For many clinician-educators, formal leadership roles (core faculty, assocate/assistant program director, program director) are their first opportunity to work as a manager in a non-clinical setting. While skills like teaching and curricular design are often intentionally developed, many managerial skills are learned informally or not at all. Inefficiency or discomfort with managerial tasks such as time management, team development, and conducting meetings effectively often hinder clinician-educators and reduce their effectiveness. This workshop includes a self-assessment of managerial skills, an overview of the "typical" academic year schedule, and discussion of specific skills, strategies, and resources to develop managerial expertise in an educational leadership role. The workshop begins with written self-assessment and pair-and-share discussion of the organizational challenges inherent to our roles as educators. We then discuss advanced planning of the academic year's schedule, including strategies to manage the cycles of work. Participants will work in breakout groups to complete a hierarchy for their current leadership team and identify areas of duplication, under-delegation, and tasks/roles that remain unfilled. Finally, we will discuss the structure, function, and facilitation of an effective meeting and how to leverage the skills and talents of members of your team. Presenters will conclude the session with an overview of relevant resources for continued growth, recognizing the complexity of growing managerial skills and discussing strategies to build time for professional growth into our busy schedules.

Clerkship students have multiple goals and objectives to fulfill during their rotation with the aim of strengthening clinical skills and improving overall knowledge. The ability to achieve these goals may be negatively impacted by excessive student absences. There appears to be rising absences for which clerkship directors have been tasked with individualizing curriculum and adjusting assessment to meet the needs of students. In addition, there is a national awareness of the need to address student wellness and decrease burnout. Potential curricular clerkship tools to assist students include clearly defined absence and make-up policies, predefined online make-up assignments, clinical make-up days during or after the clerkship rotation, and competency-based assessments. These resources can facilitate educational consistency across diverse learning sites to support universal curricular objectives, and when applied in a standardized fashion, can mitigate bias and facilitate student well-being. Centralized tracking can identify students at risk across clerkships who may not be able to achieve competency due to recurrent absences. The purpose of this workshop is to engage in a discussion about identifying best practices to support students through clerkship absences to meet the learning objectives of the course. Beginning with an audience survey regarding challenges related to student absences, presenters will identify common themes and share several institutional policies and practices. In small groups, participants will discuss case scenarios to identify challenges and brainstorm potential strategies in managing absences and supporting students towards making up missed time. Highlights will be shared in a large group debrief.

Medicine clerkship directors face the challenge of assessing competency, assigning grades, and communicating a student's performance to residency programs while promoting equity for all clerkship students. Since the COVID-19 pandemic, this task has become increasingly complex, given alterations in the clinical learning environment, rapid changes in grading systems, the USMLE Step 1 exam change to pass-fail, and the focus on the UME-GME transition. Further, recent publications show that commonly used assessments, such as the NBME shelf exam and clinical evaluations of students, may perpetuate bias and inequality, particularly when used as summative assessment tools. Based on the needs of participants in previous workshop, presenters will focus on the best practices of clerkship assessment to both improve the quality of summative evaluation and ensure equity. Presenters will critically appraise the most recent literature for commonly utilized learner assessments such as the NBME shelf exam, clinical evaluations, workplace-based assessments (e.g., mini-CEX, direct observation, EPA assessment), OSCE, and note rubrics (e.g., IDEA rubric) and will demonstrate how clerkship directors can incorporate assessment data into the structured evaluative letter and use this data to develop individualized learning plans. Using the examples provided, participants will examine their current clerkship assessment methods to identify opportunities for improvement. Participants will leave with a comprehensive assessment toolbox and theoretical constructs to aid in the meaningful and equitable assessment of medicine clerkship students

In his 2016 New York Times bestseller, Mark Manson argues how one's life can be improved by establishing values that are "reality-based, socially constructive, immediate and controllable." Manson's lessons translate to chief residency as rising chief residents are embarking on a year of both personal and professional challenges. No chief resident wants to spend their year guided by values that "leave [them] feeling empty and lifeless." To prevent it, chief residents preemptively and deliberately should establish core values to serve as their guiding lights. In this workshop, presenters will review Manson's framework aimed at "reorienting our expectations for life and choosing what is important," highlight the importance of codifying core values, and review qualities of good and bad values, using examples generated by the participants. Presenters will highlight three themes from Manson's work that participants can employ to inform their choice of and to live out said core values. These three themes will be highlighted through large group discussion and practiced by the audience in think-pair-share format, using real-life examples. Finally, the participants will apply these themes when they reflect on and name their own core values; creating a values list to serve as a reference moving forward. Participants will leave the session with a better understanding of good and bad values, experience employing three important themes to guide selecting and living out good values and a stronger sense of their own core values.

Podcasts are now one of the most common asynchronous learning strategies used by medical resident trainees, and internal medicine residents find podcasts more helpful than textbooks or journals. Residents have a particular avidity for podcasts because they can review a topic of their choice at a time most convenient for them and move at their own pace, repeat content as needed, and supplement with shownotes and/or infographics from the podcast site. Despite the increased uptake of podcasts, there are minimal resources to guide discovery of new content and use of podcasts for their learners. The goal of this workshop is to provide chief residents with practical tools needed to develop strategies for implementing specific podcasts aligned with learner goals and developmental level into curricula. Presenters will review evidence supporting pedagogical techniques for incorporating podcasts into teaching and review a rubric for evaluating the quality of podcasts. Small groups for facilitated case discussions will use a group "jamboard" to leverage the experiences of the participants and expertise of the presenters integrating podcasts into their teaching. The small groups will create opportunities for participants to explore specific challenges within their institution and what approach they might use to incorporate podcasts within their curricula.

Residency training often coincides with peak childbearing years. About 40% of trainees have or plan to have a child during training and there is increased emphasis on family friendly policies in medicine. Having a child during training impacts both the individual resident and the residency program; a recent study suggests that parental concerns among women in medicine may contribute to ongoing gender disparities. Potential impacts of parenthood on the individual resident include parental leave, training extension, delayed board eligibility, increased financial burdens, mental health effects, reduced breastfeeding rates, career dissatisfaction, and attrition. Impacts of parenthood on programs include complex scheduling and coverage needs, training extension, creation of parental leave policies, and accommodations for breastfeeding. Given the prevalence and complexity of the issue for both residents and programs, greater attention on how to successfully navigate parenthood in training is warranted. Chief residents are in a unique position to help support resident parents through their roles as schedulers, mentors, and advocates. This workshop will employ a multimodal approach to prepare chief residents to best assist resident parents. Presenters will review challenges common to both the individual and the program; parental leave policies (including current ACGME policy), duty hour and childcare issues, breastfeeding support, and pre-pregnancy planning. Presenters will share innovative strategies to support resident parents, both from the literature and professional experience and discuss cases in a think-pair-share format highlighting the unique challenges of parenthood during residency and strategic approaches to these challenges.

The transition from resident to chief resident can be difficult owing to new and drastic teaching and leadership responsibility changes. The role comes with high expectations based on past performance; however, the skill set needed to excel as a resident does not guarantee success as a chief resident. Chief residents are often underprepared for this transition as many have no training in leadership and management, meeting facilitation and presentation, or teaching theory and methodology. This gap in training is felt perhaps most acutely when new chief residents assume the new leadership role. New chiefs may struggle to adapt to their ever-changing environments as well as to the highly variable administrative responsibilities they suddenly face. One universal method of addressing these gaps is to adjust psychological size - the perceived status one person has relative to another. During this workshop, incoming chief residents will learn methods of altering their psychological size to allow them to work effectively with individuals that range from the hospital CEO to newly matriculating medical students. A particular emphasis is placed on how constructs including gender and race may impact psychological size and consequently, psychological safety. Through development of this skillset, chief residents can be instrumental in setting a culture of psychological safety.

Internal medicine residency involves experiences that are humbling, rewarding, and emotionally challenging. While there is much discussion and literature surrounding physician burnout, the related but distinct concepts of compassion fatigue and moral distress remain under-recognized. This workshop will explore burnout, compassion fatigue, and moral distress, and reflect upon notable clinical experiences that may trigger these emotional states. Presenters will share the Compassion Fatigue and Satisfaction Self-Test for Helpers (CFST) to better understand these unique phenomena and participants will brainstorm the qualities and characteristics perceived to represent a "good resident" and a "good doctor" and examine why discrepancies exist in these descriptions. Presenters will also discuss compassion satisfaction, medical professionalism, and ways to promote coping and well-being. Through group reflection, the workshop will develop a set of "best practices" for residents and attendings alike to carry forward. Upon completion of this workshop, participants will be well-equipped to propel their colleagues and learners beyond discussions of burnout to include awareness and discussion of compassion fatigue, moral distress, and compassion satisfaction. Participants will be able to identify these phenomena in themselves and in others and promote work-related well-being.

Professionalism plays an integral role in the practice of medicine, yet when faced with addressing unprofessional behavior, the dread is real. Chief residents are often the first individuals tasked with having the initial conversation with a problematic resident. How to start the dialogue? More importantly, how can chief residents appropriately communicate expectations to someone who is already struggling? Navigating medical professionalism and the remediation process can be quite challenging but the process can be divided into four steps: problem identification; problem investigation and classification; determination of an appropriate intervention; and assessment of the success of the intervention. Potential professionalism issues are most frequently identified by reported behavioral issues. The presenters provide a framework to investigate the underlying reasons and values for the behaviors using the 7Ds Differential and the multi-level professionalism framework based on professional identity formation. In deciding an appropriate intervention during the remediation process, the lens of "just culture," originally popularized in responding to medical errors, is used. Upon completion of the workshop, participants will be equipped with a toolbox of resources to help identify unprofessional behaviors, evaluate the underlying etiology, and apply a systematic approach to remediation.

The recognition of social determinants of health (SDoH) as critical drivers of health disparities and inequities has grown significantly. However, substantial gaps persist in the education of health care providers and trainees on this crucial subject, hindering effective interventions and equitable care. The absence of standardized and evidence-based SDoH curricula in medical training further compounds the issue. Variability in SDoH topic coverage across institutions impedes the development of a cohesive understanding among providers and trainees. Moreover, the dearth of region-specific knowledge and cultural competence in SDoH education limits the ability to address disparities effectively in diverse populations. To address these gaps, collaborative efforts among medical educators, policymakers, and health care institutions are essential. Developing standardized SDoH curricula while incorporating local epidemiologic trends and cultural insights is crucial to equip providers and trainees with the necessary skills for comprehensive and tailored interventions. This workshop focuses on the process to develop a SDoH curriculum that is evidence based while also locally relevant. Presenters will discuss the importance of developing this curriculum and provide the tools and framework to equip programs to implement.

The transition from PGY-1 to PGY-2 is a challenging time for many internal medicine residents. They are faced with the increased responsibility of being more autonomous physicians, especially in the context of responding to emergencies in the hospital. Many programs enlist PGY-2/3s as rapid response team members, often as the first physician responding to these calls. Implementing rapid response simulation has increased PGY-2 confidence with RRTs in a program by 150%. Each intern takes a role as "medical officer on duty (MOD)" where they are in charge of running the simulated rapid response. The MOD, with the help of co-interns, must address the situation, stabilize the patient, and make team decisions on work-up and disposition. Each case represents real rapid response calls for each of the major categories including respiratory distress, stroke, hypotension, and acute coronary syndrome. Each session closes with debriefing and teaching points. This comprehensive simulation program has been essential in preparing PGY-1s for the transition to PGY-2, giving them the opportunity to practice their skills in a safe and controlled environment and build confidence in responding to emergencies. This workshop will include a rapid response simulation, provide cases for breakout sessions, and provide a post-workshop survey about the experience. These types of programs are fundamental in developing resident skills and confidence necessary to be successful in their careers.

Identified roles of the chief resident include leader, administrator, educator, mentor, and counselor. For many chief residents, the role also includes attending on the inpatient service. This workshop is designed to prepare rising chief residents for the challenge of what to anticipate as a teacher, team leader, and manager of an inpatient service in today's fast-paced world. The first half of the session will include four "mini-lectures" that address setting expectations, rounding strategies and supervised autonomy, clinical teaching on the fly, and feedback. Presenters will guide small groups through cases followed by a large group discussion, debrief, and final take-home points.

Improvisational theatre, or improv, is the art of creating spontaneous theatrical scenes with no script or planning. Although often associated with comedy, improv is not about being funny but built on listening and being present. It can help practice paying attention to both verbal and nonverbal cues, critical skills for chief residents interacting with residents and program administration. This awareness is especially true for difficult emotions like anger, anxiety, and embarrassment. Improv teaches how to create a dialogue with others as opposed to a monologue. This workshop will focus on the skills of leading by example: active listening, emotional regulation, and team collaboration. This workshop will consist of three 15-minute improv exercises with accompanying debriefs and discussions successfully used to train chief residents. The "Hi Game" will increase self-awareness of emotional regulation and non-verbal communication. "One Word at a Time Story" will teach the "yes, and" principle and improve active listening and collaboration. The "Thank You Game" will increase comfort in addressing conflicts by recognizing, understanding, and addressing other people's perspectives emotionally and cognitively. Participants have the permission to smile, to laugh, and to be silly with one another. The wonderful thing about improv is learning useful and important communication skills in a way that is often hugely enjoyable!

The "Curbside Conference" is designed to address gaps in subspecialty knowledge through a responsive curriculum focused on real clinical questions from residents with teaching by experienced clinician educators. This workshop will teach participants how to implement "Curbside Conference" at their own institution. Conference topics target subspecialty clinical questions regularly faced in ambulatory and inpatient settings. Presenters will demonstrate how clinical needs assessment identifies clinical practice gaps and cultivates a curriculum from trainee submissions and will share how to utilize these submissions to curate consult and curbside scenarios that can then be thoughtfully addressed by experienced clinicians with strong teaching skills. The conference reinforces knowledge through examining multiple clinical scenarios in a single field during each session and demonstrating clinical reasoning through problems on consult services, primary care and sub-specialty clinics. Each session will amplify the learning usually only gained by a few residents during their interaction with subspecialty services, teaching topics residents might not otherwise encounter during their training. An additional goal of the Curbside Conference was to allow trainees of all levels to benefit from increased face-to-face interactions with faculty, previously limited by the pandemic, while preserving the intimacy of the existing consult rotations despite the larger audience. Curation of scenarios is at the forefront of the workshop, allowing for teaching points that target and strengthen the knowledge of reporters, interpreters, managers, and educators alike, ultimately fostering progressional growth for all stages of learners in the program.

Morning report is a critical educational activity for medicine residents to practice their clinical reasoning and decision making and is primarily run by chief residents. However, many chief residents have faced challenges when leading morning report, including low resident attendance, minimal resident participation due to fear of being wrong, and inappropriate oversight by attendings. This workshop provides tools and strategies to combat these common issues. Presenters will discuss and demonstrate the ways chief residents can create and maintain a culture of safety for learners, through specific language when addressing incorrect or unclear responses or how chief residents can model uncertainty. In addition, presenters will model how to utilize faculty appropriately so that they are enhancing the education of the learners rather than suppressing it. Furthermore, the presenters will discuss and practice ways to increase resident participation that chief residents can apply to their morning reports. Morning report attendance can be largely dependent on resident buy-in, so presenters will discuss ways to increase interest in morning report, such that residents are excited to attend each time. These challenges will be addressed with solutions that can be applied to a variety of programs.

Though the historic focus for chief residents has been inpatient education, this workshop focuses on developing high-quality ambulatory education. As programs switch to X+Y formats, create ambulatory chief positions, and dedicate space to ambulatory education, medical educators need a framework for using this time effectively to cement primary care core competencies in an engaging and thoughtful way. This workshop will discuss and refine the principles behind choosing "core content" for primary care education and engage with a framework for teaching this content to multilevel learners. Presenters will identify a few topics that are essential to a solid foundation in primary care and critically analyze the principles behind including certain content on an annual basis. Presenters will share a framework and novel approaches to teaching primary care core content with a focus on engagement across multi-level learners. The workshop framework will be used to create a one-page handout containing a repository of ideas that can be used to elevate ambulatory education.

The year of a chief resident in internal medicine is often focused outwardly, primarily through investment in others. While the chief year affords incredible professional development opportunities unique to the position, many times they go unrecognized or under-prioritized while chiefs manage the steep learning curve and extensive task lists as they acclimate to the new position. Leveraging these experiences to meet personal goals can mean the difference between an average chief year and one that serves as a launching pad for early career development, not only when securing post-chief year employment but also through mentorship opportunities, early career grant applications, and the many intangible aspects of professional growth. In this session, recent chief resident graduates with active careers in academic medicine will discuss their experiences during chief year, highlight specific focus areas for early career growth, and provide concrete examples on how to maximize personal early career development throughout the chief year.

This workshop is designed to detail a rotating academic three-year curricular structure and content included in different academic years, such as preventive medicine, women and men's health, geriatric medicine, and ACP lectures as well as the struggles faced trying to implement a lifestyle medicine curriculum and how the presenters restructured the ambulatory curriculum to include it. The presenters will also to discuss wards and clinic 4+1 structure and the struggles to meet new ACGME requirements of 40 weeks of clinic over three years for graduation requirements as well as ensuring that faculty members only see four residents each (no more than eight residents in clinic at any one time for a two faculty cohort staff, and that includes staffing those performing pap exams and pre-op clinic).

Microaggressions are common in the clinic learning environment especially at trainee level but also extends beyond training specially for underrepresented in medicine faculty. These instances are uncomfortable for all involved and also affect the learning environment negatively. Presenters will share statistics and impact of microaggressions as well ass assess the baseline understanding of audience for microaggressions. Presenters will share a worksheet to identify barriers in addressing microaggressions as well as to increase awareness about them. A small group exercise will be conducted with case scenarios to identify microaggressions. Presenters will share different frameworks that can be used to address microaggressions in real time.

Delivering effective medical education during noon conference poses challenges due to the demanding nature of inpatient ward responsibilities and busy schedules, which can result in low audience participation and suboptimal learning. Integrating interactive games into core internal medicine topics increases audience engagement, fosters comradery among housestaff, and improves clinical reasoning. In this workshop, presenters will introduce a model that involves gamifying medical education during noon conference. through a variety of activities that improve audience participation and emphasize active learning through a game-based learning (GBL) approach. GBL involves using game-like activities to enhance learning around important internal medicine topics. Gamifying core topics in internal medicine increases motivation, fosters active learning, and enhances clinical reasoning. Integrating GBL into a noon conference curriculum offers a novel and engaging approach to medical education. Participants will learn how to develop effective games for a large group of internal medicine residents and describe how to incorporate mini-games into morning reports.