Health care is a complex system consisting of various teams that work interdependently to achieve safe and quality care for patients. Hence, patient safety (PS) and quality improvement (QI) are important competencies set forth by ACGME. Residency programs over the years have incorporated various qua…

GME is continuously evolving to develop clinicians for an unpredictable health care future while also adapting to unexpected current events. Program coordinators are an essential part of the team responding to and leading change.
This session is an interactive workshop led by a former program co…

The tasks for program management have become increasingly complex. Not only have the basic requirements of the job increased, but there is a higher expectation of the program by the institution and residents. As a result, the relationship between the program administrator and chief resident is cri…

This workshop will provide an overview on how to introduce the concepts of wellness to residents, detail a step-by-step approach to creating and pursuing wellness goals, followed by a discussion on how to provide resources within the eight domains of wellness (emotional, financial, intellectual, occ…

While the virtual interview process for residency has benefits to both programs and applicants, it may potentially introduce or magnify individual and systemic biases. Applicants who identify as underrepresented in medicine (URiM) or other backgrounds such as sexual and gender minorities or individ…

With the rollout of the ACGME milestones 2.0 comes the opportunity to create new evaluations and assessment methods. The milestones are designed to provide formative feedback and help residents understand how they are progressing developmentally through training. Residency programs frequently rely…

As a coordinator or administrator in either a residency, fellowship, or clerkship program, it is important to readily have available an up-to-date resume that is specific to your role in the UME-GME setting. It is important to define your position to HR or any other non-UME-GME departments as well a…

Since the implementation of the 21 Century Cures Act in April 2021, new federal rules mandate that all patients (with several permitted exceptions) are offered rapid, online access to their clinical records, including the notes written by clinicians ('open notes'). Patients and their family members…

Advanced practice practitioners (APPs) are crucial members of the care team in any high quality, operationally efficient, and financially sustainable academic practice. This session will describe strategies to improve retention in the APP workforce, with examples from both inpatient and ambulatory c…

Quality improvement and patient safety (QI/PS) competency at the resident level continues to expand; executing a longitudinal curriculum for residents is a "must-have" skill for every resident. Curriculum on fundamental QI/PS concepts has been a formal classroom based endeavor. Our workshop will he…

The ability to appeal a grade in medical school provides means for students to query that their clinical performance is appropriately reflected. While many schools have clear policies on grade appeals, under 20% of medicine clerkship directors report having received training in adjudicating grade ap…

A critical need exists for internal medicine residency programs to truly espouse diversity, equity, and inclusion (DEI) in trainee/faculty recruitment andretention, patient care, and community engagement. However, challenges exist in instituting such DEI efforts, including demanding schedules, dispr…

UME involves rigorous training, and students vary in achieving levels of clinical competency; some struggle more than others and may require remediation. Previously an underutilized component of UME, coaching-based remediation programs have become more prevalent, with increasing interest in strategi…

Diversity, equity, inclusion, and justice (DEIJ) has become a central focus for many institutions across the country. As leaders grapple with myriad issues, committees are often created to inform and carryout these efforts. We will discuss how to successfully structure and lead a DEIJ committee to e…

DEI needs to be intentionally embedded into the education of medical students and residents as well as for faculty and interdisciplinary health care personnel to fuel cultural change concerning systemic racism and injustice in the health care system. Reflections including the medical humanities pres…

Six competencies of ACGME milestones reimagined resident assessment beginning in 2013. With the addition of specialty specific Milestones 2.0 in 2020 for internal medicine, residency evaluations benefited by creating a longitudinal pathway for residents to follow milestones throughout their training…

The transformation to competency based medical education and the recent adoption of Milestones 2.0 requires that faculty receive training in determining where residents lie on the trajectory from novice to competent clinician. Faculty must observe residents, reliably determine their skill level, and…

Feedback is essential for faculty development but is often limited to learner evaluations of teachers. These limitations are well documented and include limited perspective, potential bias, and other validity concerns. As part of a needs assessment we conducted, we found that there was an interest i…

The COVID-19 pandemic significantly altered medical education as faculty rapidly pivoted lectures to online platforms. More than two years into the pandemic, many key components of medical education have pivoted permanently virtual learning or hybrid education options. Faculty will address effectiv…

The AAIM Learner Handoffs Standards Task Force (LHS-TF) was charged to incorporate views of diverse internal medicine stakeholders to address recommendations by the Coalition for Physician Accountability. To improve the UME to GME transition, the LHS-TF developed an internal medicine-specific indivi…