The success of any department or division is contingent upon meeting annual faculty hiring goals. It's a time-consuming, make or break endeavor that can sometimes yield a poor outcome despite investing significant time and financial resources. This presentation will offer practical suggestions for implementing a faculty recruiting program that produces results.

Identifying and addressing Social Determinants of Health (SDoH) is well recognized as an important part in providing holistic care to vulnerable populations. Awareness of SDoH was heightened during the COVID pandemic due to increasing numbers of unemployment as well as identified racial and health disparities amongst those infected by the virus. Medical societies recommending screening for SDoH include the AAP, ACP, AAFP, and APA. While the adoption of SDoH screeners is increasing, many resident clinics have no formal way to screen or refer patients for SDoH needs and therefore residents are not taught how to identify or address social needs that directly impact health. The Internal Medicine-Pediatrics (Med-Peds) residency at the University of Colorado developed a formal screening and referral process for SDoH at their continuity clinic in Southwest Denver and wish to disseminate the knowledge garnered through this process. Participants who attend the workshop will learn how to integrate or develop a formal SDoH screener and implement a referral process for identified SDoH needs in their resident clinic.

Orienting and onboarding residents in pandemic times has generated some unique challenges. Incoming residents may have never visited the program or even been in the U.S. prior to beginning residency. issues around social isolation and assimilation are more pronounced, due to the need for masking, social distancing and a decreased number of social gatherings. Nearly 40% of Internal medicine incoming residents are IMGs who increasingly have limited access to rotations and US experiences, making the transition more difficult. Recent IMG resident suicides have highlighted additional challenges faced by IMGs during training in the US.

Despite national efforts to promote diversity, equity and inclusion (DEI) in medical education, there are still widespread inequities related to supervisor or student gender, race and ethnicity in the clinical learning environment (CLE). Despite increased institutional attention to DEI, clerkship educators may not feel adequately prepared to promote equity in their rotation. The clerkship setting differs from the controlled pre-clinical classroom context given multiple competing tensions and priorities with patient care and varying learner levels. In this interactive workshop we will acknowledge these tensions and review the current evidence pertaining to bias in the CLE. Using examples from our own experience and from the medical education literature, we will discuss practical and actionable strategies to promote equity in the CLE. These will include considering DEI in various components of clinical rotations, such as developing an inclusive framework for clinical team introductions, deliberate attention to teaching cases and materials, resources for faculty and resident supervisor development for recognizing implicit bias and addressing microaggressions, continuous quality improvement around CLE metrics, enhancing exposure to diverse mentors, and other evidence-based strategies. Lastly, participants will apply knowledge from the session in group exercises and discuss their next steps to promote equity in their own courses. All participants will leave with tools and resources to disseminate at their own institutions.

To better support women early in their medical career, the Department of Medicine at the Washington University School of Medicine founded the Forum for Women in Medicine (FWIM) in 2014. Equipping women trainees with skills as they navigate inequities in medicine, FWIM created a supportive space to help them grow and succeed by focusing on: leadership development skills, work-life balance strategies, career planning guidance, opportunities for mentor support and sponsorship, and networking opportunities. This workshop will examine and utilize AAMC Group of Women in Medicine and Science (GWIMS) toolkit best practices on the development of a Women in Medicine and Science (WIMS) organization. Through interactive large and small group discussions, case-based small groups, and examples from our journey building FWIM, the workshop will demonstrate how attendees can start or enhance programs similar to FWIM at their own institutions to better support women trainees across UME and GME.

Graduate medical education prepares residents for independent practice. At the completion of internal medicine residency, learners must have the knowledge, skills, and attitudes to practice general internal medicine. Care must be respectful and responsive to all patients, independent of gender, age, culture, race, religion, or sexual orientation. The American College of Physicians states internists should have "respect for the principle of patient autonomy on matters affecting patients' individual health and reproductive decision-making rights." At the same time, the AMA Code of Medical Ethics states that "preserving opportunity for physicians to act (or to refrain from acting) in accordance with the dictates of conscience in their professional practice is important for preserving the integrity of the medical profession as well as the integrity of the individual physician.

The provision of high quality care demands practice. Educators recognize that to support the deliberate practice of our trainees, they must receive personalized feedback, and develop learning plans. Faculty and learners need access to individualized meaningful clinical information in order to focus trainees' outpatient practice development. Such data, Resident-sensitive Quality Measures (RSQM), are defined as "measures that are meaningful in patient care and are most likely attributable to resident care". GME programs have struggled with using RSQM measures as part of resident assessment. This has been in part related to the challenges of capturing resident specific data.

Surveys and assessment tools are common in both programmatic evaluation and medical education research. If designed and implemented using best practices they can yield informative, actionable, and potentially publishable results. However, there are a number of important considerations that if not addressed during the survey design process can derail otherwise well-designed surveys.

This 60-minute faculty development workshop is geared toward clinician educators and faculty developers involved in teaching health professions' students. Using a principled approach based on workplace learning theory, we will provide participants with tools to redesign their teaching practices in clinical environments in a way that will help to balance their service and teaching roles. We will brainstorm best practices for engaging interprofessional partners on the teaching team, integrating practice-based and external skills training and assessment into clinical learning. The overall format of the workshop will use the experiential learning format. It will be interactive using small and large group activities followed by short didactic sessions focusing on core educational concepts.

The Alliance presents key topics in UME and GME as weekly webinars. Led by members and organized in the same content tracks as AAIM conferences, live webinars are available free to charge and open to members and nonmembers alike. Webinar recordings are available for member viewing through the AAIM Digital Learning Center. To access recordings, select the online course; webinars are organized by fiscal year and searchable by content track.

The Alliance presents key topics in UME and GME as weekly webinars. Led by members and organized in the same content tracks as AAIM conferences, live webinars are available free to charge and open to members and nonmembers alike. Webinar recordings are available for member viewing through the AAIM Digital Learning Center. To access recordings, select the online course; webinars are organized by fiscal year and searchable by content track.

As Chair and Co-Chair for the Nuvance Health Learning Institute's Program Manager Development Committee, we have spearheaded the professional development of the network's seven hospital system consisting of 25 residency and fellowship program managers. In this workshop, we will discuss the importance of professional development for program managers including retention and job satisfaction. We will instruct the attendees on creating a self-assessment survey for program managers in order to develop a didactic calendar. We will discuss two different ways of creating a mentorship program with lessons learned from the initial creation of our program. Finally, we will share various ways of incentivizing program managers to pursue professional development activities which are outside the realm of their daily job duties. Deliverables for this workshop include: a self-assessment survey, a sample didactic calendar, two sample mentorship programs and ideas for incentives.

Physician burnout and depression varies throughout a physician's career and is highest during residency, with a prevalence of 60%. Developing an infrastructure within a residency program that promotes well-being is necessary to provide the skills needed by residents to prevent burnout during their career as clinicians. Moreover, research has demonstrated that organization level wellness interventions, such as residency program initiatives, are more effective at decreasing burnout as opposed to individual interventions. Participants will be introduced to the job-demands theory to better understand the factors that lead to strain or burnout. Most notably strain is highest in occupations where there is high demand and low control which correlates with the high rates of burnout noted amongst residents/fellows. Participants will be tasked with identifying the demands that residents encounter during residency that can contribute to this strain. We will then discuss how resources can be used to mitigate this strain utilizing the job demand resource theory. Participants will be tasked with considering the organizational level wellness resources that are already available at their respective program. Furthermore, we will present specific resources that program directors can provide at an organizational level to assess and improve resident wellness. We will highlight the impact of a Resident Wellness Committee to be a catalyst for these resources and discuss how the formation of our RWC transformed the culture of our internal medicine program.

This workshop will introduce the Epic Signal dashboard program for Epic users as a novel tool for instructional supervision and improvement of asynchronous virtual healthcare (AVC) and panel management in residency training. AVC has become an important part of medical practice for physicians and importantly for residents in training, who must learn to skillfully handle virtual care and the transitions of care inherent to the training environment when managing in-baskets. Moreover, resident practice management and improvement of healthcare metrics remain important milestones that remain challenging to monitor. This workshop will demonstrate how integration of the Epic Signal tool and dashboards into a formal assessment of efficiency and quality of AVC and panel management will enable faculty to develop a framework for focused, personalized unified training interventions, through the lens of core competencies and ACGME/ABIM milestones.

Remember that awkward conversation when you "had to" tell a resident or student that they had body odor, that their clothing was a little too revealing, or that they were just a bit too "loud or edgy?" Candid conversations about odor, attire, and behavior are very challenging, even for the most seasoned educator. This highly interactive (and entertaining) workshop will be the first step in helping educators to stop sweating about sweating. Educators are uniquely positioned to help shape all facets of their learners' professional identity, including non-clinical aspects. Using the ladder of inference as a theoretical framework (which encourages reflection on one's own unconscious bias and the assumptions we make) will allow for a systematic approach to the delivery of feedback. When done skillfully, this feedback can have long-lasting effects on a physician's career and how others perceive them professionally. Fortunately, the approach to these complex topics is quite similar and easy to apply with a bit of practice. Essential steps for delivering sensitive feedback will be reviewed and modeled with substantial time devoted to group reflection and discussion. Facilitated breakout groups will support faculty and coordinators to become more comfortable with discussing taboo topics and methods for delivering sensitive feedback effectively. Participants will have the opportunity to reflect on challenges they've faced during past experiences, plan strategically for more candid and aligned future discussions, and give feedback to one another for more effective and open conversations.

Recruitment is one the biggest tasks that program leadership undertakes each year. With large pools of applicants in internal medicine, it can be challenging for intern selection committees to screen and rank applicants equitably using principles of holistic review. Our workshop will begin with defining and identifying program specific mission focused factors using a shared mental model approach, unique to each program. We will subsequently share the novel role of technology using individualized software to allow these holistic principles to be put into practice and mitigate bias in building a diverse and mission-fit rank order list. Our process highlights the role of technology in facilitating the process of recruitment which prioritizes experiences and attributes proportionally to traditionally used metrics individualized to each applicant in order to match the "ideal" interns at your program. Our presentation will subsequently follow a breakout small group session to score applicants using these principals by utilizing conventional method versus using this simple technology that can be easily individualized by any program.

The elective "From Clinical Skills to Career Success: An Elective on Healthcare Economics and Career Development in Medicine for Resident Physicians," is designed to provide resident physicians with a comprehensive understanding of financial concepts in medicine and offer guidance to help them excel in professional development and education. Through mentorship, independent research, lectures, and shadowing physicians, residents will explore concepts in leadership, healthcare management, and career planning. Prior to the elective, residents will develop a list of personal goals and create a "business plan" to outline their career path based on core learning objectives. Overall, this elective is designed to provide resident physicians with the knowledge and practical skills in financial literacy as it relates to their career in healthcare. It will equip them with the necessary tools to navigate career opportunities, prepare them for the workforce, and create a sturdy foundation for future professional success.

This workshop is designed to illustrate and share the clinical reasoning curriculum (CRC) developed by University of Arizona College of Medicine-Phoenix med-peds program. The CRC, a purely resident driven innovation, was developed after recognizing that for both medical students and residents, clinical learning often occurs through opportunistic exposure which limits equitable knowledge attainment. As a result, there are deficiencies in clinical knowledge and skills amongst trainees, most notably upon entering residency. The CRC is a unique educational experience for interns that aims to address knowledge gaps while enhancing confidence and equipping residents to provide excellent patient care. We will begin the session by examining the status of clinical reasoning in medical education, the importance and need for a structured curriculum, and adult learning theory. Participants learn about the creation, implementation, and success of the CRC at our institution. We will discuss feedback received from residents that highlights the efficacy of the CRC.. Participants will walk away from this workshop inspired and equipped to meet the unique educational needs of their learners.

In our program, we overhauled our recruitment process in response to three-fold more applications received post-COVID, as well as the need to integrate holistic application review, both because this was encouraged and because USMLE scores transitioned to pass/fail. In this workshop, we will provide an overview of this process, which includes; 1) using an external consultant/facilitator to assist in clarifying the mission and values of the program; 2) defining the "ideal" residency applicant; 3) designing questions that would specifically identify features among applicants consistent with our ideal applicant; and 4) building your rank list to reflect the program's values. In so doing, we reduced the number of interviews offered, ranked fewer applicants, were able to provide more in-depth application review, and matched higher on our rank list than in prior years.