Identified roles of the chief resident include leader, administrator, educator, mentor, and counselor. For many, the role also includes attending on the inpatient service. This multi-institutional workshop was delivered and well received for two years prior to the pandemic and is designed to prepa…

It is a common belief that professionalism is a core measure for all successful physicians. In recent years in graduate medical education, professionalism has become one of the key competencies that must be achieved in order to succeed. Despite this continued understanding of its importance, many programs continue to struggle with learners who appear to violate or cause a breach in professionalism. To decrease these breaches and create a general consensus around expectations of professionalism, one recommendation is developing a common culture in the learning environment.

A fundamental aspect of professional development is self-directed learning. Accrediting organizations, such as the Liaison Committee on Medical Education (LCME) and the Accreditation Council for Graduate Medical Education (ACGME), recognize the importance of intentional standards and curriculum directed at promoting self-directed learning and require programs to demonstrate activities dedicated to self-assessment and feedback on competency skills. More recently, the preliminary Coalition of Physician Accountability Initial Summary Report also recommended including learner reflections and learner goals' in educational dashboards. Many components of the learning environment affect the motivation for self-directed learning, such as grading and assessment systems, context and learning preferences. Creating well-timed and safe spaces, integrating the appropriate self-assessment tools and then efficiently documenting these activities for learners is critical to effectively and meaningfully executing these oversight directives. In this workshop, we will share specific modules utilized in both longitudinal undergraduate medical education (UME) small group learning communities and discrete clinical rotations that focus on goal setting, reflection on feedback and honing a growth mindset outlook that can feed into LCME data collection instruments (DCI).

Many academic programs prioritize faculty teaching evaluations in decisions regarding promotion and academic leadership, leading to significant faculty anxiety and concern over maximizing teaching scores. In addition, while medical education leaders often receive advanced training in teaching theory and techniques, many academic faculty do not have this opportunity. This workshop will frame-shift academic faculty worries about clinical teaching evaluations by encouraging a focus on improving individual clinical teaching and team leadership techniques rather than a strategy of targeting teaching to evaluations.

The ACGME requires that all residents receive training in quality improvement (QI), which includes teaching general QI concepts as well as promoting reflection on their own practice patterns. Resident continuity clinics serve as an ideal location to teach QI. Trainees can utilize PDSA cycles to impact their own patients' care. Our residency program has developed a successful QI curriculum that utilizes 3-6-month project cycles following the PDSA format. At the beginning of each academic year, our residents are taught general QI principals. As a group, residents then develop focused QI projects to implement in their continuity clinic sequentially over the course of the academic year. The resident-driven nature of the process fosters innovation and investment. Every project has a resident lead, faculty oversight and one or more key clinic staff partners. Residents utilize ambulatory blocks, electives and dedicated time during our monthly Med-Peds Academic Half-Day to work on the project. We highlight one project where the residents designed an intervention to incorporate racial justice discussions into well visits. We have shown that in a 6-month timeframe the residents are able to 1) design an innovative, patient-facing intervention; 2) implement the project, measure outcomes, and conduct multiple iterative revisions based on feedback and measures; 3) share their findings at national conferences and spread the intervention to other local pediatric clinics, and 4) gain confidence in implementing their own QI projects in the future. Attendees will leave the seminar with practical steps to implement a similar QI curriculum at their own institution.

Student and residency training programs are tasked with instilling patient safety principles in our trainees including the importance of error reporting, analysis of patient safety events, and creating solutions in the spirit of just culture. Can you drive these points home by going through a PowerPoint? We say no! We will show you how to involve your trainees in real or simulated investigations into medical error, and model rather than teach the behaviors and ethics you wish to convey. In this spirit, didactics in this workshop will be held to a minimum and instead participants will engage in abbreviated versions of the activities that we propose you use with your trainees. Workshop participants will share personal experiences with medical error, review a simulated case of a medical error, report this error via a simulated hospital error reporting system, interview providers involved in the error, and discuss solutions to future errors in the spirit of just culture.

This workshop will guide participants through one of the core debates around integrating point-of-care ultrasound (POCUS) into internal medicine in ambulatory and acute care settings.

The conflict is the classification of POCUS as an augmentation of the physical exam as compared to a formal diagnostic imaging study. Both approaches have rational justifications depending on the clinical question, setting, and available resources.

Many medical schools have didactic and small group sessions teaching factors that affect individual, community and global health. Students often lament having to attend talks on HEA, where they learn about disparities and their underlying causes, but often do not see structured, practical approaches to addressing them modeled in the clinical realm. Educators may wonder how to integrate HEA into the clinical context. We aim to demonstrate how to create an authentic experience where trainees identify and address factors leading to disparities. In a case conference setting, our students present a patient from their longitudinal clinic with a focus on social risk factors. We will review our approach to identify and mitigate social risk factors. We will share how trainees link their patients to resources to treat social determinants in a clinically relevant and patient-centered manner. We will show how to guide students in reflection on their individual patient while considering system level advocacy to achieve population health equity. Furthermore, we will show how students can bring their case back to junior teammates at their longitudinal clinic and teach how equity is addressed in the various clinical environments. We will review our HEA case conference objectives, detailed students' guide and our assessment grid. We will share students' reflections on this experience. Attendees will see a case in action, practice moderating a case and reflect on the challenges students face when caring for vulnerable patients. Attendees will gain knowledge and tools to develop a case conference series at their own institution.

We are a group of hospitalists at university-based programs (Internal Medicine, Med-Peds, and VA-based) who uses BSR as the primary teaching rounds method. Our workshop aims to help clinician-educators overcome common anecdotal fears by teaching and practicing the best practice advice for BSR. Following a short didactic about the best practice advice for BSR, we plan to divide the workshop into 3 sections based on the MiPLAN framework (Meeting-5"I"-PLAN). In the "M" section, we will discuss how to get buy-in from and prepare learners. In the "5i" section, we will discuss and practice how to empower learners at bedside. "PLAN" section will provide opportunities to discuss teaching approaches after the bedside presentation. Our workshop will be interactive by exchanging the common pitfalls and ideas; by reflecting on pre-recorded videos of BSR examples; and by practicing skills among participants.

All GME programs answered two questions on recruiting diverse faculty and trainees in the ACGME Web-ADS system over the last 2 years. The presenters have gathered the de-identified answers to these two questions from MPPDA programs' 2020 Web-Ads submissions. We conducted a qualitative analysis of these results and will present the discovered themes to attendees. We then discuss moving from a 'performance mindset' for WebAds submissions to a 'growth mindset' to implement actual interventions at individual programs. Next, attendees will be assigned to breakout rooms to: 1. Discuss the themes as they relate to their own training programs and 2. Devise an inclusive recruitment intervention to implement in their own program. These interventions will be shared with all attendees.

To reduce healthcare disparities and achieve diversity in race, ethnicity, culture, values, and perspective, teachable tools are needed to engage patients through building trust and rapport. This workshop teaches a communication tool that is transferable across any topic that may spur conflict. This tool has been successfully taught and used by residents and medical students for diabetes-related behavior change and covid vaccine deliberation, and can be used for any other topic requiring behavior change.

Per the ACGME Common Program Requirements (CPR), programs must have a process to annually evaluate each teaching faculty. Training programs can be overwhelmed by how to structure such a review and organize the data to be meaningful. Our program developed a process to conduct this formalized annual review. While initially designed as a way to be compliant with the CPR, additional positive outcomes have been realized. In this interactive session, we will review 5 years of data demonstrating how our evaluation process has expanded as a tool to thank faculty, acknowledge effort to Chair and Division Directors, reinforce and sustain involvement in our program, identify faculty in need of mentorship, assist in academic promotion, increase evaluation completion rate, and improve our teaching faculty. Attendees will work to develop relevant faculty evaluation metrics and identify obstacles to successful intervention in their own program. Sample documents used in our process will be provided.

Using an Observed Standardized Clinical Encounter (OSCE) as an objective assessment for a clerkship is complex. The OSCE must have high fidelity and high interrater reliability. When executed successfully it can differentiate students' clinical knowledge and skills. At our institution, the tri-campus Internal Medicine 3rd year clerkship utilized the RIME (Reporter, Interpreter, Manager, Educator) framework created by Pangaro in 1999 to develop a multimodal summative examination. The RIME model has been widely utilized amongst internal medicine faculty to describe levels of students' clinical abilities. A recent publication by Ryan et. al supported the use of RIME as a framework for assessment. Using RIME to shape content of OSCE stations provided indispensable guardrails throughout the creative process. In six months' time we constructed a five-station OSCE, successfully funded skills lab costs via an educational grant, administered a pilot session and executed a successful go-live date with our first block of learners across campuses. This session will guide you through the steps needed to take the desired elements of a RIME-framed OSCE by providing a roadmap to ensure each station meets the objectives of your course and the mission of your institution. You will help create an OSCE assessment that can differentiate your students based on skill while minimizing subjectivity. The session will include an interactive grading exercise of a sample student to demonstrate reduction of interrater variability. Our hope is that this workshop and content will streamline the process of OSCE-creation and inspire attendees to consider implementation for their own learners.

In this overview of the Academic Research Services Office, developed in the DOIM at the University of Cincinnati, we will discuss how strategic investment in research can drive innovation and grow research revenues within a department. Additionally, we will share examples and show how providing a supportive network of services can assist researchers in moving along the research career trajectory to an independent career.

This interactive workshop is designed to introduce RISE and Shine, a structured format for goal setting and feedback between medical students and residents on the inpatient medicine service. The program is founded on evidence-based principles, and encourages residents to:

R - Reflect on the week (ask students to share their reflections); I - Inform the student of their observations; S - Set a new goal together applying the I-SMART structure; E - Encourage student growth by providing real-time feedback related to this goal throughout the week.

Since the 1910 Flexner Report, graduate medical education (GME) training has used time-in-training as a surrogate for competence, an approach that assumes that learners gain competence in a relatively uniform manner. However, a growing body of competency-based medical education (CBME) research shows that this assumption is untrue, and that time should be a resource, not a measuring stick. GME learners should progress through training at a rate commensurate with their actual competence as measured by robust programmatic assessment. Transitioning to a competency-based time-variable training (CBTVT) approach would represent a major paradigm shift for many GME programs and present multiple adaptive challenges. In this workshop, the presenters will describe the history of GME training in the United States, articulate the rationale and supporting evidence for CBTVT, share successes and ongoing challenges from an ongoing CBTVT pilot in one internal medicine residency program called TIMELESS (Transitions in Internal Medicine Education Leveraging Entrustment Scales and Scores), and invite a conversation around the practical and theoretical benefits and challenges of CBTVT.

The session will review three components of an ambulatory faculty development model for resident preceptors. We will begin by highlighting content important for new preceptor onboarding, focusing on preceptor challenges unique to the clinic setting. We will then review content to help support advanced and effective precepting skills for faculty at all levels. These materials include teaching strategies for the high-performing resident, being an upstander for your trainees, and suggestions for innovative ambulatory skills workshops. Finally, we will discuss our peer observation of teaching faculty program, including the logistical structure of faculty-to-faculty precepting observation, opportunities and challenges, and faculty preceptor experience. We will give a brief overview of resources used for these sessions, and this content can subsequently be shared with other clinic preceptors.

Is your program looking to improve end-of-rotation evaluations for optimal assessment of learner performance? Do you want to improve end-of-rotation evaluation completion rates?

End-of-rotation written evaluations of residents and students by faculty are extremely valuable, both for providing direct feedback to the trainee and for helping program leadership make summative assessments of trainees. However, faculty working with trainees cite many barriers in writing high-quality written evaluations, including time, uncertainty regarding how to write effective feedback, and discomfort with giving "negative" feedback.

Qualitative research has been widely used in medical education. Qualitative research methods can be difficult to discriminate for clinician-educators given that the methods can share the similarities in data collection and coding processes. Each qualitative research method, however, has its unique purpose which, along with the research question, should guide in the selection of appropriate data analysis and identification of themes.

The success of a new Division Chief hinges on structured onboarding that outlines key areas of education, relationship building and establishment of mentorship. How successful a new Division Chief is translates into the overall success for the division. In this workshop, we will review the onboarding program developed at the University of Michigan, Department of Internal Medicine. In this program we will highlight key concepts on building important relationships while providing education on key components to a Division Chief's scope of work. The goal is for participates to walk away with a framework they can take back to their own institutions and implement a similar program.