback to the FIT
  • Please note that any one individual faculty member is not the sole determinant of the FIT's readiness to graduate from the FIT program.  The decision regarding readiness to graduate will be made by the FIT Committee on the basis of reviewing multiple pieces of data from multiple sources.

FIT Participation at Winter Course

The Winter Course, typically held in February at a retreat-like venue, is designed for current faculty, FITs, and RCFs to deepen their skills and knowledge of relationship-centered care. It also serves as an opportunity for personal and professional renewal.  The course activities include learning (Personal Awareness/PA) groups, standalone workshops, FIT skills sessions, and large group exercises led by seasoned facilitators. Each FIT will be paired with either their own guide or a surrogate guide (if one's own guide is not attending the Course), who will check-in regularly and ensure the FIT's goals are being met.

1. Learning Groups - Each FIT/guide pair will have the opportunity to indicate their preference for a learning group modality prior to arriving at the Course.  These learning groups, modalities of which often include Rogerian, Matrix, Family of Origin, and Diversity, are facilitated by outside facilitators allowing FITs and faculty time and space to work on their individual learning goals for the course.

2. Workshops - Several workshops on various topics are offered at Winter Course.  Each FIT will have the opportunity to select which workshop he or she would like to attend.  These selections are usually made on-site at the Course.  FITs of all levels are encouraged to participate in workshop planning leading up to the Winter Course if they so desire.  Solicitation of interest in workshop planning for Winter Course usually occurs in the fall prior to the Course.  In some situations, a workshop being developed for ENRICH will be presented in an early form at Winter Course to allow for additional tweaking of content and presentation.

3. FIT Skills Course - Started in 2014, the FIT Skills Course is an added component of Winter Course aimed to provide FITs with a standard set of skills in relationship-centered communication and facilitation.

Life in the ACH after the FIT Program

Internal Opportunities
After one graduates from the FIT program and becomes a faculty member of the ACH, other internal education opportunities include: co-facilitating with FITs at ENRICH or Winter Course, becoming a Guide for a FIT, or joining the FIT committee as a faculty representative (if openings are available).

External Opportunities
Additionally, there are a growing number of external education opportunities for ACH faculty to lead custom, on-site workshops on behalf of the Academy.  To be considered for selection, you must have successfully completed the RCF program or Faculty Development Track. 

FIT Co-Directors & Committee

The purpose of this committee is to supervise the quality of the Faculty-in-Training Program relative to policy, admissions, advancements, graduation, and guides. The committee convenes monthly and consists of the 2 FIT co-directors, 4-5 faculty and usually 2-3 FITs (our goal is to keep the FIT representation on the committee proportional to the number of FITS in the program at any given time).  

FIT representatives

  • Purpose:  Their role is to advocate for FIT needs on the FIT Committee.
  • Responsibilities: To assist with administrative projects and to coordinate FIT-FIT Committee communications. FITs may vote, with the exception of applications, advancements, and graduations.  FIT input in developing training needs assessment, policies, materials and procedures is welcome. This is a wonderful venue for becoming more active in Academy work, having some input into the FIT experience, and learning about effective leadership.
  • Selection: FIT reps are selected from among interested FITs by their fellow FITs when an opening becomes available.
  • Term (effective 3/16/18): 1 year with a maximum of 2 consecutive terms as a FIT representative.  

Faculty:

  • Purpose: To provide faculty input in developing training needs assessment, policies, materials and procedures.
  • Responsiblities: Review and vote on program applications, advancements, and graduations; assist with administrative projects and contribute to the growth and development of the FIT program. 
  • Selection: Faculty are selected by the FIT committee via an open call when an opening becomes available.
  • Term (effective 3/16/18): None- an annual check-in is conducted to allow for continuation or roll off.

FIT Co-Directors

  • Purpose: Faculty of the ACH selected by the Education Committee to provide leadership to the FIT Program.  In their role, they provide supervisory mentorship and guidance to the FITs in the form of individual meetings with each FIT at both the Winter Course and ENRICH and additional email or phone communication as needed. They also co-chair the FIT Committee.  
  • Selection: FIT co-directors are selected by the VP, Internal Education from an open call.
  • Term: Overlapping 3-year terms.

FIT Participation at ENRICH

Before the course:

  • FITs are required to participate in the planning and execution of workshops for ENRICH, with the FIT’s specific roles and responsibilities determined by the FIT’s own learning goals and directed by the faculty leaders for the workshop.  A call for workshop teams is sent out to all FITs, who can select which track they'd like to assist with.  They are then responsible for attending the team's planning calls and contributing to the workshop's development.
  • FITs should review the Co-facilitation Guidelines to help prepare for co-facilitating a learning group.
  • Once FITs have been paired up with a faculty co-facilitator (who may or may not be their Guide), they should complete the Co-facilitation Inventory form and review it together.

At the course:

  • Co-facilitate a learning group with their assigned ACH faculty member.
  • Attend the pre-course, post-course debrief, and daily faculty meetings.
  • Participate in the daily learning group debriefings with their assigned ACH faculty member
  • Participate in the delivery of their selected workshop track.

After the course:

  • Submit a completed Learning Goals Self Assessment Form and Co-Facilitation Self Assessment Form.

Support of Fellow FITs

Your time in the Faculty-in-Training Program should be one of significant learning and skill development, as well as one of exciting personal growth. It has the potential to become one of the most valuable educational experiences you undertake. 

Upon acceptance into the program, you will be added to the FIT list serv, which is the primary form of communication among FITs and the co-directors outside of in-person events.  This provides you with a way to pose questions and share information with your fellow FITs.

FITs also meet formally during the Winter Course and ENRICH.  You will find that other FITs are sources for your learning, by virtue of expertise they bring, as well as feedback they may provide you about your learning goals.

Leaves of Absence/Withdrawal

Occasionally, trainees discover that other demands or a change in professional interests require that they suspend or stop training. Forms to be utilized in the event of a formalized leave of absence or withdrawal from the program can be found in Appendix VI and Appendix VII and should be submitted to the FIT Committee for review and approval.

Grievance Procedure

It is expected that faculty Guides and FITs will occasionally become dissatisfied with the other's performance as a result of it being a close relationship with important mutual expectations. It is also expected that problems can and will usually be resolved by early and direct communication between the FIT and faculty Guide using skills we collectively hold as important. Problems will also be addressed through discussions between the FIT, the Guide and the FIT committee. The FIT committee and co-directors will monitor the progress of FIT-Guide pairs annually to insure that standards of excellence are met. Occasionally, one or both parties will wish for mediation from a third party.

Appendix VIII explains how FITs, Guides/faculty, or both can request mediation.