In this era of virtual recruitment, assessing the culture of a program is now largely done via online presence. Social media has quickly become a key component of this online presence, and outlets such as Instagram and Twitter/X are routinely utilized by prospective applicants to evaluate the culture and personality of residency programs. All residency programs share the same challenge: harnessing their strongest qualities and presenting them accurately and engagingly to prospective applicants in the virtual space. Most residency social media accounts are led by chiefs, adding the variable of yearly turnover to what needs to be a consistent online presence. This workshop will take novice social media users and teach them how translate the spirit that makes their program special into a virtual space and build sustainable social media infrastructure in their program. Bonus: no one has to learn any TikTok dances.

Artificial intelligence (AI) and large language models (LLMs) like ChatGPT have garnered significant interest in medical education because of their ability to pass clinical licensure examinations and solve complex clinicopathological challenges. Chatbots have also demonstrated proficiency in crucial clinical problem-solving skills fundamental to a trainee's development: generating prioritized problem lists and differential diagnoses. AI use by trainees has outpaced educator efforts to integrate it into clinical curricula. As a case-based problem-solving exercise, morning report presents a key venue to teach trainees practical applications of AI. By controlling the specificity of their input, trainees can use AI to improve potentially biased problem-solving approaches while improving their clinical knowledge. Contextualizing this discussion in familiar tasks like building a problem list or differential diagnosis would give trainees a starting place for building new AI-based skills. This workshop will equip rising chiefs with a systematic approach to integrate AI into morning report sessions. Participants will learn the benefits of utilizing AI for clinical problem-solving education and will gain practical experience creating medical prompts within AI to elicit desired responses. The workshop will be framed around common scenarios in morning report (e.g. building a problem list) so that chief residents can easily adapt AI-teaching to fit their needs. Participants will leave with valuable strategies for effectively using AI in their morning report sessions, supported by a handout featuring example scenarios and best practices for handling each situation.

While chief residency is universally demanding, being a PGY-3 chief comes with unique responsibilities and situations that are sometimes overlooked. Third-year chiefs must balance administrative and leadership duties with the rigorous clinical demands of internal medicine training. Additionally, PGY-3 chiefs must manage and advise classmates who they have trained with, including friends. This workshop aims to address the challenges of PGY-3 chief residency head on, guiding participants to find the courage and tools to effectively lead their peers. The first portion of the workshop will be a combination of a needs assessment and a review of some key principles from Brene Brown's book Dare to Lead. The middle of the workshop will be spent in small groups, where participants will work through difficult scenarios that commonly occur, such as balancing chief duties with the responsibilities of PGY-3 year and managing conflict among peers. The workshop will conclude with a large group discussion on key takeaways and recommendations, led by a panel of current and former PGY-3 chief residents. Participants will leave the workshop with tools to approach and manage unique situations of PGY-3 chief residency. Although this workshop focuses specifically on PGY-3 chief residency, the skills and concepts can be applied to any chief resident or clinician educator looking to expand their skills in courageous leadership.

Medicine's demanding culture prioritizes perfectionism and increases burnout risk. Effective leadership in medicine is crucial for patient care and team performance, making coaching a valuable tool to counter rising burnout rates. Near-peers, such as chief residents, are often best primed to be optimal coaches since they are less likely to be in an evaluator role and are less far removed from resident daily work. During this workshop, presenters will define coaching and highlight key differences from other roles, including advisor and mentor, and will review and debrief cases highlighting effective and ineffective coaching strategies. Participants will reflect on prior coaching experiences to identify the strengths and weaknesses of ideal coaches in medicine. The workshop will explore how coaching can be a tool to combat burnout and foster resiliency in the workplace, specifically within an internal medicine program. Presenters will outline the key components of an effective coaching relationship, like coaching alliance, goal setting, and feedback. Participants will be provided tools to identify their strengths and weaknesses, set goals for their chief year, and practice peer coaching. At the end of the workshop, participants will understand the role of a coach in medical leadership, the benefits of coaching in health care, key components of an effective coaching relationship, and skills for self and peer coaching.

In this workshop, presenters will review key topics related to assessment, milestones, the clinical competency committee (CCC), and resources available to help chief residents take on these important responsibilities. Chief residents are integral to coaching, teaching and assessing residents, and many will be asked to take part in the CCC; contributions include being part of direct observation, performing assessments, and giving perspectives in the CCC. Members of the ACGME Internal Medicine Milestones 2.0 Work Group will discuss the development of the recently revised milestones. This workshop will provide an opportunity for chief residents to understand the milestones and their application more deeply using interactive sample learner cases. Small group discussion will be built around a mock CCC in which participants will use the Milestones 2.0 Supplemental Guide to assist in assigning milestones ratings to sample learner cases. Each group will be tasked with defending their ratings based on provided fictional learner assessment data.

Morning report is an educational conference that is central to internal medicine residency training. At many institutions, facilitating morning report represents the most substantial portion of chief resident teaching responsibilities. Despite the advantages of report, its often-mixed audience of learners and faculty as well as the flexibility incurred by a case-based format, can pose unique challenges to chief residents. Furthermore, chief residents have few opportunities to learn how to lead an effective report. While the structure of morning report differs across programs and institutions, the skills needed to engage and facilitate interactions between various levels of learners and participating faculty members are universal. The way a chief resident conveys information and engages the learners can often be more crucial to the success of report than the actual content itself. This workshop will help rising chief residents develop evidence-based skills grounded in adult learning theory to effectively facilitate morning report with a mixed audience. The presenters have a cumulative 35 years of experience as report facilitators, training chief residents to lead report, and conducting multi-institutional qualitative research on the characteristics of effective chief resident-led morning reports and will share strategies that lead to creation of a safe learning climate, titration of faculty involvement, and engagement of all learners through interactive small group discussions, video-based examples, and role modeling of facilitation skills. At the end of the workshop, participants will be given an electronic toolbox to bring effective morning report facilitation skills to their home institutions.

The leap from fourth-year medical student to internal medicine intern can be jarring, but a large contributor to this steep learning curve is the transition into the role of primary care provider. In general, a minority of fourth-year medical students complete a primary care rotation during their fourth year of medical school, resulting in interns feeling less prepared in the ambulatory setting. A disproportionate amount of internal medicine residency training occurs in the inpatient setting, perpetuating an even greater perceived training gap among internal medicine residents in preparedness for ambulatory practice. This session will teach chief residents, program directors, and ambulatory faculty how to prepare new house officers in internal medicine for their transition into the ambulatory environment with a unique, gamified approach. The aim of the "Primary Care Cup" is to get incoming interns back into the ambulatory mindset, while simultaneously providing an opportunity for interns to connect with both co-interns and ambulatory faculty. The gamified approach allows residents to actively navigate common, high-yield outpatient complaints, reinforcing practical approaches to evaluation and management of these conditions. The intervention has been well-received with incoming interns who note the primary care cup improved their clinical decision-making, practice of cost-conscious care, and understanding of the ambulatory health care system. The training has ultimately allowed interns to more confidently act as a primary care provider, improving satisfaction with the continuity clinic experience from the beginning.

No one aspires to be a chief resident because responding to emails is her passion. And yet organizing and disseminating information among residency program stakeholders is a key chief resident responsibility. What if there were a way to ease the administrative burden among chief residents, support staff, and residency leadership so that more time could be spent on initiatives to improve the residency? In this workshop, presenters will reveal how a chief class utilized the Microsoft Sharepoint platform to launch a website that improved the residency program's communication, organization, and education and is now an integral and permanent fixture of the program. By displaying a resident website in real-time as a visual aid, presenters will illustrate how it provides an intuitive "one-stop shop" for residency information, from administrative forms to rotation logistics to educational resources. Presenters will then demonstrate how intentional organization of the residency's internal files on the website significantly reduced inefficiency for everyone in administrative roles. Finally, presenters will showcase how the website was used to store concise but complete outlines of every chief responsibility -- a strategy adapted from the business world called process documentation, which paid dividends when current or rising chiefs sought to understand the correct workflow for a given task. To conclude, using worksheets, self-reflection, and facilitated discussion, participants will brainstorm in small groups how they might apply the concepts we have discussed to their own programs, regardless of platform.

Clinical reasoning, composed of diagnostic and management reasoning, is a fundamental skill internal medicine trainees seek to become proficient in and experienced physicians strive to master. Much interest and educational focus is placed on diagnostic reasoning (how to arrive at the correct diagnosis), while management reasoning (the science and art of management strategies) is frequently overlooked. While there are several resources to help learners sharpen their diagnostic reasoning there are few resources to help learners refine their management reasoning and help guide educators in teaching management reasoning. In this workshop, presenters will tip the scale to focus on management reasoning using evidence-based and freely available tools. Management scripts provide learners with a conceptual framework to consider all aspects of management (medications, monitoring, consultants, procedures, follow up, etc) and determine an ultimate management plan based on patient values, high value care, diagnostic uncertainty, and case complexity. Notably, management scripts are a living and iterative framework that are constantly refined during and after a final diagnosis is made. The focus of this workshop will be to use clinical cases and facilitator-led discussions to introduce participants to the concept of management reasoning, facilitate real-time practice developing and refining management scripts, and teach participants how to incorporate this into their own educational conferences. The workshop is designed to allow participants to immediately apply these newly acquired skills and tools towards teaching management reasoning to internal medicine trainees at their home institution.

Medical education literature has shown that gamification promotes learner engagement, wellness, and information retention. General educational literature has additionally shown that gamification of educational activities can have a positive effect on a learner's motivation based on self determination theory. In previous workshops, the presenters shared experiences in developing a novel game model to review medical content in a morning report setting that was built on board-game design paradigms. This game model has been trialed and implemented at multiple residency programs by chief residents. The presenters will share first-hand experience from two institutions that have successfully executed this model and review feedback from other chief residents regarding their own successes and challenges. Presenters will discuss the impacts of a novel addition to this model involving a collaborative internal medicine educator-focused question bank created by chief residents that have utilized this game model. In addition, the workshop aims to discuss learning theory and educational game design paradigms that promote learner engagement and reinforcement of medical educational content.

Building a strong personal and working relationship among co chiefs is integral to enabling effective teamwork and change in a program. But how best to develop a strong working relationship with individuals you may have never worked with before for in a job where your roles are vast? In this workshop, presenters will outline methods to develop strong working relationships among co-chiefs: Tuckman's model of team formation and how to identify what stage you are in; team-building exercises and practice examples as methods of advancing a team's development; Beckard's Goals, Roles, Process and Interpersonal Relationship to understand team dynamics; and attributes of team dysfunction from Lencioni's The Five Dysfunctions of a Team. This book outlines many of the modern obstacles teams face (absence of trust, fear of conflict, lack of commitment, avoidance of accountability, and inattention to results) and how to overcome these issues. Presenters will discuss how to leverage teamwork effectively to accomplish goals. This workshop will elicit participant feedback and discussion through the use of online polling software on what values are important to a team and specifics they can do as individuals and chief groups to enact change that they want.

It is a supreme understatement to say that medicine, as a physician, as a resident, as a medical student, can be challenging. The tension between clinical care and the frustration of clinical operational complexity is growing, layered on the high expectations for performance and mastery for trainees. Chief residents are often on the firing line for complaints big and small, and recognize quickly that frustration, biases, competing priorities, and limited knowledge of system operations inform resident perspectives. Everyone vents to someone, particularly peers who understand the unique experiences. But there is often a complainer who is no longer tolerable. As Berman said in an 2015 JAMA article, "Gripers gripe to blow off steam in impossible situations...Whiners, on the other hand, whine because they quite believe that their situation is unfair to them personally, and they want someone to let them off the hook." This workshop will focus on ways for chief residents to manage the whining, and work through strategies to separate the complaints, identifying those which are actionable opportunities for change, those which need to be acknowledged but may not be candidates for action, and those which should simply remain complaints. Within the large group, the workshop will introduce skills such as systems reasoning, perspective-taking, picking battles, reframing, and reflective listening. In a small group exercise, participants will practice applying these skills to coach another person through responding to complaints in relatable scenarios.

Modern learner attention spans have been influenced by a constant deluge of information. Traditional passive, lecture-based residency program didactics no longer meet the needs of residents who thrive on interactive didactics, collaborative problem-based sessions, and asynchronous learning. In the COVID era, many didactics shifted to Zoom-based formats which often resulted in a passive-learning environment. In this workshop, the presenters describe innovations in a residency educational curriculum using adult learning theory concepts to shift toward experiential learning opportunities and meet the needs of our modern learners. Driven by a desire to engage resident learners, didactics have been redesigned to encompass various learning styles. The traditionally passive noon conference has been reformatted to include Q&A panels, MKSAP question-based sessions, and case-based teaching. Similarly, the curriculum has been refined to emphasize core medicine topics, high-value care, and interdisciplinary collaboration. Once-weekly afternoon "learning lab" sessions have been augmented by hands-on learning opportunities such as high-fidelity clinical and procedural simulation and point of care ultrasound. Lectures are designed to tie-in thematically and are enhanced with the use of interactive tools and discussion-based formats. These subtle changes have improved reviews of educational curriculum and have increased conference attendance to standing-room only. In this session, the presenters will share the logistics of how to implement these improvements and provide guidance to chief residents to do the same for their program.

Precepting residents in clinic is one of the more satisfying aspects of a chief resident's job. In a job that otherwise focuses on program-level education, precepting provides a unique opportunity to work one-on-one with residents. The outpatient setting allows educators to hone their skills in individualizing teaching to a specific resident's skill level through direct observation, feedback, and coaching. However, while chief residents have often had significant practice leading inpatient teams as a senior resident, most residency programs do not afford the same supervisory practice in the outpatient setting. This interactive workshop will help future chief residents develop skills in outpatient precepting. Presenters will introduce a framework for organizing precepting sessions that includes strategies to plan and implement before, during, and after a precepting session. Participants will take a deep dive into precepting strategies and explore several models including the one-minute preceptor/microskills, SNAPPS, and problem-based precepting, then practice these methods through role-playing a brief case presentation. The group will discuss graduated autonomy, how precepting styles can effectively adapt to the skill level of the learner, and best practices for direct observation in a busy clinic. This workshop will be led by current chief residents who applied these skills in the current academic year along with more experienced preceptors who have led faculty development sessions on these topics.

This workshop, facilitated by chief residents and an associate program director of a large internal medicine residency, will describe the novel application and adaptation of team-based learning (TBL) activities to resident didactics. TBL is a structured, evidence-based learner-centered pedagogical method designed primarily for adult learners in large class sizes. TBL provides learners the opportunities to demonstrate conceptual frameworks through a series of individual and team-based activities with immediate feedback and has gained popularity in UME over the past decade, but its extension to the graduate level is limited. This workshop will review the underlying educational philosophy and evidence supporting TBL as well as the key components of their practical implementation in general. Presenters will share GME adaptations and keys to success for using TBLs as part of resident noon conference.as well as provide examples of TBL materials used in conferences.

According to matriculation data from AAMC, nearly half of new medical students begin directly after their undergraduate studies conclude. An additional group spend one to two years in research, volunteering, or clinical roles, without formal business exposure. Of those who become chief residents, few have knowledge of the software used to keep organizations running efficiently. Chief residents are expected to have fluency in these tools of the trade yet receive no formal training, which is especially challenging for software like Excel, which is powerful but requires intimate understanding of data structure and formulas to maximize its potential, and new open-access artificial intelligence (AI) tools like ChatGPT, which can automate some of the manual work of scheduling. This workshop will provide incoming chief residents with formal training in these tools of the trade, with particular emphasis of improving efficiency and ingenuity in tasks like scheduling, planning back-up call, and presenting at conferences. It will also discuss the use case for AI platforms like ChatGPT in these same essential tasks as well as their shortcomings. Participants will work in real-time on relevant example data sets in Excel to learn data integrity and data collection strategies as well as how to deploy useful formulae like vlookup, index/match, sumifs, and more. Participants will learn the principles of good slide building and maintaining audience engagement, with particular emphasis on the non-medical literature. Finally, they will test the power of open-access AI to assist with their day-to-day work.

Academicians, including chief residents, serve many roles to many people: evaluators, coaches, mentors, supervisors, and disciplinarians, sometimes to the same person! Role conflict can be stressful; for example, in a conversation assuming the counterpart is wearing a friend hat and instead he or she dons a supervisor hat. Other times, chief residents successfully blend multiple roles such as friend, advocate, and coach. This workshop examines role conflict and empowers chief residents to navigate high-stakes scenarios through mock skits and case-based small group discussions by applying a three-step "hat trick" framework: roles, rungs, and risk. After a skit about a case of a chief resident who falls into the trap of role conflict, presenters will identify the missteps that occurred to launch a brainstorm of the many roles academicians play. Presenters will discuss the frequent spot for chief residents in the middle rungs of a leadership ladder, labeling "rungs" as up, down, and lateral work, then identify "risk" of the scenario by plotting several example issues on the urgency and importance scale. To apply this framework, participants will break into small groups to discuss several high-stakes scenarios, identifying the involved roles, rungs, and risk to guide how to best enter these conversations. Presenters will end by summarizing actionable takeaways to reduce role conflict

Great strides have occurred within residency programs to address features of evidence-based clinical practice (EBCP); however, preparing resident physicians to integrate this philosophy of patient care into authentic clinical care arenas remains a continuous challenge. Chief residents have consistently played a crucial role in clinical education, serving as attending physicians on teaching services and role models for residents across the institution. They remain critical colleagues to help push beyond status quo practices. This case-based and interactive workshop will identify frequently encountered obstacles to integrate EBCP into everyday clinical practice and showcase specific teaching strategies to weave EBCP into patient-based clinical teaching opportunities. Key areas addressed include addressing irrational quest for certainty; inefficient and muddled clinical reasoning rescued by use of a threshold model; fear of forest plots; and turning numbers into meaning for customized patient care. Presenters will also acknowledge and explore how imposter syndrome and an individual's risk-taking threshold can prevent otherwise well-prepared educational enthusiasts from taking steps into the regular integration of using best available clinical research evidence to inform real patient care decision-making. Presenters will close with a quick reflective exercise during which each participant will commit to their next practical steps for continued growth throughout their chief year.

Motivating incoming residents to complete their numerous onboarding tasks on time is a herculean task for coordinators. This undertaking can produce frustration for coordinators since some residents do not communicate how they are progressing on each task. To make the onboarding process less taxing for both coordinators and residents, the presenter will demonstrate how to setup one online document for residents to enter their completed onboarding tasks, find how-to instructions for each task, and access all orientation schedules and HR resources. The document includes action items such as licensure, university health services, EPIC and other skills training, BLS/ACLS certification, contract, applications, and I9 form. The online document creates a partnership between the coordinators and residents. The speaker will discuss methods to frequently engage residents throughout the onboarding process

GME recruitment has transformed from an in-person experience to a virtual platform. Programs and applicants have had to learn to navigate and prosper in a virtual recruitment world. In this workshop, presenters will discuss the transformation of GME recruitment via virtual platforms and other technology. Presenters will provide a roadmap for programs on how to utilize Instagram as the ultimate recruitment tool. They will discuss the importance of building a program's brand and creating a digital presence for their target audience. Presenters will also provide tools for developing content and best practices for engaging on the social media platform. Instagram can be used for advertising and promoting a program's offerings to applicants. It is also a great way to showcase not only the program but the institution, geographic location, and the day to day life of a trainee. Participants will leave with a guide on how to develop an effective recruitment tool through Instagram and how to optimize their program's digital presence. Participants will also be provided with a content calendar for when and what to post.