Project Management Trainee Jobs in Payson, UT (NOW HIRING)

Teaching Faculty: Education is defined broadly to include dissemination of knowledge, skills, and attitudes to trainees, faculty members, clinicians, staff, colleagues, patients, and the public within or external to the institution. Education includes teaching activities; learner assessment; curriculum development; mentoring, coaching, advising, and supervising; and educational leadership and administration. Education primarily occurs during a clinicians clinically productive time. Curriculum development may be considered both scholarship and educational activity. For the purposes of assessment of performance as Teaching Faculty, educational leadership may be considered both administration and educational activity, and patient education may be considered both clinical practice advancement and educational activity.

Academic Duties other duties that may apply directly to an Academic Physician Teaching Faculty role:

Clinical Investigation/Health Services Research. Investigation involves efforts by the faculty member that generate or advance development of new knowledge. These could include such activities as clinical trials, quality improvement, health services research, translational laboratory research, implementation science, health informatics research, and supporting educational activities. Projects relating to education of clinical care, care delivery, process of care implementation, family and community engagement, pathophysiology, mechanisms of disease, education, administration/service, and global health can all be areas for effective and excellent investigation. Team science, clinical care, collaboration, technology commercialization, education, community engagement, advocacy, inclusion, sustainability, web-based dissemination, administration/service, and global health can all be areas for effective and excellent investigation.

Clinical Practice Advancement. Clinical practice advancement is defined broadly to include direct patient care, development of algorithms, care process models, protocols, or templates; development of decision support tools to improve patient care; participation in quality improvement projects or programs and adherence to key performance indicators, monitoring of metrics related quality/safety/cost. Quality improvement projects and development of protocols may be considered both clinical practice advancement and clinical investigation if the results are disseminated by peer reviewed publication.

Administration/Service. Administration includes leadership and work within and outside institution on committees; participation in organizational efforts to meet strategic goals; and program or unit leadership. Some Academic Physician Teaching Faculty members who execute on administrative work will have program leadership roles such as Program Director or Associate Program Director. Work expectations for the Academic Physician Teaching Faculty leadership role of Program Director are outlined in the ARP Committees. Administration/Service will often overlap with clinical practice advancement, investigation, scholarship, and education.

Teaching Faculty will provide educator services during their clinical working time in conformance with the following:

Teach and mentor medical students, residents, and fellows, as measured by student evaluation scores, Program Director feedback, and ARP committee review.

Aid Program Director in the planning, implementation, and evaluation of all medical and administrative activities of the Program; integrating the work of the Program with the other divisions of the Hospital to assure fulfillment of all Program accreditation requirements promulgated by the ACGME, any relevant Residency Review Committee, and any relevant specialty-based accreditation/governance committee.

In cooperation with the Sponsoring Institution, Designated Institutional Official, and Program Director, execute on the Program mission, objectives, measures of effectiveness, and strategic planning for the ongoing growth and development of the Program.

In collaboration with the Program Director, design and execute an effective curriculum and evaluation process to ensure that trainees receive appropriate teaching, clinic, and rotation experiences, and evaluation.

Assist in the development and execution of quality management programs, review clinical records and determine if appropriate treatment is being given.

Serve as a role model for clinical care, continuous and comprehensive care in the office, hospital and other community settings. This includes the performance of skillful history and physical examinations, effective diagnosis of diseases, ordering and interpreting laboratory tests, and prescription and administrative of effective treatments.

Challenge thinking, foster debate, and develop the ability of students to engage in critical discourse and rational thinking.

Participate as appropriate in lectures, grand rounds, training programs, educational committees, or similar activities.

Coach and mentor learners in projects of scholarship including abstract and poster presentations, case reports, scholarly documents, and publications.

As Program Director or Associate Program Director, physician will provide services during their clinical working time in conformance with the following:

Teach and mentor medical students, residents, and fellows, as measured by student evaluation scores, Program Director feedback, and ARP committee review.

Aid in the planning, implementation, and evaluation of all medical and administrative activities of the Program; integrating the work of the Program with other divisions to assure fulfillment of all Program accreditation requirements.

In cooperation with the Sponsoring Institution, Designated Institutional Official, Assistant Program Director, and Teaching Faculty execute on the Program mission, objectives, measures of effectiveness, and strategic planning for the ongoing growth and development of the Program.

Design and execute an effective curriculum and evaluation process to ensure that trainees receive appropriate teaching, clinic, and rotation experiences.

Assist in the development and execution of quality management programs, review clinical records and determine if appropriate treatment is being given.

Serve as a role model for clinical care, continuous and comprehensive care in various settings. This includes the performance of skillful history and physical examinations, effective diagnosis of diseases, ordering and interpreting laboratory tests, and prescription and administration of effective treatments.

Challenge thinking, foster debate, and develop the ability of students to engage in critical discourse and rational thinking.

Participate as appropriate in lectures, grand rounds, training programs, educational committees, or similar activities.

Coach and mentor learners in projects of scholarship including abstract and poster presentations, case reports, scholarly documents, and publications.

Engage in clinical investigation/health services research to generate or advance the development of new knowledge. This includes activities such as clinical trials, quality improvement, health services research, translational laboratory research, implementation science, health informatics research, and supporting educational activities.

Site Directors are responsible for directing the training of residents from another sponsoring institution as a participating site. This role involves working closely and under the direction of the department chair of the hospital, as well as the program director of the sponsoring institution. (Min 0.1 FTE, specialty based, admin rate) The Site Directors duties include, but are not limited to, the following:

Establish and maintain a high-quality educational experience for all trainees, ensuring compliance with all ACGME and Intermountain policies, as spelled out in the Program Letter of Agreement.

Lead faculty development initiatives to enhance teaching and mentorship skills.

Facilitate the evaluation process for both residents and faculty, ensuring that assessments are comprehensive, constructive, and aligned with program goals.

Address and resolve complaints or concerns from trainees and faculty in a timely and effective manner.

Provide direct mentorship to trainees and faculty, guiding their professional and academic development.

Maintain a collaborative working relationship between Intermountain Health and the external Sponsoring Institution, fostering an environment of mutual respect and cooperation.

Collaborate with the program director of the sponsoring institution to design and execute curriculum and rotation schedules that meet educational objectives including, where applicable, simulation/skills lab competencies and scholarly activity management.

Ensure that the training program meets all accreditation requirements and continuously adapts to incorporate best practices in medical education.

Represent the site program in internal and external meetings, promoting the programs mission and achievements.

Minimum Qualifications

M.D. or D.O. Education must be obtained through an accredited institution and will be verified.

Active Medical licensure, or in process of obtaining licensure, is required.

Basic Life Support Certification (BLS) for healthcare providers.

ABMS or equivalent AOA Board Certification in related specialty

Three years' experience leading successful improvement projects in clinical setting(s).

Experience in documentation improvement projects and familiarity with utilization review.

Experience with change management with the ability to provide leadership in the adaptation and implementation of new processes and/or technology that enhance safety.

Effective verbal, written and interpersonal communication skills.

Three years of progressive healthcare leadership experience.

Holds active privileges at an Intermountain Hospital and is credentialed by SelectHealth.

Must be able to demonstrate effective leadership skills and the ability to work effectively and collegially with clinical and non-clinical staff to move others to action and model the vision and values of the organization.

Demonstrated competence in his/her field of practice.

Experience in a role requiring effective verbal, written and interpersonal communication skills.

Preferred Qualifications

Interact with others requiring employee to verbally communicate as well as hear and understand spoken information.
Operate computers, telephones, office equipment, and manipulate paper requiring the ability to move fingers and hands.
See and read computer monitors and documents.
Trained in improvement science (i.e., Six Sigma, Lean, Advanced Training Program, project management).
Experience working in a complex health system (hospitals, ambulatory clinics, pos project management t-acute care, etc.)
Demonstrated leadership of clinicians.