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.

When trainees share their mental health experiences with their peers, it reduces stigma and improves the culture of a training program, making it safer for all trainees to access mental health treatment. The internal medicine residency at Massachusetts General Hospital (MGH) is in its fifth year of conducting yearly resident-led panels on accessing mental health care resources during residency. The MGH pediatrics residency program held a similar panel for the first time this year, demonstrating translatability of this method. In this workshop, two associate program directors (one medicine, one medicine-pediatrics) and a former internal medicine resident panel participant will share key lessons and strategies, learned from our five years of experience, to successfully creating a trainee mental health panel at your program, including timing, selection of participants, and pre- and post-panel support of participants. These panels have led to a decrease in stigma and an increase in willingness of their trainees to access mental health resources during residency, and we will share strategies to adapt to that new reality as a program, such as expanding access to mental health treatment during the work week, adjusting backup staffing, and developing faculty to respond to trainee needs.

The impact of resident wellness on training and overall well-being is crucial, especially during the challenges of the COVID-19 pandemic. Mount Auburn Hospital's resident-run wellness curriculum will be showcased in this workshop, highlighting its effects on internal medicine residents' perception of well-being, stress management, burnout, and overall health for the year 2022-2023. The curriculum addresses eight dimensions of wellness - physical, vocational, intellectual, social, emotional, financial, spiritual, and environmental - through activities such as boot camp, yoga, nutrition, the art of medicine curriculum at museums, social gatherings, mental health resources, and more. The workshop will cover the structure of the resident wellness committee, budget preparation, and strategies for engaging residents in the program. Barriers to organizing wellness activities, resource identification, and utilization, as well as the concept of a primary and hidden curriculum of wellness, will be discussed. Attendees will gain practical guidelines and insights for creating and implementing a resident wellness curriculum, including committee structure, budgeting, overcoming barriers, and integrating wellness into the residency framework. Valuable knowledge and strategies will be shared to promote resident well-being and address the unique challenges faced by residents, especially in light of the COVID-19 pandemic.

It is estimated that around 75% of US adults now use some form of social media. While traditionally social media is perceived as a means of connecting with friends, the use of social media in academia has increased exponentially in recent years. The goal of this session is to discuss how to use social media in academics and medical education in internal medicine using real-world examples. We will discuss ways to promote internal medicine and fellowship training programs, academic meetings, research and publications online. Novel ways of disseminating and learning educational content will be discussed, including infographics, visual abstracts, virtual morning reports and tweetorials on Twitter. Through this session, we will demonstrate how social media can help amplify reach and increase engagement of training programs with the audience at large and provide asynchronous medical education for trainees.

The workshop will provide the participants with a cross sectional view of CREATE (Continuous Research Education and Training Exercises) as a series of interactive sessions that can be incorporated into the GME curriculum. This workshop discusses the idea of Continuous Research Education. The physician-scientist is a physician who along with clinical practice; is also proficient in critical appraisal skills, research methodology, and ability to conduct research. CREATE proposes incorporating research focused sessions into the didactics that are part of GME. The program proposes a core research curriculum along with journal clubs to promote scientific literacy, peer support as a significant aspect of initiation, as well as continuation and successful completion of investigator driven research projects. The ultimate goal of CREATE is to cultivate a culture of scholarship at all levels in the institution.

Milestones 2.0 highlight various required subcompetencies, including those that focus on professionalism (PROF1), patient-centeredness (ICS1), and team communication (ICS2). To achieve competency in these domains, learners must first recognize and address the hidden curriculum that influences how we communicate with colleagues, particularly when in conversation about our patients. Improv offers the advantage of enhancing group communication and help create new ideas when compared to role-play. Using improv, participants will explore how an individual's background may influence the decisions they make, and their experience of validation, with a focus on patient-centeredness. Activities will also include examining the impact of influential team members, such as the attending physician or the senior resident, on more junior learners. Improv will allow participants to probe the effect of the learning environment on development of professionalism, including how clinical teachers teach and how learners respond to clinical supervision. Participants will then be able to apply the same improv strategies at their own institutions to teach their learners on these very important topics

While best practices in feedback delivery are well established, residents receive a paucity of actionable feedback in the authentic clinical environment. Additional faculty development is frequently utilized to bridge this gap, though providing skills development to most faculty members who interface with trainees poses inherent challenges. Beyond faculty, residents are a valuable source of peer feedback. At Weill Cornell Medicine (WCM) we have developed a feedback curriculum that trainees participate in throughout residency. The curriculum focuses on normalizing feedback through the frameworks of growth mindset and deliberate practice, teaching a standardized feedback model, and facilitating skills practice tailored to the expertise of the audience. Through this curriculum, we improve residents' skills giving feedback to both learners and supervisors, harnessing their role as peer coaches to change the feedback culture at WCM. In this workshop, we will share our curriculum, present program evaluation data, assist attendees in adapting our materials, and provide the necessary resources to implement our curriculum at other institutions. Through attending this workshop, we hope to provide tools to change the feedback culture by training residents to successfully serve as peer coaches.

In 2020, the ACGME stated that an individualized learning plan should be utilized in internal medicine residency programs to assess the Milestones 2.0 competency "Problem-Based Learning and Initiative" (PBLI). The purpose of this workshop is to facilitate discussion regarding best practices for effective utilization of the ILP and skills necessary to assist learners in completing ILPs that are aligned with their clinical and professional goals. Faculty members will be given the opportunity to simulate assisting learners with adjusting their ILPs based on progression through clinical competencies and career-goals. Small group discussions will include sample ILPs that may need to be adjusted according to various scenarios. Through large group discussion, participants will be asked to share their experiences with self-directed educational experiences and potential barriers to implementing a successful ILP. They will be challenged to provide potential solutions to challenges and strategies utilized for faculty to become better coaches facilitating learner growth and success. We hope to use our experience as an example of how to implement the ILP into an internal medicine residency program. We will discuss our experiences introducing the concept to learners as well as challenges faced and shortcomings. We will also discuss methods for promoting faculty development to improve engagement with the process and provide feedback on how to best assist learners with goal setting.

In the realm of well-being, physician educators find themselves in the position of double stewardship: their own professional and personal well-being and the same for their trainees. It is an unintended "side effect" of the physician well-being movement that the emphasis on well-being adds another responsibility to a job replete with responsibilities. Among the individual and environmental promotors of well-being and antidotes to burnout have been proposed, many seem unrealistic. Infeasibility in the context of overload undermines self-efficacy and paradoxically fuels the physical, cognitive, and emotional exhaustion of physician educators. It may even compound the negative effects of existing problem mindsets. The purpose of this workshop is to propose practical, low cost and burden (time and money) activities for faculty that can be implemented in our day-to-day work lives. These straightforward activities can restore and strengthen well-being. The session first names common problematic mindsets that impede our ability to pursue well-being. It then describes activities designed to lighten the physical, cognitive, and emotional load of training physicians without compounding responsibilities. It introduces the ARC model (activities, recognitions, and collaboration) as a conceptual framework integrating individual and environmental approaches to well-being in physician educators. The workshop will be interactive and will engage attendees in problem-solving of a case scenario where the wisdom of the group will be sought to provide practical examples of low-burden activities to enhance well-being and mitigate burnout in our day-to-day professional lives and to make our double stewardship a realistic and rewarding pursuit.

We present the experience of two community-academic residencies who repurposed PowerPoint and Teams-two common and familiar Microsoft programs-for novel purposes: improving residents' experience in continuity clinic and teaching core indirect patient care skills. We leveraged these tools to provide asynchronous instruction on electronic medical record (EMR) efficiency, clinic processes, and common indirect administrative patient care. Institutional IT training and micro-learnings on EMR use often lack clinical context most relevant to trainees. At Pennsylvania Hospital, instructive video series was created using PowerPoint to guide residents through In-Basket workflows (e.g. afterhours call, portal message response, refill guidance, results communication and In-Basket organization). At Lankenau Medical Center, Microsoft Teams is much more than a video call platform! We show how it can keep ambulatory residents connected to clinic processes and goals, allowing "just in time" re-orientation. Because of the rotational nature of X+Y resident scheduling, previous reliance on email led to uneven uptake of new clinic processes. Teams software allows residents to access recent changes in clinic workflow, population health goals, and ambulatory curriculum in one location. The workshop will be divided into three sections. The first will define the challenge of asynchronously teaching "indirect patient care activities" and explain why ubiquitous institutional software may be an elegant solution. The second will discuss the logistics of creating videos using an EMR training environment and provide specific examples of asynchronous videos. The third section will provide specific examples of how Teams can become a "virtual office" for your residents to improve their clinic experience.

Much has been written about how to improve the writing of letters of recommendation, particularly with respect to mitigating bias and maintaining equity. Many of us rely on templates and standardized processes to craft programmatic and departmental evaluation letters. Yet when we are on the receiving end of letters, we are often at a loss. How should we interpret the personal, unstructured letters of recommendation of students applying for residency? Prior literature suggests two ideas about the interpretation of letters;1) we don't do well in inferring the letter writer's intent, and 2) our interrater reliability as readers is low. This, coupled with the known pitfalls of bias and inequity, leaves us with a need to streamline and routinize our process for the reading and interpretation of personal letters of recommendation. To further characterize the issue, we piloted a project analyzing letters of recommendation received during the 2022-2023 recruitment cycle. Combining our review of the literature and examination of the letters, we developed a guide to help faculty interpret letters. During the workshop, we will introduce the guide, and describe the supporting literature and pilot findings. We will use the guide in practice, both individually and in a large group setting. Each participant will take home the guide and sample letters, in order to better prepare their own frontline faculty. We aim to help our faculty to recognize common biases, identify necessary characteristics of recommendations, and be able to recognize behaviors and characteristics that matter.

Recruiting and training IM physicians who are invested in global health (GH) and care for the undeserved is critical for addressing the health outcomes disparities faced by many communities. Specialized GH training provides opportunities for IM residents to spend more clinical time with underserved populations (both domestically and abroad), as well as to build skills in social and structural determinants of health, advocacy, and community health. Residents trained in GH are also more likely to work in domestic primary care and rural settings. Given the important relationship between GH training and improving health outcomes, we propose a workshop designed to share: 1) ideal GH training based on literature and best practices; 2) five unique IM programs' GH curriculum; 3) impact of COVID-19 on clinical rotations and innovative strategies to address these changes; 4) challenges and potential solutions to achieving bidirectional partnerships in education, and 5) next steps to help programs' achieve their GH goals. This workshop will start with an introduction of GH best practices, followed by a "how did they do that" panel where program leadership will describe implementation of GH curricula, a break-out session with small groups to discuss challenges and novel ideas followed by large group sharing. Session will conclude with discussion of approaches to achieving the ever-challenging goal of bidirectional educational exchange and having participants fill out a worksheet with GH goals, associated stakeholders, and next steps to achieve these goals.

DEIJ in Action: Not Just Another Lecture provides participants with short activities that cover DEIJ content in a relevant and applicable manner. Activities empower physicians to create more inclusive medical education learning and patient care environments. In one activity, learners examine microaggressions through case scenarios and develop an understanding of their impact on patients and colleagues. Learners will apply the M.A.N.A.G.E. tool to practice responding to microaggressions and having difficult conversations. In a second activity, LGBTQA+ healthcare inequities are examined and participants will reflect on patient experiences and statistical data to consider strategies for shifting their practice towards more inclusive care. Through this workshop, learners will grow their awareness of DEIJ in healthcare and obtain practical strategies for addressing inequities in healthcare. Participants will leave this session with activities and a facilitation guide to replicate and implement these activities in their home institutions.

Workflow interruptions are increasing alongside the growing complexity of healthcare delivery. Resident physicians are particularly vulnerable to the adverse effect of a fragmented workflow which can result in negative patient-care outcomes, accelerated burnout, reduced well-being, and less protected time for dedicated educational activities. This session will discuss an innovative clinical rotation designated as the "Medicine Sweeper", designed to combat the workflow interruptions on medicine teaching teams. Interruptions to the normal workflow can include early admissions, emergent procedures, and rapid responses - urgent patient care needs that can be difficult to balance with the competing priority of completing team-based rounds. This role is defined as a multifunctional support system for medicine teaching teams with a primary focus on minimizing disruptions to pre-rounding/rounding, assisting teams during high-volume, high-demand periods, and preventing unnecessary medicine admissions. The "Medicine Sweeper" supports resident graded autonomy and helps to reduce delays in patient care.

The 2023 ACGME Program Requirements for GME in internal medicine formalized requirements for residency programs to include six-months of career focused, individualized educational experiences. Hospital medicine and outpatient internal medicine are specifically identified as opportunities for experiences that should be available to residents. Following graduation, residents can find that there are subtle but considerable differences in practice priorities and skill sets required for life as a private practice or academic attending, when compared to life as a resident. In this interactive workshop, we will provide a tested framework for development and implementation of career experience rotations to fulfill the individualized educational experience requirements. We will evaluate models for hospital medicine and outpatient internal medicine rotations designed specifically as career experiences at our own institution, including specific elements designed to enhance resident's post graduation practice. Using breakout sessions we will facilitate participants in identifying opportunities at their own institutions that could be utilized for career specific experiences. We will lead participants through the process of building a rotation, including identification of stakeholders, curriculum development, implementation, and evaluation.

In the age of virtual recruitment, identifying desirable characteristics of applicants has become more difficult than ever. Combined with assessment instruments that often lack the ability to give meaningful feedback or discern between the quality of candidates, program directors may be looking for a different way to evaluate applicants. We will use this workshop to share our process for creating an applicant evaluation instrument that focuses on desirable and undesirable qualities without a Likert scale. Interviewers complete the evaluation form and then a blinded scoring system is applied to the selected qualities and incorporated into a ranking algorithm. We will share the strengths and weaknesses of this evaluation method as well as data regarding gender, race, and other demographics. Finally, participants will have the opportunity to create their own evaluation instrument based on their ideal candidates' traits.

The competitive and high-stakes nature of medical training can have major impacts on individuals' sense of confidence and well-being. Despite high achievement, many medical trainees experience imposterism - a subjective feeling of inadequacy, incompetence, and low self-esteem - which can have major consequences for individuals as well as organizations. High levels of imposterism are associated with mental health problems and can impede career advancement and organizational retention. Additionally, those who identify as women and minorities are more likely to experience imposterism, raising concerns that may exacerbate workplace disparities. In this workshop, we will discuss the factors contributing to imposterism among trainees and the consequences of it. We will also introduce and have audience members participate in a novel esteem-building intervention called "What Went Well," which has been piloted with over 60 interns and 40 senior residents at the University of Washington Internal Medicine Residency Program as part of a larger longitudinal wellness curriculum. In the "What Went Well" exercise, participants divide into small groups and are asked to share an experience in which they felt a major hit to their esteem. The participants are then asked to reframe their negative experience by naming how the experience highlighted their unique character strengths. At the University of Washington, this intervention has proven acceptable and feasible among interns and senior residents, and can enhance both individual and team-based well-being. Participants will walk away understanding how to implement this intervention with their own trainees.

Natural language processing, including one of the most famous tools for this, Chat GPT, has had a meteoric rise in publicity and number of users since it very recently became available to the general public. However, many clinician educators have limited knowledge about it. In this workshop, we will explore the many possible uses of Chat GPT to save time and reduce burden for clinician educators. We will begin the workshop with an overview of what Chat GPT is and the basics of use. We will then review the very new literature and anecdotal reports of uses of Chat GPT in medical education, including uses in automated scoring of assessments, creating personalized learning material, generating case scenarios, and others. Finally, we will give a demonstration using Chat GPT to do a task-drafting a letter of recommendation for a student based on their curriculum vitae. We will spend the majority of this workshop using interactive small groups to brainstorm and apply ways to use Chat GPT to reduce burden in everyday tasks for clinician educators. We will explore the advantages and pitfalls of using Chat GPT, and we will discuss the potential ethical considerations. Workshop participants will leave with sample prompts and outputs using the most recent version of Chat GPT to do everyday tasks such as writing vignette based multiple choice questions and creating a starting draft of a letter of recommendation.

The aim of the session is to engage and inform internal medicine UME and GME program directors along with faculty and recruitment leaders regarding the movement towards use of COMLEX-USA as part of resident selection. Normalizing the use of COMLEX-USA scores in an effort to reduce stress and support wellness in residency applicants may encourage DO students to apply to programs with COMLEX-USA scores and improve holistic resident screening outcomes. This interactive forum will improve understanding of what COMLEX-USA examinations measure, how standards are set, what the scores mean, and how they correlate to performance in residency and support a commitment to lifelong learning. Attendees will also learn about Comprehensive Osteopathic Medical Achievement Tests (COMAT) Internal Medicine, used by colleges of osteopathic medicine, and how the examination factors into the IM Structured Evaluation Letter.

Clinician educators are vital to the academic missions of our medical centers and pivotal to the accreditation of our GME programs. The personal and professional growth of clinician educators occurs through faculty development both within and outside institutions. The domain of faculty development has grown tremendously over the last ten years. This workshop is brought to you by the members of the AAIM Faculty Development Initiative (FDI) Taskforce with the goal to level set the understanding of what constitutes faculty development beyond feedback, teaching, and assessment. This workshop will help the audience turn faculty development programming at their institution into reality. The facilitators, representing both large and small, university and community-based programs will share FDI Taskforce findings and approaches to faculty development. Audience members will leave prepared to either create a faculty development plan for their institution from scratch or bolster already existing programming through creation of a needs assessment.