Ohio State University Wexner Medical Center and Ohio State health science colleges aim to be an example of inclusive excellence, where all staff, faculty and learners have an opportunity to thrive in service to patients and to the community. A diversity of cultures and life experiences strengthens the mission to provide evidence-based health care. It gives a greater understanding and appreciation for each patient's unique genetic makeup, behavior, experiences and beliefs. From the way we recruit faculty, staff and students to the way we treat each and every patient, Wexner Medical Center and College of Medicine consider diversity an essential part our mission and strive to create environments, both in the workplace and in patient care settings, where everyone feels empowered to share their full, authentic selves and can comfortably join in or stand out. This workshop will explore the initiatives and outcomes of anti-racism work done at Ohio State University Wexner Medical Center.

Clinical trial management, from budgeting to post-award management, is very different from managing federal awards. This workshop will introduce the audience to different budgets, amendments, what to look for in budgeting, coverage analysis, and contracts at high level. When the contract is signed, what next? How to manage clinical trials so they do not go into deficit? How to manage post award clinical trials? What are the different kinds of invoicing opportunities? Are you leaving money under the table? How to manage invoicing and collection? Reconciliation and holdbacks? Amendments and the impact on invoicing and collection? CRO changes Effort allocation - PI and CRC effort on CTs? The workshop will cover hard questions on investigator-initiated trials, trials that are not accruing, paused trials, as well as ongoing discussion with the clinical team, PI portfolio, and finance teams. Workshop participants will understand all aspects of clinical trial management and will leave equipped with the understanding of what to prioritize in their own organizations for managing clinical trials.

Medical training coincides with a period of life in which many consider parenthood. Residents may be at different stages in the spectrum of parenthood: deferred, new and current - each of which has unique challenges, influenced by financial and time constraints. Significant gaps remain in institutional and programmatic support for residents who are current or future parents. While deferral of parenthood is common among residents, knowledge of fertility preservation among trainees is low. Moreover, rates of infertility among physicians are estimated to be as high as 25%, more than double that of the general population. The costs of cryopreservation are often prohibitively high, rarely included in benefits, and those who are able to access this resource require scheduling support and flexibility. Presenters will share published data on the full spectrum of trainee parenthood, review ABIM policies around extended leave, discuss a process for inclusivity (parents of either gender, and parenthood by any means). Based on successful advocacy, the presenters will provide guidance in advocating for inclusion of fertility preservation in resident benefits and the associated support needed for successful utilization of this resource by trainees. The workshop goal is to raise awareness, share successful interventions and highlight experience in creating support structures at the institutional, programmatic and individual level; presenters will share strategies to make parenthood accessible to as many trainees as possible, regardless of age, gender, financial and socio-economic considerations and other social determinants.

Housestaff unionization efforts in GME training programs are rapidly increasing with nine residency programs representing over 7,000 residents and fellows unionizing in just the past year. The previously slow pace of housestaff unionization accelerated after the COVID-19 pandemic, during which increased work demands emphasized long-standing housestaff concerns over duty hours, burnout, compensation, and benefits. Few resources exist for residency program leadership on the standard process of unionization, leaving many programs to "learn on the fly" after their housestaff petition the National Labor Relations Board. In addition, program leadership occupy a unique position throughout the unionization process. As advocates for their housestaff, they are often positioned separately from hospital and GME leadership who may take varied stances on the unionization effort, which can often lead to uncertainty over program leadership role in this process and potential confusion on engagement with house staff, union representatives, and hospital leadership. This workshop will allow participants to hear the first-hand experience from four residency programs whose housestaff who are in various stages of unionization. Participants will gain insight into the unique impact of the unionization process on residency program operations. The presenters will share practices for navigating difficult conversations between hospital leadership and house staff as well as describe limits on program changes during contract negotiations. Finally, presenters will highlight opportunities for program growth and innovation post-unionization. Participants will have an opportunity to discuss their own program experiences with unionization.

Despite continuity clinic being a core requirement for all internal medicine residency programs, almost all new interns admit to feeling unfamiliar and unprepared to practice in an ambulatory setting as a new primary care physician. In fact, the continuity clinic experience often represents the steepest learning curve as new interns orient to clinic workflows, face ambulatory knowledge gaps, and develop strong patient-physician relationships. Orienting new interns to the continuity clinic can feel overwhelming for both interns experiencing the orientation and preceptors delivering the orientation materials. In this workshop, presenters will introduce an approach to intern orientation at two continuity clinic sites, each with different patient populations and support staff structures. The program offers bite-sized orientation modules, developed with the intention of transforming continuity clinic orientation from inundating information overload to manageable just-in-time curricula. Small group discussions will be used to share overall approaches to continuity clinic orientation, with a special focus on preparing new interns on the electronic medical record, community and clinic-based resources, multidisciplinary team care, direct observations, and health care maintenance/preventive care. Presenters will disseminate best practices from these discussions to enrich the clinic orientation experience for all participating programs. Participants of this workshop will leave with tangible orientation examples that can ultimately reduce that "firehose" feeling for both interns and preceptors alike.

Home visits are largely absent from internal medicine graduate medical education. A 2001 review found only 25% had mandatory home visit training and one-third offered no instruction at all. Further, a needs assessment found that residents did not feel prepared to make home visits despite a desire to do so. Home-based care effectively allows residents to develop skills in each of the key ACGME competencies, with potential to be an important and efficient part of training. Additionally, with shifts to X+Y schedules, home visits provide experiential learning opportunities during immersive two-week ambulatory blocks as well potential pop off valves for clinic scheduling. Home visits have become an integral part of ambulatory education for residents in residency programs. In this workshop, presenters will provide an overview of the evolution of these programs, lessons learned, and data describing the impact of these programs on patients, learners, and communities. Workshop leaders will present a spectrum of approaches, ranging in duration, institutional support, and interdisciplinary team integration and present a framework for home visit program development. In small groups, participants will brainstorm existing and needed resources within institutions, foreseeable barriers, and actionable next steps. The group will reconvene to discuss takeaways and potential inter-program collaboration opportunities. Participants will leave with an individualized toolkit for developing a home visit program at their institution.

The workshop will start with a description of the ACGME Clinician Educator Milestones and will provide an overview of the various subcompetencies. This introduction will help participants understand the framework used by ACGME to help clinician educators progress through and develop skills within each sub competency. The remainder of the workshop will utilize interactive techniques to engage the audience, including large group discussions, small group discussions, and think-pair-share activities. In an interactive large group discussion, we will examine Universal Pillar 1: Reflective Practice and Commitment to Personal Growth. The discussion will center on strategies to progress from one level to the next. Using the milestone "Educational Theory and Practice: Feedback," participants will engage in self-assessment using a worksheet that will be provided. Group discussion will focus on where, why, and how participants rated themselves, using concrete examples from their current practice. Using "think-pair-share" and guided by their worksheets, participants will brainstorm concrete ways to advance to the next skill level. This activity will be repeated with the milestone "Educational Theory and Practice: Teaching and Facilitating Learning." The session will conclude with participants identifying two actionable goals, using the SMART framework for goals creation, for progressing to the next level for each subcompetency discussed during the session.

The overarching goal of this workshop is to equip participants with the knowledge, skills, and tools necessary to write high-quality narrative assessment of peers, superiors, and learners that are free from unintentional biases. First, it aims to provide participants with background knowledge regarding the disparities that persist in academic medicine including individuals who identify as female and who are from historically excluded or marginalized groups with a particular focus in academic medicine. Secondly, the workshop aims to educate participants on the literature demonstrating variability in the ways that people from different backgrounds are assessed with special attention to differences in narrative language and potential downstream implications of those differences. The overarching goal of this workshop is to equip participants with the knowledge, skills, and tools necessary to write high-quality narrative assessment of peers, superiors, and learners that are free from unintentional biases. First, it aims to provide participants with background knowledge regarding the disparities that persist in academic medicine including individuals who identify as female and who are from historically excluded or marginalized groups with a particular focus in academic medicine. Secondly, the workshop aims to educate participants on the literature demonstrating variability in the ways that people from different backgrounds are assessed with special attention to differences in narrative language and potential downstream implications of those differences. The workshop provides a five-step framework for approaching assessments in a way that mitigates and minimizes bias with an emphasis on competency-focused language. Finally, the workshop has a hands-on skills practice where participants practice learned skills by rewriting a narrative assessment. All participants will be provided with a "one pager" summarizing the data discussed and the five-step approach with examples of unbiased and competency-focused language to be used in practice.

For larger training programs, conducting effective, efficient clinical competency committee (CCC) meetings can be challenging. From the logistics of conducting these meetings during the busiest times of the academic year (e.g., recruitment and graduation) to converting evaluation data into meaningful assessments of resident performance, many barriers can impede effective CCC meetings. This workshop will discuss some key strategies for removing these barriers and improving meetings by focusing on three key areas: logistics/planning, member roles and responsibilities, and meeting workflow. Presenters will discuss how templating the year, creating a timeline, and developing brief CCC-reorientation sessions can improve the efficiency and quality of meetings. Participants will learn how clearly defined member roles unified under a shared mental model is key for meeting efficiency and productive discussion and provide techniques and strategy resources like "right-size" guides, and a meeting triaging protocol can help focus meetings on discussion of resident strengths and trajectory in the program as well as a plan for growth, rather than just assigning numeric scores. Through example scenarios, a take-home toolkit, and a brief group exercise, participants will return to their programs empowered to optimize their CCCs with more productive, efficient, and trainee-focused meetings.

A core entrustable professional activity necessary for medical students to enter residency is to retrieve evidence to advance patient care. However, many medical students-even after completing formal evidence-based medicine (EBM) coursework and clinical clerkships-feel underprepared to find and utilize high-quality medical literature to guide point-of-care clinical practice. Finishing medical students need tools to expediently find relevant evidence to care for their patients. While many medical schools have adopted EBM curricula that teach students to interpret literature, few focus on efficient use of electronic tools and structured interpretation of summary literature. This workshop will describe and interactively demonstrate a framework for a fourth-year medical student advanced EBM course (two half-days, part of a month-long student capstone course) that empowers students to efficiently locate evidence using electronic tools and medical apps while engaging students to teach each other. Presenters will explain different ways students can find information using both "push" and "pull" approaches; utilize and organize mobile medical applications; and how faculty can engagingly teach these concepts with students entering diverse specialties. In interactive small groups, presenters will simulate teaching critical appraisal of high-quality literature, including systematic reviews/meta-analysis and guidelines. Participants will leave with skills and tools to learn and teach critical appraisal of summary literature; and with resources and framework to quickly locate high-quality evidence to guide clinical decision making. Participants will be equipped to train students (or residents) and can incorporate provided framework into a transition curriculum for senior medical students or other trainees

Internal medicine clerkships are increasingly complex with multiple sites. Given the challenges with workplace-based assessment and LCME requirement for identical methods of assessment across sites, learning best practices in evaluation and grading standardization is of increasing interest to clerkship leaders. Using a clerkship grading committee is one strategy to help clerkship leaders deal with the challenging topic of grading while providing opportunities for building community. Grading (or competency) committees have been shown to help members develop a frame-of-reference for grading standards, allow clarification of a student's performance in the context of challenging cases, and provide participants with faculty development. The literature shows that less than half of medicine clerkships use some form of grading meetings. In this workshop, presenters will describe and analyze three internal medicine clerkship experiences with their grading committees, with a focus on the process of determining student grades. Presenters will describe different approaches to establishing or refining a grading committee, including goals, selecting members, delineating processes for grading, and measuring outcomes. Presenters will also discuss best practices and pitfalls with running clerkship grading committees, with the goal of providing audience members a framework of how to successfully establish and run a clerkship grading committee.

This workshop describes a novel approach to the assessment of learner professionalism, a core competency essential to the practice of medicine. Professionalism and professional behaviors are not inherent traits. Rather, learners acquire and practice professional attitudes and behaviors developmentally and in parallel to their growing knowledge and skills. Despite these parallel developmental trajectories, educators across the UME-GME continuum lack similar standardized assessment metrics or learner support guidelines for the professionalism competency. Instead, educators rely on a traditional deficit model focused primarily on assessment through the identification of lapses. This "dichotomous characterization" of learner behaviors as either unprofessional or professional can leave learners feeling ashamed or uncertain, increase the risk of bias in faculty evaluations, and magnify faculty fears of the repercussions of labeling learners as "unprofessional." The goal of this workshop is to offer a new growth-oriented framework for professionalism assessment for learners across the continuum. After introductions to key concepts and discussion of the challenges of professionalism assessment for learners, faculty, and program leadership, presenters will facilitate a case-centered discussion regarding their experiences of professionalism assessment and offer a new growth model that frames professionalism as a practice, with attitudes, behaviors, and skills that develop over time as well as missteps that are expected as a normal element of learning and growth. Presenters will also distribute resources to train faculty and UME/GME program leadership on how to incorporate, assess, and support professionalism growth across the learning environment using this new growth mindset model.

As the discipline strives for equitable and unbiased assessments in education and moves towards competency and criterion-based assessments, one promising approach is the analysis of student write-ups as a measure of their clinical skills over time in clerkships. To ensure the effectiveness of any assessment method, reliability among different users is crucial. The reporter-interpreter-manager-educator (RIME) framework has been shown to better demonstrate student growth over time and was proposed to promote educational equity of clinical evaluations. The workshop presenters, spanning three different institutions, have reviewed and adjudicated nearly 100 student write-ups using the RIME framework. After collectively adjudicating just 10 notes, the team achieved rapid inter-rater reliability reaching a Kappa of 0.642. This workshop creates a safe space for faculty members to assess sample student write-ups and establish and practice scoring writeups with a shared mental model. Participants will receive a basic review of the RIME framework applied to the assessment of write-ups, then be asked to individually categorize a sample student write-up into RIME categories. In small groups, participants will discuss their assessment and explore unique perspectives. In the large group, team will share adjudication of the sample note and explore the small group conclusions. Participants will then independently review a second sample write-up. Responses will be recorded, and the large group will explore the results and evaluate together the ability to quickly create and possibly improve interrater reliability and how it might be applied to individual learning environments.

For myriad reasons, mid-career academic faculty are struggle to maintain career engagement and professional vitality. Enter the stressors of the current academic health care environment and it is a recipe for career dissatisfaction, burnout, and worsening faculty retention among a highly successful and skilled cohort of clinician-educators. In this workshop, presenters will discuss what is known about the barriers to professional vitality among mid-career academic faculty. Through a powerful self-reflection exercise and small group breakout sessions, participants will learn key strategies to support the mid-career faculty member in assessment of current career satisfaction, building a mentorship "board of directors," addressing personal and institutional resilience, and strengthening negotiation skills. This workshop will culminate in a large group discussion that will help all participants create an action plan for supporting this group of important and necessary faculty members to help program directors, clerkship directors, chairs and DIOs create the senior academic medical leaders of tomorrow.

In this workshop, members of the AAIM CDIM CA group from the Universities of Wisconsin School of Medicine and Public Health, Medical University of South Carolina, and State Universities of New York Upstate Medical University will discuss how their institutions approached writing the Structured Evaluative Letter (SEL) for students applying for IM residencies in 2023. The focus of this session will be discussion with audience members to discuss administrative logistics of the SEL, best practices, achievements and challenges, and recommendations to present the AAIM moving forward. Session leaders encourage participation from all stakeholders in the SEL process at both the university and national level.

This workshop will share the tools that are used before, during, and after the residency interview as part of a holistic review and selection process of future residents. The rubric-grounded tools being implemented serve to mitigate individual biases and diversify the applicant pool to recruit, match, and retain trainees that have been historically underrepresented in medicine. The residency program has seen increasing diversity among residents using this holistic process and other programmatic efforts centered on DEI. Through facilitator-guided breakouts. participants have an opportunity to define their program values and transform those priorities into more objective rubrics that can be used holistically in the review and selection of applicants to their respective programs. Participants will leave with innovative ideas on how they can create more holistic review processes within their own programs.

In the United States, less than 10% of primary care physicians have incorporated point-of-care ultrasound (POCUS) into their daily practice, despite its proven benefits in aiding the completion of procedures, lowering costs, decreasing emergency department visits, and reducing the need for further imaging. A key contributor to this underutilization is the lack of standardized outpatient-specific curricula during internal medicine residency. According to the 2020 APDIM survey, only 17% of POCUS education occurred in outpatient settings. An innovative way to target this gap is with a three-year ambulatory-centric POCUS curriculum. During this workshop, presenters will review the three-year longitudinal curriculum, discuss sample session learning objectives and methodologies, review data from the initial year's implementation in our program, and finally delve into strategies for sustaining skill retention throughout the years. Presenters will also offer a small group breakout session in which participants will share ideas and best practices for incorporating POCUS into resident ambulatory experience. In the small group, participants will also discuss and brainstorm a plan to incorporate an ambulatory POCUS curriculum at their respective institutions. This session offers a pragmatic approach to equipping internal medicine residents with essential POCUS skills and empowering them to confidently navigate outpatient care with the aid of POCUS, ultimately fostering enhanced diagnostic training and patient care in both the inpatient and outpatient settings.

Associate Program Directors (APD) are an essential part of residency leadership with diverse FTE and a myriad of roles. The ACGME has specific requirements for the total amount of APD time allotment. How this time is used by specific programs to enhance their educational and administrative growth is an area for robust investigation and discussion. APDs are engaged in essential areas that include scheduling, didactics, research, QIPS, and direct teaching of residents/students. Through this highly interactive, thought-provoking, and fun session, APDs will explore methods to improve their own programs (and Program Directors (PD)!) with an eye toward APD developmental and long-term goals. What are the FTE needs for an APD? What faculty development opportunities are available? Does everyone want to be a PD? How many PDs are there and who are they (demographics)? Who are the mentors supporting the development of our APDs? Pediatrics has created an APD guide that will be reviewed and used as a model for discussion.

The past few years have seen an alarming nationwide decline in internal medicine board pass rates, with the initial certification pass rates dropping from 90% in 2020 to 87% this past year. In this workshop, presenters will discuss overhauling current didactic curriculum and implementing a board-relevant, objective-focused, three-year rolling curriculum that will stand the test of time and give residents the skills and knowledge needed to feel confident about passing their boards. This workshop will share inventive ways to extract information from the ABIM Blueprint in addition to subspecialty "top 10" topics, to craft an objective-based, three-year rolling curriculum. Presenters will also share tips and tricks for gamifying education, especially for topics that fall outside the core rotational curriculum. In addition to helping improve resident medical knowledge and board preparation, this workshop shows how utilizing this curriculum can allow a residency program to refocus subspecialist faculty to provide board and clinically relevant presentations. Lastly, presenters will delve into how to create an evaluation tool to increase resident engagement and satisfaction, and to provide valuable faculty feedback.

Clinician educators have become busier than ever, and programs struggle to operationalize essential faculty development. Microlearning has become very popular in medical education as a tool for faculty development due to its brief nature, focus on a singular learning objective, and ability to be presented virtually, in person, or hybrid as well as synchronously or asynchronously. Snippets, nuggets, e-bites and JiTTs are some examples of microlearning. In this workshop, presenters will introduce the audience to microlearning through a demonstration of already created 15 minute faculty development sessions on topics ranging from professionalism to creating an environment of inquiry. The audience members will then have the opportunity to identify a faculty development need in their program and hone in on one learning objective. Participants will outline an interactive 15 minute faculty development session for their program, including brainstorming about the interactive component to the session. With this initial creation of a session, participants will leave with a foundation that they can refine, implement, and evaluate.