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CONTEXT  To address scholarly activity (SA) accreditation standards, the Michigan State University’s College of Osteopathic Medicine Statewide Campus System has offered the Association of American Medical Colleges’ (AAMC) Teaching for Quality Program for two cohorts of community-based faculty. The purpose of this paper was to describe the design and delivery of the customized program, the authors’ initial lessons learned, and their plans for further evaluation and dissemination.    METHODS  The authors customized the program to overcome the barriers typically faced by community-based program faculty learners through a graduate medical education (GME) consortium model. This was the first time this program was delivered in this manner    RESULTS  The authors’ initial cohort of 19 learners successfully developed 15 projects, with two pairs of learners collaborating on projects. The second cohort of 15 learners developed 11 projects, with one pair of learners collaborating. The authors present a series of principles for community-based GME leaders striving to develop SA projects in their respective GME environments.    CONCLUSIONS  The “consortium advantage” derived from entities such as the SCS may prove integral to efficiently coordinating SA project resources and knowledge across diverse GME systems.

Delivering the AAMC “Teaching for Quality” Program through a Community-Based GME Collaborative: Lessons Learned to Date