2017 ACGME ANNUAL EDUCATIONAL CONFERENCE

Transcription

1 IGNITING INNOVATION 2017 ACGME ANNUAL EDUCATIONAL CONFERENCE March 9 12 > Orlando, Florida > Rosen Shingle Creek 1

2 TABLE OF CONTENTS CLICK ON LINK BELOW TO JUMP DIRECTLY TO SECTION ACGME ANNUAL EDUCATIONAL CONFERENCE OVERVIEW 4 AGENDA Thursday, March 9, Friday, March 10, Saturday, March 11, Sunday, March 12, Thursday, March 9, Friday, March 10, Saturday, March 11, Sunday, March 12, CONFERENCE LOCATION REGISTRATION REGISTER ONLINE AT BY FRIDAY, FEBRUARY 3, 2017 FOLLOW US ON TWITTER 2

3 2017 ACGME Annual Educational Conference CONFERENCE OVERVIEW This year s ACGME Annual Educational Conference will be held at Rosen Shingle Creek in Orlando, Florida. A reception to welcome attendees as we kick off the opening of the Exhibit Hall and Poster Session will be held on Thursday, March 9 at 5:30 p.m. The conference runs until Sunday, March 12. CONFERENCE HIGHLIGHTS Introductory Course for New Program Directors DIO 101: The Basics of Institutional Accreditation DIO 102: Innovation in the Learning and Working Environment ACGME/AODME Pre-Conference for Osteopathic Programs and Institutions Coordinator Forum: Sparking Innovation Conference registration opens in early November. To register for the conference, go to and click on 2017 ACGME Annual Educational Conference. Only online registration is available; faxed or mail-in registrations will not be accepted. Registration for sessions is done on a first-come, first-served basis, so be sure to register early! On-site registration will be available for the Annual Educational Conference only; online registration is required to attend one of the Thursday Pre-Conferences. The registration deadline is February 3, Open Sessions on Faculty Development and Physician Well-being Educational Exhibit Hall Focused Mini-Courses NEW THIS YEAR! Career Corner CME INFORMATION The Accreditation Council for Graduate Medical Education (ACGME) is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The ACGME designates the 2017 ACGME Annual Educational Conference: Igniting Innovation, as a live educational activity. AMA PRA Category 1 Credits TM will be included on the conference mobile app. Physicians should claim only the credits commensurate with the extent of their participation in the activity. AMERICAN ACADEMY OF FAMILY PHYSICIANS (AAFP) PRESCRIBED CREDIT INFORMATION Application for CME credit has been filed with the American Academy of Family Physicians. Determination of credit is pending. 3

4 AGENDA WEDNESDAY, MARCH 8 6:00 p.m. 8:30 p.m. Conference Registration THURSDAY, MARCH 9 PRE-CONFERENCE 6:30 a.m. 8:30 p.m. Conference Registration 7:00 a.m. 8:30 a.m. Continental Breakfast 8:00 a.m. 5:00 p.m. PC001 Introductory Course for New Program Directors 8:00 a.m. 5:00 p.m. PC002 ACGME/AODME Pre-Conference for Osteopathic Programs and Institutions 8:00 a.m. 12:45 p.m. PC003 DIO 101: The Basics of Institutional Accreditation 1:15 p.m. 5:30 p.m. PC004 DIO 102: Innovation in the Learning and Working Environment 8:30 a.m. 5:00 p.m. PC005 Coordinator Forum: Sparking Innovation* 5:30 p.m. 8:30 p.m. Exhibits and Poster Welcoming Reception FRIDAY, MARCH 10 6:30 a.m. 7:45 a.m. Continental Breakfast 7:00 a.m. 5:00 p.m. Conference Registration 7:30 a.m. 8:15 a.m. Welcome and Opening Remarks 8:15 a.m. 9:45 a.m. CEO Address 9:45 a.m. 5:00 p.m. Walk-in Technical Support Sessions for ACGME Data Collection Systems* 9:45 a.m. 10:30 a.m. Break 10:30 a.m. 12:00 p.m. SES001 Medicine in the Era of EHRs and Quality Measurement: Will Physicians Ever be Happy Again? SES002 Health Transformation Using Cognitive Insights...Providers Meet Watson SES003 Breaking Down the Barriers to Diversity and Inclusion 12:00 p.m. 1:30 p.m. LUNCH 1:30 p.m. 2:15 p.m. SES004 Sponsoring Institution :30 p.m. 3:00 p.m. SES005 Specialty Update: Internal Medicine SES006 Specialty Update: Pediatrics SES007 Specialty Update: Emergency Medicine SES008 Specialty Update: Allergy and Immunology SES009 Specialty Update: Surgery *This session does not qualify for CME. 4

5 AGENDA FRIDAY, MARCH 10 1:30 p.m. 3:00 p.m. SES010 Specialty Update: Neurological Surgery SES011 Specialty Update: Osteopathic Neuromusculoskeletal Medicine SES012 Specialty Update: Radiation Oncology SES013 Specialty Update: Ophthalmology SES014 Specialty Update: Family Medicine SES015 Preparing for ACGME-I Accreditation: An International Perspective SES016 Road Map to Osteopathic Recognition SES017 I Get it Now, Wellness is Important Now What Do I Do? (limited to 200 participants) SES018 Bridging the Gap between Effective 360-degree Resident Evaluations and an Efficient Clinical Competency Committee SES019 Tackling Professionalism Issues in Residency Training SES020 Making the Connection between GME and Risk More CLER SES021 The Academic Macrobiome: Sustaining a Culture of Learning in a Gut-wrenching Medical Economic Environment SES022 The Personal Trainer Approach to Writing for Education Journals: Ready, Set, Go (limited to 200 participants) SES023 Where is Jim Collins When You Need Him? (limited to 200 participants) SES024 Integrating Simulation-based Learning to Teach Core Residency Curriculum (limited to 200 participants) SES025 Personalized Learning: Creating Rich Interactive Online Modules for Medical Trainees (limited to 200 participants) SES026 Can We Trust Entrustment? (limited to 200 participants) SES027 Patient Handoffs: Implementation of an Institutional Training Workshop (limited to 200 participants) SES028 Know Where You Work Development of a Curriculum Focused on Health Care Disparities and Local Populations (limited to 200 participants) SES029 Mind Makeover: Cultivating a Growth Mindset (limited to 200 participants) 2:15 p.m. 3:00 p.m. SES030 Institutional Review Update 3:00 p.m. 3:30 p.m. Break 3:30 p.m. 4:15 p.m. SES031 CLER Smaller Program Sponsoring Institutions (SPSIs) Site Visits: Early Impressions 3:30 p.m. 5:00 p.m. SES032 Specialty Update: Physical Medicine and Rehabilitation CANCELLED 5

6 AGENDA FRIDAY, MARCH 10 3:30 p.m. 5:00 p.m. SES033 Specialty Update: Radiology SES034 Specialty Update: Neurology SES035 Specialty Update: Plastic Surgery SES036 Specialty Update: Orthopaedic Surgery SES037 Specialty Update: Urology SES038 Specialty Update: Anesthesiology SES039 Specialty Update: Transitional Year SES040 Specialty Update: Dermatology SES041 Specialty Update: Preventive Medicine SES042 Competencies and Milestones: Past, Present, and Future SES043 Validation of New Residency Programs through Value Analysis SES044 Scaling Up Competency-based Professional Development for Clinical Teachers and Scholars SES045 Unlocking the Power of Interprofessional Education through Simulation SES046 Imprinting Safety and Quality on Residents and Fellows SES047 Emotional Intelligence in Post-graduate Medical Education SES048 Strategies to Adopting a Successful Curriculum for Allopathic Physicians to Enter ACGME-Accredited Programs with Osteopathic Recognition: Models to Consider SES049 Reviewer Bootcamp: A Train-the-Trainer Workshop for your Home Institution (limited to 50 participants) SES050 Developing Interpersonal and Communication Skills Training for Medical Residents and Interprofessional Groups. Focus Empathy and Conflict Handling (limited to 200 participants) SES051 Take Your Workshops to the Next Level: Effective Design Principles for Non-Traditional Educational Workshops (limited to 200 participants) SES052 Teaching Procedural Skills: Moving Beyond See One, Do One, Teach One! (limited to 200 participants) SES053 Putting the Puzzle Together: Designing a Faculty Development Blueprint (limited to 200 participants) SES054 Time to Talk About It: Physician Depression and Suicide Video/Discussion Session for Interns, Residents, and Fellows (limited to 200 participants) SES055 Don t Get Trapped! Avoiding Cognitive Traps in Clinical Reasoning (limited to 200 participants) 6

7 AGENDA FRIDAY, MARCH 10 3:30 p.m. 5:00 p.m. SES056 How to Design a Curriculum to Support Residents and Faculty to Become Successful in Scholarly Activity and Evidence-Based Medicine Education (limited to 200 participants) 4:15 p.m. 5:00 p.m. SES057 CLER Update SATURDAY, MARCH 11 6:30 a.m. 8:00 a.m. Continental Breakfast 7:00 a.m. 3:00 p.m. Conference Registration 8:00 a.m. 5:00 p.m. Walk-in Technical Support Sessions for ACGME Data Collection Systems* 7:00 a.m. 10:00 a.m. Mini-Courses (limited to 100 participants) SES058 Using the System of Profound Knowledge to Transform Residency: Part 1 SES059 Addressing Burnout as an Organization: Strategies and Studies to Knowing Where you End Up SES060 Developing a Milestone-based Evaluation Tool for Assessing Resident Teaching Skills SES061 Maximizing the Value of the ACGME Self-Study Process for your Program: No Need to Be Afraid! SES062 Advanced Communication Life Support (ACLS): Breathing Life Back into your Public Speaking Skills 8:00 a.m. 9:30 a.m. SES063 Coordinator Plenary: Who Are You? Personal Vision, Mission, and Values* SES064 The 10-Year Accreditation Site Visit: Overview, Preparing for the Visit, and Responses to FAQs SES065 Bringing I-PASS to the Bedside: Partnering with Families, Nurses, and Physicians to Reduce Medical Errors, Improve Communication, and Enhance Family Experience SES066 Town Hall Hospital and Medical Accreditation SES067 Town Hall Surgical Accreditation CANCELLED CANCELLED SES068 ACGME-I Accreditation: Challenges for Medical Educators SES069 Understanding COMLEX-USA and AOA Specialty Board Certification: A Primer for Residency Program Directors SES070 ACGME Common Program Requirements Revisions SES071 Implementing Change in Graduate Medical Education: Moving Beyond Survival (limited to 200 participants) SES072 Combating Resident Physician Burnout (limited to 200 participants) SES073 Utilizing Mega Planning Theory in the Development of New Graduate Medical Education Programs: A CLER Vision (limited to 200 participants) *This session does not qualify for CME. 7

8 AGENDA SATURDAY, MARCH 11 8:00 a.m. 9:30 a.m. SES074 Resident Death by Suicide: The GME Office s Role in the Response and Management (limited to 200 participants) SES075 Remediation, Probation, and Dismissal from Residency Training: Managing Crucial Conversations with Residents Using a Systematic Method and Live Simulation (limited to 200 participants) SES076 Session Cancelled SES077 Let s Do It! Using Motivational Constructs to Engage Learners and Faculty in the Learning Environment (limited to 200 participants) SES078 CLER Idea Exchange (limited to 200 participants) SES079 Advanced Feedback Techniques (limited to 200 participants) 9:30 a.m. 10:00 a.m. Break 10:30 a.m. 12:00 p.m. SES080 Marvin R. Dunn Keynote Address Current Medical Education: Issues for Reflection 12:00 p.m. 1:30 p.m. LUNCH 1:30 p.m. 4:30 p.m. Mini-Courses (limited to 100 participants) SES081 Using the System of Profound Knowledge to Transform Residency: Part 2 SES082 Addressing Suicide: Responding, Preventing, and Building Resilience SES083 Generating Baseline EPA and Competency Scoring to Inform New Resident Supervision and Learning SES084 Reading Ourselves, Reading Others: A Faculty Development Mini-Course in Narrative Medicine SES085 Facilitating CCC Deliberations Using Objective and Subjective Resident Data to Derive Milestones in a Timely Manner 1:30 p.m. 3:00 p.m. SES086 Crossing the Cultural Chasms: A Different Kind of CCC SES087 Osteopathic Manipulative Medicine: The Inter-Relationship of Structure and Function SES088 Burnout s Better Half: Fostering Resident Physician Well-being SES089 Accreditation Data Systems SES090 Innovative Use of Longitudinal Assessment for Continuing Certification (MOC) SES091 The Self-Study Pilot Visit Guiding Programs into the Current Era of Accreditation SES092 Patient Safety Simulation: New Resident Orientation Across Multiple Programs SES093 Two Birds and One Stone: Integrating Education and the Health System for a Positive Clinical Learning Environment An Update from the Office of Health Professions Education (OHPE) (limited to 200 participants) 8

9 AGENDA SATURDAY, MARCH 11 1:30 p.m. 3:00 p.m. SES094 Osteopathic Education in the Post-Graduate World (limited to 200 participants) 3:00 p.m. 3:30 p.m. Break SES095 Assessing Institutional Performance in the Next Accreditation System (limited to 200 participants) SES096 PDSA Cycle to Success: An Institutional Approach to Program Management of Struggling Residents and Fellows (limited to 200 participants) SES097 IGNITE (Improving GME Interprofessional Nursing Team Experiences) Change (limited to 200 participants) SES098 Developing Leadership Competencies of Residents and Fellows through an Individualized Mentoring Leadership Curriculum (limited to 200 participants) SES099 Creating and Implementing a Program Director Development Curriculum (limited to 200 participants) SES100 Pursuing Excellence Innovators Collaborative (limited to 200 participants) SES101 Specialty Update: Nuclear Medicine SES102 Specialty Update: Colon and Rectal Surgery SES103 Specialty Update: Obstetrics and Gynecology SES104 Specialty Update: Thoracic Surgery SES105 Specialty Update: Medical Genetics and Genomics SES106 Specialty Update: Pathology 3:30 p.m. 5:00 p.m. SES107 Update: Osteopathic Recognition SES108 Specialty Update: Psychiatry SES109 Specialty Update: Otolaryngology SES110 Institutional Town Hall SES111 Review Committees International Update SES112 Leveraging all the Options for Faculty and Resident Scholarly Activities: Re-Defining the ACGME Scholarly Activities Rubric SES113 Developing Residents as Mentors (limited to 200 participants) SES114 Remediation of the Problem Resident (limited to 200 participants) SES115 Leveraging Quality Improvement Tools in your GME Office (limited to 200 participants) SES116 Teaching Residents to Teach (limited to 200 participants) 9

10 AGENDA SATURDAY, MARCH 11 3:30 p.m. 5:00 p.m. SES117 Implementing Comprehensive Assessment and Programs to Address Burnout and Well-being (limited to 200 participants) SES118 Conflict in Health Care: Teaching our Residents to Navigate the Storm (limited to 200 participants) SES119 Moving Beyond your Silo: Developing Cross-institution Collaborations to Help Meet Common Program Requirements (limited to 200 participants) SES120 Coaching in Medicine: An Alternative Strategy for Trainee, Faculty, and Leadership Development (limited to 200 participants) SES121 Report from the 2016 ACGME Symposium on Physician Well-being: Commitment to Change SES122 Building a Comprehensive Wellness and Suicide Prevention Program for Medical Trainees and Faculty: Demonstrating Feasibility through Utilization, Satisfaction Rates, and Sustained Funding over 10 Years SES123 Early Findings From AAMC s Transition to Residency Initiatives SES124 AMA s Accelerating Change in Medical Education (ACE) Initiative: Emerging and Overlapping Themes of Innovative UME Curricular Change SES125 Development, Implementation and Initial Outcomes of an Innovative Mobile Workplace-based Assessment System SUNDAY, MARCH 12 7:00 a.m. 8:15 a.m. 8:30 a.m. 10:00 a.m. 10:00 a.m. 11:30 a.m. Continental Breakfast SES126 The Transformation of Health Professions Education: To Dare Mighty Things SES127 Conversations with the CEO 10

11 THURSDAY, MARCH 9 8:00 a.m. 5:00 p.m. Mary Lieh-Lai, MD Louis Ling, MD Boyd Buser, DO Rebecca Miller, MS James Anderson, MD Anthony Arnold, MD John Potts, MD James A. Arrighi, MD Jessica Bienstock, MD PC001: Introductory Course for New Program Directors This course is designed for program directors new to the ACGME accreditation process. Sessions will include information about the ACGME and the Review Committees, ACGME data collection systems, and an overview of the review process. Unwritten, as well as written jobs of the program director, will be covered. There will also be discussion about how to approach challenging issues that arise with programs and residents in administrative and educational roles. The course will include didactic presentations and small-group breakout sessions, with time for questions and perspectives from Review Committee Chairs who are current or former program directors. There will be a session at the end for individuals who are applying for Initial Accreditation of domestic programs. Target Audience: Program Directors 8:00 a.m. Introduction Mary Lieh-Lai, MD 8:20 a.m. Structure of the ACGME Louis Ling, MD 8:50 a.m. Tenets of Osteopathic Education: Past, Present, and Future Boyd Buser, DO 9:20 a.m. Small-Group Discussions: Challenging Program Issues Six cases James Anderson, MD; Anthony Arnold, MD; James A. Arrighi, MD; Mary Lieh-Lai, MD; Louis Ling, MD 10:25 a.m. Break 10:35 a.m. Written Jobs of the Program Director: Common Program Requirements Mary Lieh-Lai, MD; Louis Ling, MD 11:30 a.m. Financial Aspects of Graduate Medical Education Louis Ling, MD 12:00 p.m. Lunch 12:30 p.m. Accreditation Data Systems Rebecca Miller, MS 1:30 p.m. Practical Aspects of the Next Accreditation System at the Program Level James Anderson, MD 1:55 p.m. Milestones and the Clinical Competency Committee Anthony Arnold, MD; Jessica Bienstock, MD 2:20 p.m. Break 2:30 p.m. Program Evaluation Committee and the Annual Program Evaluation James A. Arrighi, MD 2:55 p.m. Small-Group Discussion: Challenging Resident Issues Six cases James Anderson, MD; Anthony Arnold, MD; James A. Arrighi, MD; Jessica Bienstock, MD; Mary Lieh-Lai, MD; Louis Ling, MD 4:00 p.m. Unwritten Jobs of the Program Director Mary Lieh-Lai, MD 4:30 p.m. Closing Comments Mary Lieh-Lai, MD 4:40 p.m. Application for a New Program (DOMESTIC) Mary Lieh-Lai, MD; John Potts, MD 5:00 p.m. Adjourn 5:30 p.m. Poster and Welcoming Reception 11

12 THURSDAY, MARCH 9 8:00 a.m. 4:30 p.m. PC002: ACGME/AODME Pre-Conference for Osteopathic Programs and Institutions This course is intended for AOA-approved programs and institutions that wish to learn more about ACGME accreditation and Osteopathic Recognition. This year, we are delighted to partner with the Association of Osteopathic Directors and Medical Educators (AODME) in delivering this course, enabling us to offer focused sessions that appeal to the broad group of osteopathic educators and leaders who are in various stages of transitioning to ACGME accreditation. The design of the course is highly interactive with didactic presentations, concurrent breakout sessions, and specialty sessions with the Review Committee Executive Directors. There will be ample time for questions. Target Audience: Osteopathic Program Directors, Directors of Medical Education (DMEs)/Designated Institutional Officials (DIOs), Chief Academic Officers, OPTI Staff Members, Program Coordinators, and GME Office Personnel 8:00 a.m. Introduction to the Day s Activities and Single GME Accreditation System Update 8:15 a.m. Breakouts OBR01: Introduction to the Common Program Application OBR02: Pre-Accreditation/Continued Pre-Accreditation What s next? OBR03: Initial Accreditation What do I need to know? 9:10 a.m. A Year in the Life of a Program Director 9:40 a.m. The AOA and NRMP Matches: What are the Rules? 10:25 a.m. Break 10:35 a.m. AOA Board Certification: Going Forward 10:50 a.m. Scholarly Activity for Residents and Faculty Members: Requirements and Resources 11:30 p.m. Osteopathic Recognition: Promoting the Desired Learning Environment 12:00 p.m. Lunch 12:30 p.m. Overview of the Milestones and the Clinical Competency Committee (CCC) 1:00 p.m. Breakouts OBR04: Understanding the ACGME s Annual Program Review Cycle OBR05: Osteopathic Recognition: Understanding the Application and Common Citations OBR06: Specialty Session Internal Medicine OBR07: Specialty Session Psychiatry, Neurology, and Allergy and Immunology OBR08: Specialty Session Neurological Surgery OBR09: Specialty Session Pediatrics 2:00 p.m. Breakouts OBR10: Osteopathic Recognition: Building a Successful Osteopathic Curriculum OBR11: Specialty Session Transitional Year 12

13 THURSDAY, MARCH 9 2:00 p.m. Breakouts OBR12: Specialty Session Radiology and Emergency Medicine OBR13: Specialty Session Orthopaedic Surgery OBR14: Specialty Session Surgery, Plastic Surgery, and Thoracic Surgery OBR15: Specialty Session Anesthesiology OBR16: Specialty Session Osteopathic Neuromusculoskeletal Medicine Tiffany Moss, MBA 3:00 p.m. Breakouts OBR17: Institutional Accreditation OBR18: Osteopathic Recognition: Creating a Successful Curriculum for Allopathic Physicians OBR19: Specialty Session Internal Medicine OBR20: Specialty Session Family Medicine and Dermatology OBR21: Specialty Session Otolaryngology OBR22: Specialty Session Obstetrics and Gynecology, Urology, Ophthalmology OBR23: Specialty Session Physical Medicine and Rehabilitation 4:00 p.m. Wrap-up 4:30 p.m. Adjourn 5:30 p.m. ACGME Poster & Welcome Reception 13

14 THURSDAY, MARCH 9 8:00 a.m. 12:45 p.m. Moderators: Susan Kirk, MD Paul Foster Johnson, MFA PC003: DIO 101: The Basics of Institutional Accreditation This pre-conference course is intended for new DIOs. Didactic and small-group learning activities will focus on the roles and responsibilities of the DIO, especially as they relate to the oversight authority and institutional accreditation. Target Audience: New DIOs 8:00 a.m. Welcome: The ACGME and the IRC Lawrence M. Opas, MD; Kevin B. Weiss, MD, MPH; Paul Foster Johnson, MFA 8:30 a.m. Institutional Accreditation: What It Is and What It Is Not Lawrence M. Opas, MD; Paul Foster Johnson, MFA 9:15 a.m. Characteristics of an Effective GMEC Ronald G. Amedee, MD, FACS 10:00 a.m. Break 10:15 a.m. Clinical Learning Environment Review (CLER) Robin Wagner, RN, MHSA 10:45 a.m. Building Community around the Sponsoring Institution Rita M. Patel, MD 11:45 a.m. Break 12:00 p.m. Lunch Session (open to DIO 101 and DIO 102 participants) Panel Discussion 12:45 p.m. Lunch 14

15 THURSDAY, MARCH 9 1:15 p.m. 5:30 p.m. Moderators: Lawrence M. Opas, MD Kevin B. Weiss, MD, MPH PC004: DIO 102: Innovation in the Learning and Working Environment This pre-conference course, intended for both new and experienced DIOs, will emphasize the professional development of the DIO as an educational leader. In this half-day course, DIOs will learn to transform the Sponsoring Institution into a learning organization that fosters continuous improvement through systems thinking, strategic planning, and structured educational activities. Target Audience: DIOs 1:15 p.m. Using the Annual Institutional Review (AIR) and Special Reviews for Continuous Quality Improvement Susan Kirk, MD; Paul Foster Johnson, MFA 2:00 p.m. Aligning GME and Patient Safety/Quality Improvement Efforts Andrew M. Thomas, MD, MBA 2:45 p.m. Break 3:00 p.m. Faculty Development Miriam Bar-on, MD; Joseph Jaeger, DrPH 3:30 p.m. Managing Up and Managing Change Donald W. Brady, MD 4:15 p.m. Group Activity Lawrence M. Opas, MD This session will use participant contributions as the basis for group learning exercises. 5:00 p.m. The DIO as Education Leader Kevin B. Weiss, MD, MPH 5:30 p.m. Adjourn 5:30 p.m. Poster and Welcoming Reception 15

16 THURSDAY, MARCH 9 8:30 a.m. 5:00 p.m. Facilitator: Debra Dooley PC005: Coordinator Forum: Sparking Innovation* This year s Coordinator Forum will feature a day-long series of sessions designed for new and experienced coordinators to gain knowledge and network with their colleagues. The forum will offer a panel discussion on Innovation: Coordinator Style and two plenary sessions for coordinators at all levels. There will be three breakout sessions with plenty of topic choices that have been selected from the GME community to enhance coordinator education. Target Audience: Program Coordinators 8:30 a.m. Welcome Debra Dooley 8:45 a.m. Panel Discussion: Innovation: Coordinator Style Beth Blackwell; Kelli Corning; Beth Payne 9:30 a.m. Showcasing Innovation 10:00 a.m. Break 10:30 a.m. Breakouts BR01: Collaboration Drives Innovation: Why Teamwork is Critical in the New Era of the Next Accreditation System (NAS) Charlene Rotandi; Megan Christofferson Many programs are struggling to understand and implement all the new requirements of the NAS. Program coordinators have an opportunity to collaborate with their programs on innovative ways to meet these needs. In fact, innovation is a critical part of the NAS, as programs that report high-quality outcomes are given freedom to innovate beyond standard processes. The workshop will provide background on the NAS and its impact on programs, and help program coordinators identify opportunities for collaboration to drive innovation in their own programs. BR02: Mastering GME Responsibilities: Easy as Baking a Cake Heather Peters, MEd, PhD; Shannon Papazian, C-TAGME This active workshop will provide foundational knowledge about the role of the GMEC, the responsibilities of the GMEC for oversight of the educational quality of the programs, and how the program coordinator is part of the GMEC oversight structure via Annual Program Evaluation activities and special program review activities. Participants will engage in learning that is fun and enduring as it is built on adult learning principles of 1) immediate application of knowledge, 2) building on prior knowledge/experience, and, 3) providing situational context for new learning. BR03: Using Data Strategically to Streamline Coordinator Work Products and Maximize Program Outcomes Ann Dohn, MA; Nancy Piro, PhD In this session, participants will have the opportunity to discuss how their roles have increased both in importance and in terms of their impact on the success of residency programs. The presenters will share and demonstrate the use of a new template that aligns programmatic data with the academic year requirements. Participants will learn how to apply and maximize ever increasing amounts of data to streamline required work elements. Participants will also gain an understanding of the importance of a programmatic strategy to improve the quality of their residencies and advance toward meeting program AIMS. Participants will be provided with a toolkit to take home that will organize the data elements and synchronize with the academic year timeline. *This session does not qualify for CME. 16

17 THURSDAY, MARCH 9 BR04: New Program Coordinator Training: Two Perspectives David Ausejo, MBA; Brittany Arrowsmith, MPA The role of the education program coordinator is critical to any training program. It is a complex and nuanced one, and has evolved with Next Accreditation System (NAS) and Clinical Learning Environment Review (CLER) Program requirements. The program coordinator plays a wide range of roles: supervisor, manager, scheduler, data collector, rule enforcer, etc. Training the program coordinator can be challenging due to the nature of the irregularity of specific tasks across the academic year, and is complex due to specific requirements unique to each training program. This session will focus on ways to train new coordinators to help overcome the learning curve. We will share ideas and instruction on creating academic year timelines and toolkits, setting the stage for meaningful collaboration with colleagues, and how to structure an effective training plan for new coordinators. This session will provide insights from two perspectives: an academic institution and a community hospital. BR05: Using the Framework of Appreciative Inquiry to Lead a Culture Change Changing Culture: See No Evil, Hear No Evil, Speak No Evil SuAnn White; Ruth McCollough, MHR Residency coordinators must manage different personalities and multiple tasks on a daily basis. Appreciative inquiry can aid in the way a residency coordinator approaches obstacles and issues. Discover to learn and appreciate the best of what is through realizing personal and organizational high-point stories and experiences, highlighting strengths, assets, and successes. Dream to co-create a desired future for the organization from the collective, imaginative, and innovative capacity of the group based on past successes, current strengths, and future possibilities. Design to choose the elements that will support and develop the organizational, social, technological, and fiscal infrastructure, systems, policies, processes, roles, technologies, relations, leadership, brand, and reputation both operational and strategic, depending on the expertise of participants. Deliver to sustain momentum in the organization so members build the capacity to keep doing it for themselves with an appreciative eye. BR06: Organizing a Clinical Competency Committee (CCC) Meeting through the Coordinator Role Barbara Olheiser As the program coordinator, it is important to create processes that help move the program along. This session will showcase a way to use data already available through the residency management systems with office software to create a PowerPoint that will decrease the length of time each resident/fellow takes to be reviewed by the CCC. Participants will be able to prepare their overview beforehand to allow for a much more efficient use of time during the actual session. BR07: Mobile Application for Assessment and Evaluation Improving Residents and Program Coordinators Experience Selvia Kosim; Robert Gunawan Residency training requires residents to fulfill various logging, assessment, and evaluation requirements, with different numbers to meet, done at various points in training, involving different faculty members, etc. Residency programs have used various ways to ensure these logs, assessments, and evaluations are done in a timely manner. Residency Management Suites are often used. These, however, often have pre-set workflows and are not as flexible and intuitive to facilitate completion of requirements. Program coordinators and residents experienced a lot of frustrations as a result. Program coordinators spend considerable amounts of time sending and phone call reminders to residents. Residents and faculty members feel the administrative burden, and dislike being hounded constantly. Such processes have also taken away residents sense of responsibility for their own training. How might a mobile application solve these issues? Can it really increase program coordinators job satisfaction, and put the personal responsibility of training back in the hands of residents and improve their training experience? Come hear NHG residency s experience and have a go at the mobile application to see for yourself what it can do. 17

18 THURSDAY, MARCH 9 BR08: Forget Mentorship, Find Sponsorship Ambrosia Amlong; Raven-Olivia Kellum, MA Who s pulling for you? Who s got your back? Odds are this person is not a mentor but a sponsor. Mentors can help build your self-esteem and provide a sounding board, but they re not your ticket to the top. If you re interested in fast-tracking your career, you need a sponsor a senior-level champion who believes in your potential and is willing to advocate for you as you pursue that next raise or promotion. Sponsors are a proven link to success. Sponsorship is a two-way street creating a strong and mutually beneficial alliance. This session will lay out a seven-step map to chart your course toward your greatest goals. This session will mix solid data with real-life narratives. 11:30 a.m. Lunch 12:30 p.m. Breakouts BR09: Lessons Learned from the Self-Study Experience: What Would We Do Differently? Jennifer Cardone; Sheik Amin This interactive session will provide coordinators with knowledge and understanding of the ACGME selfstudy process. This session will help coordinators understand their role in the process and offer suggestions for staying organized and on track to meet their self-study deadline. Best practices and tools will be shared so coordinators can be better prepared to take on the self-study with their program director and Self-Study Committee. Participants will be exposed to successes and challenges faced by a program that underwent a 2016 self-study and be able to share ideas and concerns amongst their peers. BR10: Program Coordinator Wellness: Combating Burnout and Promoting Career Satisfaction Charlene Rotandi; Megan Stawitcke Program coordinators are essential to a program s overall success. Though there is a national effort by the ACGME to address physician well-being, these efforts do not explicitly extend to program coordinators, though they do address the clinical learning environment. Burnout is also an issue for coordinators, as their positions seem to have a high turn-over rate that can be disruptive to programs. A review of pediatric residency and subspecialty programs at a single institution over a five-year period reveals a turn-over rate of 24 total program coordinators, with some programs experiencing as many as three changes in that role. We believe that an increased focus on coordinator wellness could decrease feelings of burnout and increase program coordinator retention. The workshop will provide coordinators with simple daily activities and effective work-life balance strategies to help increase overall career satisfaction. In the end, coordinators can acknowledge their own stressors and institute a variety of strategies to optimize personal wellness and model wellness within their programs. BR11: Program Coordinator Training Program Build Your Knowledge and Flex Your Muscles! Session 1: The Coordinator Timeline, Recruitment Logistics, and the CCC Mandy Velligan; Marleen Viola Being a program coordinator is challenging if you are not equipped with the proper knowledge and resources to succeed. We have designed a two-part training session to give coordinators an overview of what it really means to be a program coordinator. So let s get to the gym! In this session, we have designed three 20-minute segments that break down the yearly timeline of a program coordinator. The first 20 minutes will focus on preparing for the Annual Program Evaluation, graduation, and orientation. Guidance will also be offered in organizing the new academic year: yearly clinical rotation and conference schedules; reviewing and updating the educational goals and objectives; and encouraging compliance with completion of the ACGME Annual Faculty and Resident/Fellow Surveys, as well as how to interpret and use their outcomes. The second 20 minutes will deal specifically with recruitment and the logistics of the interview season. The last 20 minutes will be devoted to preparing and conducting successful Clinical Competency Committee (CCC) meetings, as well as documenting the Milestones requirements. The session will end with an interactive group exercise in which attendees will address common pitfalls among coordinators. 18

19 THURSDAY, MARCH 9 BR12: A Toolkit for your Self-Study: The GME Model Canvas and Strategic Alternatives Matrix Sherry Huang, MPA In the context of the self-study, this session will introduce a novel tool for programs to use to think about GME as a business, utilizing the business model canvas. With some modification of the canvas, programs will be able to tap into key pieces of a business model, and apply the concept to the GME program. This tool allows you to describe, design, challenge, invent, and pivot your GME program model. After painting the bigger picture, programs will be able to structure thinking around strengths, weaknesses, opportunities, and threats. Finally, take a step forward by using the TOWS framework to develop a couple of strategic action plans to improve the program beyond compliance. BR13: Put Me in Coach! The Program Coordinator s Role in Coaching Trainees to Study for the Boards Jami Simpson, MS; Ian Todaro, MS A program coordinator does not have medical knowledge to assist his/her trainees in understanding topics on the board certification exams. However, a coordinator s strengths in identifying weaknesses, being organized, and maintaining deadlines make him/her an excellent assistant coach. These administrative strengths are often weaknesses of the trainee and play a major role in determining if the trainee passes his/her board exam. This session will identify steps a coordinator can take to coach his/her trainees when preparing for their boards. The session will teach coordinators how to assist trainees in designing a personalized study plan by creating an inventory of study materials, using their in-training exam scores and respective board blueprint, and setting up mechanisms for accountability by scheduling follow-up meetings. We will also discuss sharing test-taking tips with trainees to assist with test anxiety and time management. BR14: Active Communication and Listening Techniques: Tips for Successful Collaboration Kelly Laurent, MS; Veronica Byers The coordinator s role is vital to the development of a residency or fellowship program. The coordinator has the task of keeping the lines of communication open with all the stakeholders in the organization. Developing a good working relationship with others can lead to the success of any program. In order to form these necessary bonds, communicating and listening are essential tools a coordinator must use daily. To gain a full understanding of how relationships work, a person s communication and listening style must be examined. In this session, we will examine how communication and listening intersect. BR15: Creating Your Professional Portfolio Collect, Reflect, Select, and Complete! Amy Bourgeois, MEd Your residents and fellows have portfolios, but do you? In this session, participants will learn what a professional portfolio is, it s purpose, and why it is important to a program administrator/coordinator to have one. In addition, participants will learn how to use a portfolio for their annual performance review, advancement, professional growth, and development, and as a motivational and learning tool. Together we will look at the process involved in creating a pathway to completing a portfolio, which will include hands-on activities. Participants will learn what to collect and select for their portfolios, as well as how to write a reflection and a self-assessment, and create a variety of self-directed learning plans. Participants will leave this session with an understanding of the portfolio process, a plan for creating their own portfolio, and take-home materials for creating a professional portfolio themselves. In addition, participants will gain knowledge and resources to assist others (e.g., residents, fellows) in creating their portfolios. BR16: Evolution of the APE Kendra Engels; Andrea Vogelman The purpose of this session is to offer information about how one institution s Annual Program Evaluation (APE) document has progressed, its importance in the Next Accreditation System (NAS) as it relates to self-study visits, tips for creating an efficient document, and the benefits of a standardized form. The presentation will include a sample Annual Program Evaluation document template. 19

20 THURSDAY, MARCH 9 1:45 p.m. Plenary: Building an All-Star Administrative Team by Maximizing Performance, Mentorship, and Engagement Nowoka Joy Hilton 2:45 p.m. Break 3:00 p.m. Breakouts BR17: Electronically Archiving Program Files: How We Got Rid of the Filing Cabinets Gina Lee, MLS; Jennifer Cardone This interactive session will introduce coordinators to the idea of an electronic file system to archive program records. Coordinators will learn how a large, multi-program department electronically archived training and program records from , as well as how the electronic archival process is maintained with the turn-over of each academic year. Best practices will be shared, including organizational tips for building a hyperlinked training record database to increase efficiency with processing verifications and other requests for data. Coordinators will be able to share ideas, successes, and challenges with their own file system structures. BR18: Thinking Outside the Box: Creative Approaches to Milestone Evaluation Julie LaBare; Elissa Hall, MA As we continue down the path of Milestones in graduate medical education, we learn more with each reporting period. Assessment of burnout in faculty members is a valid concern, and yet programs often rely on faculty evaluations as the primary tool to gauge resident progress. With the help of the coordinator, meaningful information can be harvested from other sources. This session will have coordinators think outside the box about resident evaluations, and how they can play a role in easing the burden of assessment burnout. BR19: Best Practices for Management of Multiple Priorities for New Program Coordinators in Graduate Medical Education Tanya Keenan, MA, C-TAGME; Jean Ashley, MSBC, C-TAGME The role of the residency coordinator continues to evolve as this individual is now recognized as a member of the program leadership team. Today s coordinators must manage numerous deadlines, manage educational and all administrative aspects of the training program, oversee many projects, and understand the importance of communicating with a clear vision, including demonstrating innovation in graduate medical education. Coordinators must equip themselves to successfully track and maintain impeccable records and documentation for all trainees, as well as with a clear understanding of institutional and program requirements and compliance. Coordinators must understand the accreditation standards and be proactive and diligent in adhering to the standards and requirements of the ACGME. Information mastery of the Milestones, Clinical Competency Committees (CCC), and Program Evaluation Committees (PEC) are all elements that the ACGME has introduced into the mix of requirements for training programs. This puts program coordinators at the leading edge to manage program information and maintain program accreditation through the Annual Program Evaluation and self-study processes. 20

21 THURSDAY, MARCH 9 BR20: Flex Your PECs Kelly Laurent, MS, C-TAGME; Kerrie Jordan, MS, C-TAGME This activity-focused presentation will engage the audience with learning the ACGME requirements on program review and improvement. As programs and Sponsoring Institutions analyze resident performance, faculty development, graduate performance, and program quality, one structure with common processes, policies, will help to identify ongoing improvement needs in the profession. Presenters will engage the audience in adopting a best practice for their program to determine areas for improvement and strength, and summarizing the Resident and Faculty Survey results. Participants will learn how to prepare a written plan of action to document initiatives to improve performance in the area of deficiency identified during an annual program review and what role the Program Evaluation Committee (PEC) plays in program development. BR21: Quality Improvement: No More Brick and Mortar... Hello Technology Donna Williams, MA Program coordinators are crucial players in reviewing and updating the educational curriculum for the program. They are involved with every step in the entire process, and as a result, can identify opportunities to ease the burden for all those involved. The key focus areas where coordinators have immediate impact are resident learning, data collection, and faculty development. By addressing these areas, coordinators reduce the number of issues, leading to fewer meetings and provision of a more meaningful education experience for residents. This session will illustrate how transitioning to a learning management system (LMS) will allow new and experienced coordinators to become leaders in identifying curriculum issues and refining processes, thus feeling comfortable knowing that trainees are receiving a meaningful educational experience. Additionally, this process creates opportunities for faculty development and buy-in, and an improved tracking system, and enables coordinators to gain a better understanding of how to help trainees in their professional development. BR22: Oh the Things You Can DO that are Good for You by Taming the Wildness Melodie Allison; Susan Quintana As a program coordinator, has anyone asked what your level of wellness is? Has anyone reached out to you regarding applying mindfulness in order to establish your wellness? Do you find yourself stressed and burned out to the max because of overwhelming tasks that never seem to be completed? What can exploring workplace stressors reveal, or do you feel that program leadership barely recognizes the need you have for wellness? Exploring these questions and more will permit each program coordinator to focus on finding the answers during this session. Overlooking coordinator wellness and burnout is never effective. Wellness benefits the entire medical education team, not just the physician members. Turning a blind eye to coordinator wellness and burnout will only allow the wildness to multiply. Taming the wildness by exploring effective techniques, styles, and strategies through discussion groups and a take home wellness tool box will enhance the program s success, for the coordinator, trainees, and program director. 21

22 THURSDAY, MARCH 9 BR23: My Big Fat Post-Match Analysis Kelly Spielman, MS, C-TAGME; John Raimo, MD; Karen Friedman, MD We will discuss methods and metrics used to analyze match success, including: 1) assessing the quality of your applicant pool; 2) increasing the number of under-represented minorities in your program; 3) improving the diversity of medical schools that populate your program; and, 4) assessing why highly ranked applicants chose another program. We will go over strategies for improvement and discuss how to use post-match surveys to target specific recruitment problems. Specifically, we will teach how to design, implement, and interpret post-match surveys and which applicants to target. These results are used to discover gaps in our recruitment process and elucidate solutions. We have identified aspects of the program which applicants believe needed improvement, implemented focused changes, and adjusted the interview day to better highlight our strengths. This effort has been largely undertaken by program coordinators who have helped with design, distribution, and analysis. We have used this process as a constant tool for change and improvement. We will discuss how to highlight your institutional strengths to benefit your program s recruitment. Additionally we will discuss how we have changed to a web-based interview scheduling system which has given our applicants more flexibility. BR24: Program Coordinator Training Program Build your Knowledge and Flex your Muscles! Session 2: Resources, Working with Your Program Director, Problem-Solving Sylvia Zavatchen; Amy Romadine, C-TAGME IMPORTANT: Bring your fully-charged laptop/netbook/ipad to this session for online activities! Being a program coordinator is challenging if you are not equipped with the proper knowledge and resources to succeed. We have designed a two-part training session to give coordinators an overview of what it really means to be a program coordinator. So let s get to the gym! In this session, you will first learn what organizational and educational electronic resources are available to help you understand the accreditation requirements. You will create a portfolio of websites fundamental to efficient and accurate execution of your responsibilities. Then, experienced coordinators will review the role of the coordinator within the framework of the six Core Competencies, and explore the director-coordinator relationship, offering guidance on how to make this relationship productive and effective. Finally, in small groups you will have the opportunity to discuss and solve some common problems affecting programs and coordinators suggested by participants during Session 1. With the basics of coordinator knowledge and resources to practice self-efficacy back at your program, you will have a solid foundation upon which to build your career. 4:15 p.m. Update: Coordinator Advisory Group Louis Ling, MD Facilitator: Timothy P. Brigham, MDiv, PhD 5:00 p.m. Adjourn 5:30 p.m. Poster and Welcoming Reception 22

23 FRIDAY, MARCH 10, :45 a.m. 5:00 p.m. Walk-in Technical Support Sessions for ACGME Data Collection Systems* 10:30 a.m. 12:00 p.m. 10:30 a.m. 12:00 p.m. 10:30 a.m. 12:00 p.m. 1:30 p.m. 2:15 p.m. Moderators: Kevin B. Weiss, MD Paul Foster Johnson, MFA SES001: Medicine in the Era of EHRs and Quality Measurement: Will Physicians Ever be Happy Again? Robert M. Wachter, MD This talk will describe the evolution of electronic health records and quality measurement, and why they have been associated with increasing burnout and decreasing joy in practice. After tracing this history, we will consider solutions to the problems and chart a path toward more satisfying professional practice in a digital environment that demands accountability. SES002: Health Transformation Using Cognitive Insights...Providers Meet Watson Tina Moen, PharmD IBM Watson Health s Deputy Chief Health Officer Dr. Tina Moen will discuss the rapidly changing health care landscape and the opportunity to use data analytics technology to develop innovative solutions for health care providers. The explosion of data, coupled with the increasing use of the Internet of Things, is changing the ways providers can help empower patients and impact health care outcomes. Dr. Moen will discuss the opportunity to use data analytics and cognitive technologies to democratize access to the best patient care available, regardless of where individuals are being treated. Cognitive technology has the ability to understand, reason, and learn, and will provide opportunities for providers to find new ways to personalize and improve patient care. This session will address how cognitive insights will impact the life of a provider and how providers can begin to incorporate cognitive technology into their practice. SES003: Breaking Down the Barriers to Diversity and Inclusion Joan Y. Reede, MD, MS, MPH, MBA This session will provide an overarching framework for diversity inclusion in academic medicine and includes a discussion of potential benefits, the importance of context and obstacles to achieving diversity and inclusion. It will also examine HMS diversity inclusion programmatic and research activities and findings, lessons learned and next steps, particularly as they relate to advancing equity and social justice. SES004: Sponsoring Institution 2025 Lawrence M. Opas, MD; John F. Duval Sponsoring Institution 2025 (SI2025) is an ACGME initiative that will redefine the structure and function of the accredited institutional sponsor of residency and fellowship programs. The Co-Chairs of the SI2025 Task Force will discuss key findings from six months of conversations with hundreds of stakeholders about the future of health care and GME. They will also describe how the project results will inform revisions to the ACGME Institutional Requirements and guide Sponsoring Institutions in setting and prioritizing improvement goals. Target Audience: DIOs, GMEC Members, Program Directors, Coordinators, Educators, Chief Nursing Officers, Chief Executive Officers, Chief Medical Officers *This session does not qualify for CME. 23

24 FRIDAY, MARCH 10, 2017 SPECIALTY UPDATES These sessions include an update on recent Review Committee and ACGME activities, and will provide information as it relates to the individual specialty s adaptation to the Next Accreditation System. There will be ample time for Q&A. Target Audience: DIOs, Program Directors, Coordinators, GME Educators 1:30 p.m. 3:00 p.m. SES005: Specialty Update: Internal Medicine Christian T. Cable, MD, MHPE; Jerry Vasilias, PhD 1:30 p.m. 3:00 p.m. SES006: Specialty Update: Pediatrics Suzanne Woods, MD; Caroline Fischer, MBA 1:30 p.m. 3:00 p.m. SES007: Specialty Update: Emergency Medicine Steven Bowman, MD; Felicia Davis, MHA 1:30 p.m. 3:00 p.m. SES008: Specialty Update: Allergy and Immunology William K. Dolen, MD; Louise King, MS 1:30 p.m. 3:00 p.m. SES009: Specialty Update: Surgery Steven C. Stain, MD; Donna Lamb, DHSc, MBA, BSN 1:30 p.m. 3:00 p.m. SES010: Specialty Update: Neurological Surgery Kim J. Burchiel, MD, FACS; Pamela Derstine, PhD, MHPE 1:30 p.m. 3:00 p.m. SES011: Specialty Update: Osteopathic Neuromusculoskeletal Medicine Eric Hunter Sharp, DO; Tiffany Moss, MBA 1:30 p.m. 3:00 p.m. SES012: Specialty Update: Radiation Oncology Ann E. Spangler, MD, MACM; Cheryl Gross, MA, CAE 1:30 p.m. 3:00 p.m. SES013: Specialty Update: Ophthalmology Joel S. Schuman, MD; Jenny Campbell, MA 1:30 p.m. 3:00 p.m. SES014: Specialty Update: Family Medicine Stacy E. Potts, MD; Eileen Anthony, MJ 1:30 p.m. 3:00 p.m. SES015: Preparing for ACGME-I Accreditation: An International Perspective Raghdah Al-Bualy, MHA, MHPE; Siham Al-Sinani, MD, FRCPC The Oman Medical Specialty Board (OMSB) has recently undergone six site visits by the ACGME-I. As a Sponsoring Institution, OMSB, its GME office, program leaders, faculty members, and residents were involved in multiple processes in preparation for the site visits. The processes were divided into three phases: pre-visit, during visit, and post-visit. Each phase of the process involved multiple activities, meetings, and tools, including an electronic residency management system. The international accreditation process comes with unique experiences and challenges. Through this session, the OMSB experience, including lessons learned, will be shared with attendees and the international perspective will be discussed. Practical approaches to integrate the ACGME-I requirements and Omani health care delivery system were developed to overcome the challenges. Examples will include managing and evaluating curricula, implementation of ACGME-I-related policies, and the Accreditation Data System (ADS). Target Audience: DIOs, Program Directors, Coordinators, GME Educators, Administrators, International Audience 24

25 FRIDAY, MARCH 10, :30 p.m. 3:00 p.m. SES016: Road Map to Osteopathic Recognition Arman Ahmadpour; Kari Hortos, DO, FACOI The four tenets of osteopathic medicine are no longer limited only to osteopathic programs. According to the ACGME s Osteopathic Recognition Requirements, traditionally allopathic programs are now also able to apply for Osteopathic Recognition. This session will discuss how programs go about seeking Osteopathic Recognition and who is responsible for the osteopathic components of a program. Target Audience: DIOs, Program Directors, Coordinators, GME Educators 1:30 p.m. 3:00 p.m. SES017: I Get it Now, Wellness is Important Now What Do I Do? Robyn Blair, MD; Susan Guralnick, MD Resident well-being is now widely recognized as a critical focus for GME program curricula. Wellness programs do not just improve resident health and morale; they improve physician performance. The challenge becomes identifying appropriate resources and activities, fitting them into programs educational plans, gaining buy in at all levels, and identifying faculty members for teaching and support. It is essential that programs address such topics as resident burnout, stress, mental health issues, resilience, and work-life balance. Whether starting anew, or improving a struggling wellness curriculum, this workshop will guide programs in integrating wellness into their orientation programs, core curricula, and websites. Facilitators will review evidence supporting the remarkable impact of enhancing resident wellness and highlight resources currently available for programs to adapt. Participants will discover new approaches to wellness education and learn about activities easily integrated into any program. In small groups, participants will create frameworks for initiating or enhancing their own wellness curricula, and develop implementation action plans using resources provided. In this highly interactive session, participants will brainstorm new ideas, and share successes, failures, barriers and solutions. Participants will leave with tools to implement readily in home institutions, curriculum topics, innovative ideas, and a renewed enthusiasm for resident wellness education. 1:30 p.m. 3:00 p.m. SES018: Bridging the Gap between Effective 360-Degree Resident Evaluations and an Efficient Clinical Competency Committee Michael Geurin, MD, FAAFP; Roxanne Fahrenwald, MD, FAAFP Per the Common Program Requirements, the Clinical Competency Committee (CCC) is required to review all resident evaluations, and prepare and ensure the reporting of Milestones evaluations. Electronic evaluation systems have enabled the direct incorporation of the ACGME Reporting Milestones into evaluations. While this aggregates the data into Milestones-based reports for the CCC, the Milestones language can be puzzling to non-academic preceptors, nursing staff, and especially patients, whose input is needed for 360-degree evaluations. We will discuss the variety of ways our program has innovated to create effective evaluation tools, including evaluation questions that translate the Milestones into the natural language of patients, and demonstrate how these evaluation responses can be made to map to the Milestones in our electronic evaluation system (New Innovations), ensuring high-quality input from non-academic staff members and patients, supporting an efficient CCC. Target Audience: Program Directors, Coordinators, GME Educators, Faculty 25

26 FRIDAY, MARCH 10, :30 p.m. 3:00 p.m. SES019: Tackling Professionalism Issues in Residency Training Patricia Pepper, MD, MSc; Nancy Miller, MD Dealing with professionalism lapses in residents is one of the most difficult challenges program directors face. Although certain violations of the Professionalism competency are so egregious that disciplinary issues are handled by the state medical board, remediation of the vast majority of lapses must be handled internally by the program. This is often a complex process with scant evidence to provide direction. We will review the use of a professionalism contract as a means to outline the expectations of a program and to serve as a remediation guide for dealing with deficiencies in the Professionalism competency. Strategies and methods to remediate professionalism will be discussed and an example professionalism contract will be presented with discussion on how to maximize impact. Target Audience: Program Directors, Faculty 1:30 p.m. 3:00 p.m. SES020: Making the Connection between GME and Risk More CLER Nicole Qualls, JD, MPH; John Weiss, MD Historically, GME has functioned concurrently with clinical sites to achieve quality patient care. However, their respective efforts were not often aligned even though they each sought the same outcome. The advent of the Clinical Learning Environment Review (CLER) Program has changed that paradigm. Sponsoring Institutions are now engaged in collaborative relationships with hospitals and medical centers to promote improvements to the clinical learning environment. The CLER Pathways to Excellence provides a roadmap for this partnership. What remains elusive, however, are the actual endeavors required to effectuate those changes. The GME Office at Mount Carmel recognized an opportunity to collaborate with the Risk Management Department at Mount Carmel West Hospital, which is the primary clinical site for many of the residency programs. Specifically, the stated goal was to increase reporting of adverse events and close calls using a meaningful and systematic approach. To accomplish this, the residency programs integrated reporting with morbidity and mortality conferences. The intended effect of increased reporting was achieved. Moreover, where appropriate, root cause analysis meetings (RCAs) were conducted prompting discussions which resulted in clinical practice or process changes. Target Audience: DIOs, Program Directors, GME Educators, Faculty, Administrators 1:30 p.m. 3:00 p.m. SES021: The Academic Macrobiome: Sustaining a Culture of Learning in a Gut-wrenching Medical Economic Environment Doug Fredrick, MD; Ann Dohn, MA The quest to control rising health care expenditures and demonstrate health care value has had a profound effect on the medical marketplace. While health outcomes and physician work effort can be measured and quantified, the value of teaching is more difficult to define and measure. Academic medical centers, where teaching is an integral component of the mission statement, must compete with medical and hospital systems that do not carry the inherent costs of medical education. In this session, the economic pressures that threaten the mission of academic training institutions will be discussed in the context of the day-to-day choices that an academic physician must make when balancing the service and education needs of both educator and learner. Creating value for teaching effort (academic value units [AVUs] that can be compared to service effort relative value units [RVUs]) is proposed as a way for a department or institution to recognize and reward teaching effort and create a culture of learning that can withstand the forces that threaten our collective mission. Such a program will be described, and a working group will be formed to share similar efforts nationwide to determine best practices and new innovations. Target Audience: DIOs, Program Directors, Faculty, GME Educators, Administrators 26

27 FRIDAY, MARCH 10, :30 p.m. 3:00 p.m. SES022: The Personal Trainer Approach to Writing for Education Journals: Ready, Set, Go Gail Sullivan, MD, MPH; Byron Joyner, MD, MPA; Ingrid Philibert, PhD, MBA This workshop will provide a structured opportunity for participants to examine publications in the planning phase or in progress, with the aim of advancing these works toward journal submission. Participants will work in small, facilitated groups to review a brief education research paper, discuss the works in progress (idea, rough draft, previously submitted, rejected paper), and with the help of the facilitator, outline an action plan. Participants are expected to bring an idea or rough draft for a medical education paper to the session, which will be discussed in small groups with Journal of Graduate Medical Education (JGME) editors. Using the Project Checklist, Writing Review Guide, and other tools, participants will leave with an action plan that uses key steps to successful writing. As time permits, participants will also review an education research paper and project in the small group. Please note: session leaders cannot guarantee that suggestions given at this session will lead to publication in a medical education journal, nor can session leaders substitute for participants own research or writing mentors. Target Audience: DIOs, Program Directors, GME Educators, Faculty 1:30 p.m. 3:00 p.m. SES023: Where is Jim Collins When You Need Him? Jacqueline Levesque, AEd; David Kusnerik Utilizing the case-based teaching method of top business schools, this session will lead participants through the trials of a new DIO as he discovers his institution is not a well-oiled machine, but a series of departmental silos, which has resulted in an administrative nightmare. While training programs are doing good clinical work, processes that could streamline administrative work for all have not been developed/implemented. Strategic planning is non-existent, as days are spent reacting to pressing needs rather than planning for the future. This session will guide participants through the corporate concept of organizational agility (OA), and demonstrate how the aspects of OA can easily be implemented at their own institutions, resulting in an education enterprise that is well-staffed, nimble, and strategically sound. Target Audience: DIOs, Program Directors, Administrators 1:30 p.m. 3:00 p.m. SES024: Integrating Simulation-Based Learning to Teach Core Residency Curriculum Timothy Graham, MD; Steven Marks, RN, MS As graduate medical educators, we are charged with preparing our learners with a large amount of information and skills in a limited amount of time. We also know that individuals each have their own way that they learn best. It is recognized that standard didactic instruction is not the optimal way in which to impart information so that it will be retained. Simulation provides opportunities to engage our learners in active educational experiences that allow us to reach them on multiple levels. This session will provide an overview of how a simulation curriculum can be designed in the framework of Miller s Pyramid, and allow participants to work in a group simulation creation exercise that will provide insight into how simulation can be utilized at their own institutions in a similar manner. The session will also touch upon how to create goals and objectives for each session and how these can be tied to the ACGME sub-competencies and the Milestones. Target Audience: Program Directors, GME Educators, Faculty 27

28 FRIDAY, MARCH 10, :30 p.m. 3:00 p.m. SES025: Personalized Learning: Creating Rich Interactive Online Modules for Medical Trainees Nathan Beins, MD; Kadriye Lewis, EdD Over the past several decades, medical knowledge has been growing at unprecedented rates and continues to grow with more information being unveiled as our understanding of our genetics increases. This increased knowledge base has produced numerous challenges in medical education in designing curriculum that still imparts the basic necessary knowledge. Fortunately, technological advances provide numerous opportunities for additional learning activities. Notably the opportunities for interactive, online education and mobile learning have been embraced by many in health care education. There is a growing trend in medical schools and residency programs to provide electronic education. However, many faculty members still rely on simple educational tools with limited interactivity (recorded or PowerPoint lectures). This workshop will introduce participants to the pedagogical approaches with learning theories, and techniques of designing and creating interactive online modules. A step-by-step development process will be demonstrated using authoring tools (Storyline, Smartbuilder-Free version). Group activities will give participants opportunities to draft a plan for an interactive instructional module. The workshop will cover selecting the right technology, a module design evaluation tool, and tips for high quality interactivity with learning elements. Participants will leave with all the tools/templates they need to start designing their own interactive online modules. 1:30 p.m. 3:00 p.m. SES026: Can We Trust Entrustment? Eric Warm, MD; Benjamin Kinnear, MD You have assessed learners using the ACGME Milestones. How do you know this is valid? Workplacebased assessment of trainees is complex, and has relied on a number of recently-developed methods, including entrustment of the ACGME Milestones. Trainee assessment relies on multiple inferences, leaps of faith, and judgments that must ultimately arrive at defensible decisions about learners that can then be used for formative and/or summative purposes. We will review the literature on use of entrustment in trainee assessment, and place this work within the context of Kane s framework for validity arguments. Kane identifies four inferences in a validity argument: scoring, generalization, extrapolation, and implications. Developers and users of programs of assessment need to identify and examine these inferences to identify pitfalls in their own assessment systems and make improvements. We have developed a program of assessment based on entrustment of Observable Practice Activities mapped to the ACGME Milestones that has accrued nearly 500,000 data points to date. We will share these results and ask participants to analyze strengths and weaknesses of our program s validity argument through the lens of Kane s framework. Participants can use these techniques to analyze their home assessment programs, and develop a research agenda going forward. Target Audience: DIOs, Program Directors, Faculty 1:30 p.m. 3:00 p.m. SES027: Patient Handoffs: Implementation of an Institutional Training Workshop Karyn Kolman, MD; Victoria Murrain, DO Standardized, effective patient handoffs have been cited as a requirement for safe patient care. As one of the CLER focus areas, a standardized, reliable method of training providers is necessary to ensure its effective implementation. We present a 90-minute scenario-based training workshop that can be used across medical disciplines, on an institutional level, and can be adapted for use with any standard method of patient handoff. Participants will have an opportunity to develop, test, and receive feedback on their own training scenarios. 28

29 FRIDAY, MARCH 10, :30 p.m. 3:00 p.m. SES028: Know Where You Work Development of a Curriculum Focused on Health Care Disparities and Local Populations Aimee Zaas, MD, MHS; Jennifer Averitt Provision of culturally competent care is a core mission of GME, and data suggest that cultural competency programs for health care providers improve health outcomes for patients who are culturally or linguistically diverse from their treating physicians, who as a group are typically less diverse than the groups they serve. Additionally, most trainees lack detailed knowledge of the historical and current conditions in their local community that impact the health of local citizens for whom they care. It is important that GME programs focus on training physicians that are able to care for their local populations. Programs that are designed to improve trainee understanding of the community they serve can be a catalyst towards the development of a capable and caring workforce that best serves the population. Through this workshop, participants will learn about the development of a curriculum designed to enhance resident understanding of the factors affecting citizens in their local communities, and explore ways to implement a similar curriculum at their own institutions. CANCELLED Target Audience: DIOs, Program Directors, GME Educators, Faculty, Administrators 1:30 p.m. 3:00 p.m. SES029: Mind Makeover: Cultivating a Growth Mindset Teri Turner, MD, MPH, MEd; Melissa Carbajal, MD Helping learners become reflective, competent physicians is an enormous and daunting task. As learners progress across the medical education continuum, they should increasingly become more responsible for their own growth as professionals. However, viewing one s abilities as fixed or innate limits this potential for growth. The performance target for these trainees is perfection in doing those tasks they already do well. The goal of this session is to help program directors and other faculty members identify and use techniques that can help facilitate a shift from a fixed to a growth mindset, in essence creating a mind makeover to enable continuous professional development and success in our trainees. This session will use the principles outlined in Mindset: The New Psychology of Success, by Carol Dweck, PhD. Participants will be challenged to shift their own thinking about intelligence as well as practice using teaching strategies such as focusing on effort instead of praise to promote success. During the session, attendees will participate in small- and largegroup activities and will practice coaching for improvement using the R2C2 facilitated reflective performance feedback model. Attendees will gain valuable insights and tools to identify and enhance the performance of all trainees regardless of their mindset. Target Audience: Program Directors, GME Educators, Faculty 2:15 p.m. 3:00 p.m. SES030: Institutional Review Update Lawrence M. Opas, MD; Susan E. Kirk, MD; Paul Foster Johnson, MFA This session will offer detailed information about the Institutional Review Committee s (IRC s) recent work, including its second year in the Next Accreditation System and its approval of new Sponsoring Institutions. The IRC Chair and Vice Chair will describe the IRC s annual review of Sponsoring Institutions and preview upcoming changes to its review methods. Target Audience: DIOs, GMEC Members, Coordinators, and Educators 3:30 p.m. 4:15 p.m. SES031: CLER Smaller Program Sponsoring Institutions (SPSIs) Site Visits: Early Impressions Baretta Casey, MD, MPH This session will give a brief overview of the structure of the Clinical Learning Environment Review (CLER) Program SPSI Cycle 1 site visits, and early impressions for the first SPSI site visits will be shared with attendees. The presentation will conclude with an opportunity for interactive discussion of these early impressions through questions from the audience. Target Audience: DIOs, Program Directors, Coordinators, GME Educators, Faculty, Administrators, Residents 29

30 FRIDAY, MARCH 10, 2017 SPECIALTY UPDATES These sessions include an update on recent Review Committee and ACGME activities, and will provide information as it relates to the individual specialty s adaptation to the Next Accreditation System. There will be ample time for Q&A. Target Audience: DIOs, Program Directors, Coordinators, GME Educators 3:30 p.m. 5:00 p.m. SES032: Specialty Update: Physical Medicine and Rehabilitation Gerard E. Francisco, MD, FAAPMR; Caroline Fischer, MBA 3:30 p.m. 5:00 p.m. SES033: Specialty Update: Radiology James C. Anderson, MD; Felicia Davis, MHA 3:30 p.m. 5:00 p.m. SES034: Specialty Update: Neurology Shannon M. Kilgore, MD; Louise King, MS 3:30 p.m. 5:00 p.m. SES035: Specialty Update: Plastic Surgery Robert A. Weber Jr., MD; Donna Lamb, DHSc, MBA, BSN 3:30 p.m. 5:00 p.m. SES036: Specialty Update: Orthopaedic Surgery Theodore W. Parsons III, MD, FACS; Pamela Derstine, PhD, MHPE 3:30 p.m. 5:00 p.m. SES037: Specialty Update: Urology Randall Meacham, MD; Jenny Campbell, MA 3:30 p.m. 5:00 p.m. SES038: Specialty Update: Anesthesiology Robert R. Gaiser, MSEd; Anne Gravel Sullivan, PhD 3:30 p.m. 5:00 p.m. SES039: Specialty Update: Transitional Year Susan Guralnick, MD; Cheryl Gross, MA, CAE 3:30 p.m. 5:00 p.m. SES040: Specialty Update: Dermatology Erik Stratman, MD; Eileen Anthony, MJ 3:30 p.m. 5:00 p.m. SES041: Specialty Update: Preventive Medicine Beth A. Baker, MD, MPH; Lorraine Lewis, EdD, RD 3:30 p.m. 5:00 p.m. SES042: Competencies and Milestones: Past, Present, and Future Eric Holmboe, MD, FACP, FRCP; Stanley Hamstra, PhD; Laura Edgar, EdD, CAE This session will explore the history, current experience, and future of the general competencies and the Milestones. Work on the general competencies began in the mid-1990s, culminating with the release of the six general competencies in 1999 and the launch of the Outcomes Project in We will take a brief look back at why and how the competencies were created. The next section of the session will cover the initial experience with the Milestones development and implementation from 2007 to present day, with a special focus on lessons from implementation science, analyses of national Milestones data from and how change management strategies can assist in getting the most out of Milestones in the program. The final section of the session will explore what s next for the competencies and Milestones, including how the ACGME Milestones team will co-produce and collaborate with the community to refine and revise the Milestones moving forward. Target Audience: Program Directors, GME Educators, Faculty 30

31 FRIDAY, MARCH 10, :30 p.m. 5:00 p.m. SES043: Validation of New Residency Programs through Value Analysis Katherine Stephens, PhD, MBA; John Ballentine, MBA Many Sponsoring Institutions are not eligible for additional CMS funding for new GME programs because they are over their Medicare caps. GME leaders considering new residency programs at these institutions must compete with multiple other strategic initiatives for limited funds, and validating the rationale for adding new programs or increasing the size of existing programs is a necessity. Approval of new programs can be streamlined by defining and quantifying value to the institution that traditional budget justification methods may not consider. This session will present a methodology, developed in collaboration with internal performance and analytics engineers, which can be used to assist GME leaders in validating their strategic GME growth proposals. Target Audience: DIOs, Program Directors, Administrators, GME Finance Directors 3:30 p.m. 5:00 p.m. SES044: Scaling Up Competency-based Professional Development for Clinical Teachers and Scholars Diane H. Steinberg, PhD; James Lau, MD, FACS; Sarah R. Williams, MD, FACEP Clinical teaching is an essential function in GME. There is an important need for innovative medical education programs so that program directors and core faculty members engage in professional development and residents develop skills and habits to be able to participate in the education of patients, families, students, residents, and other health professionals, as stated in the ACGME s Institutional and Common Program Requirements. Stanford s Clinical Teaching Seminar Series offers expert instruction in competency-based medical education topics to multidisciplinary faculty members, fellows, and residents in nine interactive seminars per year, and it includes the opportunity to earn an Honors Certificate in Medical Education by completing a scholarly project and participating in a year-end conference with mentorship. This workshop will include an introduction to the key programmatic factors that contributed to the large-scale implementation of Stanford s Clinical Teaching Seminar Series, including relevant topics, accessible seminars, inclusiveness, effective pedagogy, incentives, mentorship, and grassroots leadership. Session participants will discuss and apply those key factors as they design a competency-based professional development program for clinical educators that is tailored to their institutions. Target Audience: DIOs, Program Directors, Coordinators, GME Educators, Faculty, Administrators 3:30 p.m. 5:00 p.m. SES045: Unlocking the Power of Interprofessional Education through Simulation Elisha Brumfield, DO; William Salyers, MD This is an immersive introductory workshop to practice developing and facilitating interprofessional simulation learning activities with other workshop participants. Utilizing adult learning theories and the Interprofessional Education Collaborative (IPEC) competencies, participants will create and implement scenarios, and facilitate debriefings. Participants will easily learn these new skills, and feel more fully prepared to offer transformative interprofessional learning experiences to their own residents. Target Audience: Program Directors, GME Educators, Faculty 31

32 FRIDAY, MARCH 10, :30 p.m. 5:00 p.m. SES046: Imprinting Safety and Quality on Residents and Fellows Gregory Bump, MD; Andrew Buchert, MD Imprinting is a concept described in psychology, in which a learner best acquires knowledge during a particular phase of his/her education. Interventions oriented to practicing physicians to improve attitudes and knowledge about safety and quality have proven difficult in terms of changing behavior. Learning and practicing the concepts of safety and quality improvement may be time-dependent educational moments best adopted during residency. Many training programs have developed educational materials that teach about the science and theory of safety and quality improvement, and often this education is delivered in didactic forums. Role modeling safety and quality expertise may be the better method. During this interactive session, we will discuss successful strategies for team-based safety and quality improvement experiences that simultaneously teach key concepts of safety and quality theory, and preferentially demonstrate hands-on application at the clinic, hospital, and health system level. The session invites audience participation about techniques participants have found practical and effective. Target Audience: Program Directors, GME Educators, Faculty 3:30 p.m. 5:00 p.m. SES047: Emotional Intelligence in Post-graduate Medical Education Hossam Mohammad Al-Tatari, MD, FAAP, FIDSA; Salwa Alkaabi, MD, MRCPCH It is well known that a certain degree of emotional intelligence (EQ) is needed for successful performance in any relationship or profession. We believe that even a higher level of EQ is needed in the case of residency training, due to the complex nature of the relationship among the learner, the teacher, the administration, and patients. For years, scientists thought the EQ is just like IQ in terms of being genetically fixed (i.e., not trainable). However, modern theories proved this to be untrue, and that unlike IQ, EQ could improve with special attention and training. We therefore believe that modern educators must be capable of evaluating and training their learners on EQ. In this workshop, we will explore the main attributes of emotional intelligence, how it affects our daily performance and the competencies, and what could be done to improve it in the profession. Throughout the workshop, we will discuss several real life scenarios in an interactive format. Target Audience: DIOs, Program Directors, GME Educators, Faculty 3:30 p.m. 5:00 p.m. SES048: Strategies to Adopting a Successful Curriculum for Allopathic Physicians to Enter ACGME-Accredited Programs with Osteopathic Recognition: Models to Consider Michael Rowane, DO, MS; Juan Acosta, DO, MS With the advent of Osteopathic Recognition for ACGME-accredited programs, allopathic physicians will have the opportunity to enter such programs. This presentation will focus on strategies with specific models to successfully implement a curriculum for allopathic physicians to enter ACGME-accredited training programs with Osteopathic Recognition. Target Audience: DIOs, Program Directors, GME Educators, Faculty 32

33 FRIDAY, MARCH 10, :30 p.m. 5:00 p.m. SES049: Reviewer Bootcamp: A Train-the-Trainer Workshop for your Home Institution Gail Sullivan, MD, MPH; Deborah Simpson, PhD; Ingrid Philibert, PhD, MBA Clinician educators can gain valuable writing and critical literature appraisal skills by reviewing for clinical and medical education journals. However, many educators have not developed an efficient approach and lack confidence in evaluating study elements, such as methods and results. Clinicians are rightfully cautious about adding any new volunteer work to their overcrowded schedules, yet reviewing papers can generate opportunities to write commentaries and position papers, and to join editorial boards. Also, faculty members who review in a particular area are able to keep track of early developments and note potential collaborators for future activities, such as workshops and symposia. Finally, reviewers are key to improving scholarship in the field, which benefits the profession. Trainees learn to interpret papers and use evidence-based medicine approaches through journal clubs and other group activities. When trainees are fully engaged in an interactive format, learning is enhanced. Over time, use of pertinent questions as a scaffold to ensure a consistent approach leads to deeper understanding of complex concepts and methods. Program directors and educators need to role model a fearless yet rational approach to evaluating new information. Programs that promote ongoing, critical analysis of medical knowledge reinforce the message of life-long learning. After a brief overview of the academic journal peer review process, participants will review a paper, working in small groups, to practice efficient approaches to reviewing abstracts and papers. The session will model a train-the-trainer workshop that can be replicated at participants home institutions. Target Audience: DIOs, Program Directors, GME Educators, Faculty 3:30 p.m. 5:00 p.m. SES050: Developing Interpersonal and Communication Skills Training for Medical Residents and Interprofessional Groups. Focus: Empathy and Conflict Handling Meredith Masel, PhD; Thomas Blackwell, MD The intention of this session is to teach the barriers and solutions faced in the evolution of an interpersonal and communication skills-centered workshop series for medical residents. Furthermore, carefully facilitated discussions will be led to capture colleagues experiences and ideas for implementing or planning similar programs. In medicine, many humanistic techniques are employed to improve patients overall well-being. Many of these techniques, such as the delivery of bad news, are not innate skills and must be taught. We believe that empathetic techniques in the clinical encounter can be learned, and we will describe an approach at a large academic health science center. With a mixture of lecture and discussions, participants can learn from each other about how to operationalize the ideas that appeal to them and seem to fit the unique nature of their own GME program. Target Audience: DIOs, Program Directors, GME Educators, Faculty 33

34 FRIDAY, MARCH 10, :30 p.m. 5:00 p.m. SES051: Take your Workshops to the Next Level: Effective Design Principles for Non-Traditional Educational Workshops Kadriye Lewis, EdD; Cheryll Albold, PhD Workshops are common methods for continuing education of faculty members and practitioners who seek to acquire new knowledge and skills. While most workshop descriptions outline measurable objectives, the learning outcomes (conceptual and cognitive), as well as the content educational value, are often unclear and are not measurable in the traditional format of many workshop presentations. As a result, presenters most often rely on evaluation surveys or questionnaires which typically only measure participant satisfaction using subjective questions. In contrast, a non-traditional workshop format, such as flipping the content presentation, has demonstrated tremendous potential to produce more rigorous measurable learning outcomes, as well as to increase learners engagement with better knowledge retention. This session will introduce a step-by-step design and development of a non-traditional, flipped workshop or educational conference model that could be used for faculty development and/or medical training curricular design. The session will detail how to design the three key components of a flipped workshop: 1) before (pre-workshop); 2) during (on-site session); and 3) after (post-workshop); and discuss how to devise assessment and evaluation plans for this type of workshop format. Participants will receive actual templates, tools, and new ideas and concepts they can apply in their own programs and institutions. 3:30 p.m. 5:00 p.m. SES052: Teaching Procedural Skills: Moving Beyond See One, Do One, Teach One! Elise Lovell, MD; Todd Guth, MD Teaching procedures in the clinical setting has historically been based upon the apprentice model of See One, Do One, Teach One. Although simulation is a useful adjunct in the non-clinical arena, having an organized approach to teaching procedures optimizes this educational experience in the clinical setting. This session seeks to use a non-medical procedure as the experiential substrate to illustrate learning concepts and a practical framework for teaching procedures. We will highlight the importance of evaluating a learner s content knowledge and competence prior to attempting to perform a procedure, and provide guidelines for this assessment. Tips to tailor procedural teaching to novice and advanced learners will be discussed. The importance of effective coaching and providing directed feedback will be emphasized. This session will introduce Peyton s four-step model to teaching procedural skills, including a video demonstration. The cornerstone of the session will be an opportunity for participants to use Peyton s model and demonstrate principles of deliberate practice in providing oversight and feedback to their peers while teaching them a new procedure. Participants will leave this interactive session with an educationally sound approach, learnercentered teaching skills, and accessible tools to make their next procedural teaching encounter a success. Target Audience: Program Directors, Faculty 34

35 FRIDAY, MARCH 10, :30 p.m. 5:00 p.m. SES053: Putting the Puzzle Together: Designing a Faculty Development Blueprint Lyuba Konopasek; MD; Miriam Bar-On, MD A faculty development blueprint should be informed by data on faculty/resident performance and integrated into the annual rhythm of GME activities. In this highly interactive workshop, the principles of curriculum design and strategic planning will be used to assist participants in the formation of a faculty development blueprint. After a brief introduction to curriculum design and strategic planning, participants will discuss their own faculty development needs, resources, and barriers, and their vision of success in small groups. Each group will then select one institution or residency program to use as the model for group work. Following a presentation on faculty development delivery methods, small groups will receive a set of planning cards describing content and modes of delivery. Small groups will prioritize the cards according to needs and resources of their model institution/program. A flow diagram of GME activities for the year will be distributed and groups will be asked to integrate their faculty development planning cards into a comprehensive blueprint. An electronic toolkit of workshop materials will be provided for participants to continue this work at their home institutions. The workshop will conclude by asking participants to develop an action plan for blueprint design at their own institution. Target Audience: DIOs, Program Directors, Coordinators, GME Educators, Faculty, Administrators 3:30 p.m. 5:00 p.m. SES054: Time to Talk About It: Physician Depression and Suicide Video/Discussion Session for Interns, Residents, and Fellows Christopher Nagy, MD; Donna Schwabe, PhD Physician wellness has garnered significant recent national attention within GME. Unfortunately, the resources to proactively address burnout, depression, and suicide are lacking. The Time to Talk About It: Physician Depression and Suicide video/discussion session is specifically designed for the GME community. The primary focus of this 55-minute video/discussion session is to promote an open dialogue among interns, residents, and fellows about depression and suicide within the profession of medicine. The session consists of a powerful seven-minute video, followed by a minute group discussion. The video features the following personal narratives by physicians (not actors): 1) a resident s reaction to her (then) intern colleague s suicide; 2) a fellow s personal struggle with depression and suicidal ideation; 3) a faculty physician s reflection on the loss of his younger brother (a resident at the time) to suicide, and; 4) a clinical psychologist s observations regarding the stigma surrounding behavioral health issues among physicians. The purpose of this session is to introduce designated institutional officials, program directors, and other GME educators to this valuable resource and encourage its use in institutions throughout the country. Target Audience: DIOs, Program Directors, GME Educators 3:30 p.m. 5:00 p.m. SES055: Don t Get Trapped! Avoiding Cognitive Traps in Clinical Reasoning Heather O Mara, DO; Jeffrey Burket, MD In the complex world of medicine, it is easy to fall into cognitive traps. For the junior (or even more experienced!) learner, the knowledge framework for sound clinical reasoning is still developing. During this experiential learning phase, much is gained from role modeling, pattern recognition, and developing reasoning connections. The danger in applying these experiences without a sturdy framework is erroneously applying these experiences, or falling into cognitive traps. This session will provide the audience with examples of cognitive traps, as well as tools to recognize how to identify them, and how to redirect the learner to build a stronger clinical reasoning framework. Target Audience: GME Educators, Faculty 35

36 FRIDAY, MARCH 10, :30 p.m. 5:00 p.m. SES056: How to Design a Curriculum to Support Residents and Faculty Members to Become Successful in Scholarly Activity and Evidence-Based Medicine Education 4:15 p.m. 5:00 p.m. SES057: CLER Update Suporn Sukpraprut-Braaten, PhD, MA, MSc; Dewey McAfee, DO, PharmD Scholarly activity and research are vital parts of evidence-based Medicine (EBM) education for both residents and clinical faculty members. This session will focus on how to assist a residency program to facilitate residents and faculty members to conduct meaningful research to enhance their EBM education and improve quality of care. The session will be broken down into the following: 1) understanding the definition of scholarly activity, the ACGME requirements, and the Milestones; 2) designing a curriculum and scholarly activity policy to enhance residents knowledge in the principles of clinical research and EBM education; 3) determining goals and objectives of a research rotation; 4) determining responsibilities for residents and research mentors; and, 5) establishing a realistic timeline and determining the proper amount of time for residents to spend on their research and scholarly activity. This will be an interactive learning session with encouragement of discussion and an exchange of ideas. The goals of the session are to have participants learn from each other in order to strengthen their research programs and increase scholarly activity among residents and faculty members within their institutions. Target Audience: DIOs, Program Directors, GME Educators, Faculty Robin Wagner, RN, MHSA To-date, the Clinical Learning Environment Review (CLER) Program has completed one full cycle of site visits, has two types of programs underway in the field, and has published the first CLER National Report of Findings Join us to learn about the CLER Program and find out what new opportunities lie ahead. *This session does not qualify for CME. 36

37 SATURDAY, MARCH 11, :00 a.m. 5:00 p.m. Walk-in Technical Support Sessions for ACGME Data Collection Systems* 7:00 a.m. 10:00 a.m. SES058: Using the System of Profound Knowledge to Transform Residency: Part 1 Eric Holmboe, MD, MACP, FRCP; Eric Warm, MD; Ben Kinnear, MD; Dana Sall, MD; Matthew Kelleher, MD Multiple reports over the last 20 years have called for the transformation of graduation medical education to meet 21st century health and health care needs, but implementation of needed changes has been challenging. W. Edward Deming s system of profound knowledge provides a foundation of theory for the essential changes in educational practices needed to achieve the goals of competency-based education. The system of profound knowledge consists of four main components: knowledge about variation (e.g., variations in assessments by faculty members); psychology of individuals, groups, and community as important effectors of and barriers to change; theory of knowledge (e.g., the need for operational definitions, such as the Milestones); and appreciation for a system (e.g., the importance of interdependence of the components of a residency program). This interactive two-part mini-course will use the four components to help program directors, program coordinators, and DIOs change and improve their residency programs. An innovative team from the University of Cincinnati will serve as facilitators and share their experience in longitudinal improvement using a systems lens. Participants will work in small groups to apply each component to their own program to help participants identify strengths and areas of need. Participants will complete an action plan for their residency program or institution at the close of the second session. Please note that registration for Parts 1 and 2 is separate; registering for one does not guarantee admission to the other. It is suggested that you register for both sessions as the second is a continuation of the first. Target Audience: Program Directors, GME Educators, Faculty 7:00 a.m. 10:00 a.m. SES059: Addressing Burnout as an Organization: Strategies and Studies to Knowing Where you End Up Lotte Dyrbye, MD, MHPE; Colin West, MD, PhD; Rosemary Quirk; Oana Tomescu, MD; Mickey Todd Trockel, MD; Connie Guille, MD Burnout among physicians and residents is prevalent and can lead to serious personal and professional problems. During this session presenters will provide an up-to-date review of the literature on interventions focused to reduce burnout among physicians, including residents. A panel representing four academic medical centers will share practical, multi-faceted strategies in place at their organizations intended to reduce burnout, facilitate career satisfaction, and help individuals in need obtain care. There will be time allotted for attendees to discuss approaches tried at their home institutions and ideas for next steps. To move the field forward and to truly help trainees, well-designed intervention studies are needed. In the second half of the session, attendees will learn about appropriate study design, instruments useful to measure well-being, and approaches to incentivize participation and minimize response bias. Practical tips for dealing with the Institutional Review Board will also be discussed. Attendees will have opportunity to apply material learned through a small-group exercise. There will be ample time for attendees to discuss challenges and novel ways of overcoming barriers to wellness research. 37

38 SATURDAY, MARCH 11, :00 a.m. 10:00 a.m. SES060: Developing a Milestones-based Evaluation Tool for Assessing Resident Teaching Skills Kathryn Andolsek, MD, MPH; Lisa Coplit, MD; Rebecca E. Sadun, MD, PhD; Allison M.B. Webb, MD, MAT As part of a transition to competency-based evaluation, graduate medical education has developed specialtyspecific Milestones that integrate the core competencies. Though the word doctor is derived from the Latin for teacher, and though teaching is a skill that is critical throughout residency and beyond, resident teaching skills are absent from most specialties ACGME Milestones; when present, they are condensed into a singular teaching skill. The goal of this mini-course is for participants to contribute to the development of a teaching Milestones tool that can be used in their institutions to promote resident professional development and form the basis for the evaluation of the spectrum of clinical teaching skills (from setting expectations to giving feedback, from teaching on rounds to procedural/psychomotor teaching). The product of this mini-course will be a set of high quality, behavior-focused Milestones based upon teaching competencies defined in the literature. These Milestones will be applicable to all specialties, teaching levels, and settings. Participants will help propose aligned assessments to measure residents progression on the teaching Milestones. We hope to invite participants to join a national collaboration to pilot the Milestones tool and to contribute to future iterations and validation of the tool. Target Audience: DIOs, Program Directors, GME Educators, Faculty, Administrators 7:00 a.m. 10:00 a.m. SES061: Maximizing the Value of the ACGME Self-Study Process for your Program: No Need to Be Afraid! John Frohna, MD, MPH; Kimberly Gifford, MD; Susan Guralnick, MD; Priya Garg, MD; Alex Rakowsky, MD Two key components of the Next Accreditation System process are the self-study and the accreditation site visit. The ACGME began to pilot the program self-study and accreditation site visit, along with optional formative self-study site visits, two years ago; yet for many programs these processes remain a mystery. The primary goal of this workshop is to enable participants to see the self-study process not as a chore, but as a valuable opportunity to evaluate and improve their programs on an ongoing basis. The session will start with a brief overview of the rationale for the self-study and the basics of the self-study and accreditation site visit processes. Participants will engage in highly interactive small- and large-group discussions and activities to explore and practice utilizing helpful tools developed by the presenters. The large group will share their own experiences, and brainstorm anticipated barriers and solutions. Presenters will share lessons learned from experiences at their diverse institutions and across disciplines. The session will wrap up with a discussion of the broader impact of the self-study process how it can be used as a tool to engage community and institutional stakeholders and for continuous quality improvement of our educational programs. 38

39 SATURDAY, MARCH 11, :00 a.m. 10:00 a.m. SES062: Advanced Communication Life Support (ACLS): Breathing Life Back into your Public Speaking Skills Jason Homme, MD; Kevin Dufendach, MD Great public speakers aren t born, they re made! The skills critical to effective public speaking can be learned and practice results in improvement. Interpersonal and communication skills is a core ACGME competency. Everyone involved in graduate medical education will be called upon to give formal presentations, but few receive specific training to aid improvement. Effective public speaking addresses the needs of the audience, has defined learning objectives, is organized around those objectives, and engages the audience. A wellcrafted and skillfully delivered presentation can improve the retention of information and result in improved knowledge, skills, attitudes, and behaviors. This interactive mini-course is aimed at helping participants resuscitate their public speaking skills and learn ways to help others improve. Small- and large-group activities focus on developing a personal toolkit, including exercises on writing learning objectives, formatting presentations (including options beyond just PowerPoint), developing captivating titles, key presentation tips, and providing and receiving feedback. Participants will view video clips and slide examples, and apply feedback, and some may have the option of presenting in front of the group to receive constructive feedback. All will receive resources to use as part of their ongoing efforts to resuscitate the art of effective public speaking. Target Audience: Program Directors, Coordinators, GME Educators, Faculty, Administrators 8:00 a.m. 9:30 a.m. SES063: Coordinator Plenary: Who Are You? Personal Vision, Mission, and Values Susan Hathaway, PhD Good strategic plans can help organizations prioritize their resources and energy. These processes always start with a vision, mission, and values and then lead to action plans with measurable outcomes. The same thought goes into well-conceived curriculum in education. Individuals, however, are not as good at doing the foundational work to identify the core concepts that should drive all their own personal actions and choices at work and in their careers. This workshop is designed for the program coordinator who wants to more clearly see how his/her role fits with the overall mission and goals of the institution. This reflective session will challenge participants to clarify identity and values and set a direction for where you want to go and what you enjoy doing so you can be a better, more effective leader in medical education. 8:00 a.m. 9:30 a.m. SES064: The 10-Year Accreditation Site Visit: Overview, Preparing for the Visit, and Responses to FAQs Ingrid Philibert, PhD, MBA; Joseph Gilhooly, MD; William Robertson, MD, MBA This session offers concise presentations on the ACGME accreditation site visit, focusing on preparation, activities on the day of the visit, and review by the Review Committee. Key questions will be collected in advance and answered during the session. In addition, an open forum during the session will allow participants to ask questions and obtain practical advice related to all aspects of the accreditation site visit. 39

40 SATURDAY, MARCH 11, :00 a.m. 9:30 a.m. SES065: Bringing I-PASS to the Bedside: Partnering with Families, Nurses, and Physicians to Reduce Medical Errors, Improve Communication, and Enhance Family Experience Nancy Spector, MD; Theodore Sectish, MD Patient and family-centered I-PASS is a multi-center, Patient-Centered Outcomes Research Institute (PCORI)-funded initiative to improve communication and teamwork between health care providers and patients and families to improve patient safety in seven hospitals across North America. This project represents a unique collaboration among physicians, nurses, health literacy experts, and families to build upon the evidence-based communication principles of the I-PASS hand-off study which found a 30% reduction in preventable adverse events after implementing the intervention. The current study incorporates principles of health literacy, family engagement, and interprofessional collaboration to improve communication and promote a shared understanding among members of the interprofessional team, including patients and families, throughout the entire day. This session will describe strategies for engaging families and nurses in study design, and the development of the intervention, as well as measurement tools of study outcomes. It will also detail evidence-based health literacy principles for optimal team and family communication and describe essential elements of the intervention bundle. This session will include didactic elements interspersed with opportunities for large-group discussion and practice using observation tools to rate trigger videos that demonstrate key elements of the intervention. 8:00 a.m. 9:30 a.m. SES066: Town Hall: Hospital and Medical Accreditation Mary Lieh-Lai, MD, FAAP, FCCP; Louis J. Ling, MD This session will provide an open forum for attendees to receive updated information regarding the latest accreditation news in their specialties, and give them the opportunity to ask accreditation-related questions. Led by the ACGME Senior Vice Presidents for Hospital-based and Medical Accreditation, with all of the ACGME hospital-based and medical specialty Review Committee Executive Directors present, the session will be highly interactive and geared to the needs of the audience. CANCELLED Target Audience: DIOs, Program Directors, Coordinators, GME Educators 8:00 a.m. 9:30 a.m. SES067: Town Hall: Surgical Accreditation John Potts, MD This session will provide an open forum for attendees to receive updated information regarding the latest accreditation news in their specialties, and give them the opportunity to ask accreditation-related questions. Led by the ACGME Senior Vice President, Surgical Accreditation, with all of the ACGME surgical specialty Review Committee Executive Directors present, the session will be highly interactive and geared to the needs of the audience. CANCELLED Target Audience: DIOs, Program Directors, Coordinators, GME Educators 8:00 a.m. 9:30 a.m. Moderator: Susan Day, MD SES068: ACGME-I Accreditation: Challenges for Medical Educators Lim Boon Leng, MD; Kerling Israel, MD This session will articulate challenges faced by experienced medical educators as ACGME-I accreditation is adopted. Panelists will present their experiences with unique challenges. The session will focus on teaching new program directors how to fulfill responsibilities, teaching faculty members to embrace accreditation standards, and implementing essential policies and procedures emphasized in the system of education. The panel will be comprised of international experts. The audience will be encouraged to share their own experiences and to raise their own questions. Target Audience: International 40

41 SATURDAY, MARCH 11, :00 a.m. 9:30 a.m. Moderator: Boyd R. Buser, DO 8:00 a.m. 9:30 a.m. Moderator: Kathy Malloy SES069: Understanding COMLEX-USA and AOA Specialty Board Certification: A Primer for Residency Program Directors John Gimpel, DO, MEd; Joseph C. Mazzola, DO, FAAFP This moderated session will present the basics of how to understand the osteopathic National Licensure Examination (COMLEX-USA) and AOA specialty board certification, followed by an opportunity for Q&A. Target Audience: DIOs, Program Directors, Coordinators SES070: ACGME Common Program Requirements Revisions Rowen Zetterman, MD; Kim Burchiel, MD, FACS This session will provide an update on the work of the Common Program Requirements Phase 1 Task Force, including an update on the status of any changes to Section VI of the ACGME Common Program Requirements proposed by the Task Force. 8:00 a.m. 9:30 a.m. SES071: Implementing Change in Graduate Medical Education: Moving Beyond Survival Joshua Hartzell, MD; George Ruiz, MD; Adam Barelski, MD; Benjamin Vipler, MD Residency programs are in a constant state of change whether motivated by an internal desire to improve the program or external pressure to meet regulatory or clinical productivity requirements. Few program directors or faculty members are trained on how to implement change effectively. The skills that make effective physicians may actually be counterproductive when trying to create change. Physicians by nature are deficit-based and spend their time developing differentials and focusing on solving problems. The workshop will discuss an alternative strengths-based approach to change management. Start With Why, by Simon Sinek, will be explored. The concepts of reshaping and appreciative inquiry will be highlighted, and participants will take part in exercises to better understand how these can be utilized in the change process. Participants will learn how to employ the Kotter 8 Stage Model for Change. Participants will be able to practice these concepts through a series of exercises related to their own ongoing change initiatives that they will examine in small groups. Ultimately, attendees will walk away from the session no longer feeling like they are simply surviving in a world of change, but rather that they can be agents of change for their institutions. 8:00 a.m. 9:30 a.m. SES072: Combating Resident Physician Burnout Aleksandr Lewicki, MD; Camille Clefton; Isabel Chen Physician burnout is a public health crisis affecting the emotional and physical well-being of physicians. Resident physicians are particularly vulnerable, with the sharpest increase of burnout scores noted over their training years. There is a need for more formalized curricula to promote overall wellness. 41

42 SATURDAY, MARCH 11, :00 a.m. 9:30 a.m. SES073: Utilizing Mega Planning Theory in the Development of New GME Programs: A CLER Vision Wilhelmine Wiese-Rometsch, MD; Joan Younger Meek, MD Roger Kaufman s Mega Thinking and Planning begins with the premise of using one s organization as a primary vehicle for adding value to society. Using Kaufman s model, a key question for new programs is, If our GME program is the solution, what is the problem? Kaufman s templates, which help define and achieve organizational success, will be described and their application demonstrated in the development of a new GME program. Kaufman s model requires that organizations consider these five elements in strategic planning: 1) societal impact; 2) outputs; 3) product; 4) processes; and 5) inputs. Our program used this framework as a guide to align the Sponsoring Institution s mission and vision with that of the clinical hospital system, Sarasota community, and society s need for primary care physicians. Our hospital and program leadership engaged key community stakeholders from the city s most underserved area to ensure that our residency program addressed the needs of the community when designing the Resident s Continuity Clinic. The end result was a GME program plan that adds value to the community, aligns with the ACGME CLER vision for reducing health care disparities, and complies with the ACGME Program Requirements. The session will guide participants in applying these principles in their own settings. Target Audience: DIOs, Program Directors, GME Educators, Administrators 8:00 a.m. 9:30 a.m. SES074: Resident Death by Suicide: The GME Office s Role in the Response and Management Woodson Jones, MD; Catherine Kuhn, MD As an institutional GME leader, the DIO will be looked to for leadership and management following a resident death by suicide. Are you prepared to respond effectively? This session will use a panel discussion to share the collective insights of DIOs lessons learned on leading their institutions through a loss of a resident to suicide. Small-group sessions will be used to share collective experiences with crisis response. This will be followed by presentation of a systematic approach using an established Disaster Management Cycle: Mitigation, Preparation, Response, and Recovery. Presenters will systematically walk through each phase to include a checklist of key resources to identify before a crisis (Preparation Phase). During the Response Phase, presenters will share scripts of strategic communication, importance of assessing the immediate scope and breadth of the impact, and rapidly building a collaborative team for responding, as well as early interventions following the crisis. In the Recovery Phase presenters discuss ongoing institutional and program needs, and how to build a more resilient organization going forward. Participants should expect to leave this session with multiple tools and a strategic plan to be better prepared to respond to a crisis. Target Audience: DIOs, Program Directors, Coordinators, Administrators 8:00 a.m. 9:30 a.m. SES075: Remediation, Probation, and Dismissal from Residency Training: Managing Crucial Conversations with Residents Using a Systematic Method and Live Simulation Agatha Parks-Savage, EdD, RN, LPC; Linda Archer, PhD Crucial conversations consist of three primary elements. Such conversations have opposing opinions, can evoke strong emotions, and are considered high stakes. One of the most stressful and challenging discussions with which program directors are faced is related to a resident s sub-par performance. Even more stressful and time consuming is placing a resident on remediation or probation, and/or dismissing a resident from the training program. When the need for these crucial conversations arises, most program directors do not feel equipped to manage them in a systematic way. They often defer to strategies they have picked-up along the way in their own training experience, which might not be ideal. In this presentation, a systematic approach utilizing small-group and live-standardized simulation experiences will be used to help program directors facilitate crucial conversations with three types of challenging resident scenarios: the depressed/ excessively apologetic resident; the passive-aggressive resident; and the verbally aggressive resident. Target Audience: DIOs, Program Directors, Faculty 42

43 SATURDAY, MARCH 11, 2017 SES076: Session Cancelled 8:00 a.m. 9:30 a.m. SES077: Let s Do It! Using Motivational Constructs to Engage Learners and Faculty Members in the Learning Environment Rebecca McAlister, MD; Tia Drake Medical educators are often faced with finding ways to motivate individuals and groups of learners and faculty members to actively participate in the learning environment. This session will explore the concepts of intrinsic and extrinsic motivation and the use of motivation theory constructs such as Self Determination Theory, the Kohler effect, teaching through failing, self-affirmation, and others. Participants will first review how their own core values align with their jobs. Presenters will then build on this framework by discussing how to use these motivational constructs to help others maximize self-regulation and facilitate a shift to optimal motivation. Examples from participants will be used in exercises to practice these skills. Target Audience: DIOs, Program Directors, Coordinators, GME Educators, Faculty, Administrators 8:00 a.m. 9:30 a.m. SES078: CLER Idea Exchange John Hopper, MD; Marian Damewood, MD Draw on the knowledge and expertise of your peers in this fast-paced, multi-input session. Participants will share ideas in a peer consult format, helping colleagues refine current or planned projects while gaining ideas for their own institutions. Discussions will be anchored by the Clinical Learning Environment Review (CLER) Program findings and moderated by CLER field staff members to ensure optimal learning. 8:00 a.m. 9:30 a.m. SES079: Advanced Feedback Techniques Kent DeZee, MD, MPH; Elexis McBee, DO, MPH Feedback is an essential skill for medical educators. However, there is no uniformly accepted approach to giving feedback. In this workshop, attendees will learn and have the opportunity to practice a technique of giving feedback that easily incorporates many of the recommended aspects of feedback, including tailoring the feedback to the learner s readiness to change. Previous session attendees have successfully incorporated these skills into their teaching the very next day. Target Audience: DIOs, Program Directors, GME Educators, Faculty 10:30 a.m. 12:00 p.m. SES080: Marvin R. Dunn Keynote Address Current Medical Education: Issues for Reflection Kelley M. Skeff, MD, PhD 43

44 SATURDAY, MARCH 11, :30 p.m. 4:30 p.m. SES081: Using the System of Profound Knowledge to Transform Residency: Part 2 Eric Holmboe, MD, MACP, FRCP; Eric Warm, MD; Ben Kinnear MD; Dana Sall MD; Matthew Kelleher, MD Multiple reports over the last 20 years have called for the transformation of graduation medical education to meet 21st century health and health care needs, but implementation of needed changes has been challenging. W. Edward Deming s system of profound knowledge provides a foundation of theory for the essential changes in educational practices needed to achieve the goals of competency-based education. The system of profound knowledge consists of four main components: knowledge about variation (e.g., variations in assessments by faculty members); psychology of individuals, groups, and community as important effectors of and barriers to change; theory of knowledge (e.g., the need for operational definitions, such as the Milestones); and appreciation for a system (e.g., the importance of interdependence of the components of a residency program). This interactive two-part mini-course will use the four components to help program directors, program coordinators, and DIOs change and improve their residency programs. An innovative team from the University of Cincinnati will serve as facilitators and share their experience in longitudinal improvement using a systems lens. Participants will work in small groups to apply each component to their own program to help participants identify strengths and areas of need. Participants will complete an action plan for their residency program or institution at the close of the second session. Please note that registration for both Parts 1 and 2 is separate, registering for one does not guarantee admission to the other. You may register for one or both sessions as you desire and as they are available. Target Audience: Program Directors, GME Educators, Faculty 1:30 p.m. 4:30 p.m. SES082: Addressing Suicide: Responding, Preventing, and Building Resilience Lotte Dyrbye, MD, MHPE; Timothy P. Brigham, MDiv, PhD; Lyuba Konopasek, MD; Christine Moutier, MD; Diana McNeill, MD In the event of a suicide within a residency or fellowship program, it is critical to have a plan of action already in place. During this workshop, presenters will describe evidence-based approaches to reducing risk of suicide, review a newly developed toolkit endorsed by the ACGME, American Foundation for Suicide Prevention, and Mayo Clinic that provides the groundwork for such a plan. Attendees will learn about essential components, such as assembling a crisis response team, gathering needed information, communicating with residents/fellows, notifying the community, helping residents/fellows and staff members cope, dealing with practical consequences on schedules, and coordinating and planning memorialization. Facilitated small-group work will guide attendees through the process of proactively developing a local suicide crisis response plan. A new resident suicide prevention video that will be available to the GME community for use at their local institutions will be debuted. Time will be allotted for discussion about how to best integrate these new tools as part of a thoughtful suicide prevention and response strategy. The mini-course will end with a session focused on strategies to build resilience in ourselves and our trainees. 44

45 SATURDAY, MARCH 11, :30 p.m. 4:30 p.m. SES083: Generating Baseline EPA and Competency Scoring to Inform New Resident Supervision and Learning Amy Bunger, PhD; Paul Wojciechowski, MD Medical school graduates are differently prepared to care for patients upon graduation from medical school, with a varying degree of time since their last meaningful patient contact. Presenters have five years of assessment data on incoming residents illustrating the variation amongst all incoming PGY-1s in their knowledge, skills, and application on eight common clinical cases. A standardized assessment method with corresponding rubrics and scoring has allowed the generation of individual and program-specific cohort reports that are provided to program directors prior to the start of service. These data allow program directors to alter the order of rotations, increase direct supervision, develop individualized, specific learning plans, and inform program-level curriculum changes. This workshop is intended to illustrate how presenters have generated this large-scale data set, how it is used to drive both individual and program-level decisions, and how institutions and residency programs can create some of these tools for use locally. Target Audience: DIOs, Program Directors, GME Educators 1:30 p.m. 4:30 p.m. SES084: Reading Ourselves, Reading Others: A Faculty Development Mini-Course in Narrative Medicine Kathryn Kirkland, MD Narrative medicine teaches clinicians how to elicit and respond to stories of illness, and has been associated with enhancing communication skills, deepening reflection, building empathy, and increasing the sense of meaning and joy in work. Integrated into residency training programs, it can provide a place for residents to practice observation, listening, and reflection, build community, and may help immunize residents against burnout. This mini-course addresses three challenges in planning narrative medicine series for residents: 1) time constraints; 2) the fact that different residents respond to different types of exercises; and, 3) the need for building faculty capacity to offer this curriculum. In this mini-course, participants will engage in three 45-minute narrative exercises that use different approaches. They will read and write in response to different texts and prompts, sharing their writing with each other. Each exercise will be completed within a 45-minute timeframe. We will discuss the suitability of different approaches for different learners, consider options for preparing faculty members to offer curriculum, and brainstorm about how to overcome barriers that participants have encountered. The session is designed for participants who have some familiarity with narrative medicine, and will draw on their experience to enrich the discussion. Target Audience: Program Directors, GME Educators, Faculty 1:30 p.m. 4:30 p.m. SES085: Facilitating CCC Deliberations - Using Objective and Subjective Resident Data to Derive Milestones in a Timely Manner Stephanie Heller, MD; Florencia Que, MD This mini-course will demonstrate a step-wise approach to creating a more objective and efficient process of Clinical Competency Committee (CCC) deliberation. Participants will participate in a process to: 1) demonstrate a straightforward approach to creating checklists or scoring rubrics, facilitating program collection of objective data on critical resident/fellow activities; 2) develop a process to map data points to the Milestones (interactive session); 3) demonstrate spreadsheet calculations to set Milestones scores; 4) simulate a CCC discussion with the group using anonymous but real resident data, and; 5) review a sample CCC outcomes letter to trainees to define performance and make individualized training recommendations for improvement. The General Surgery Milestones will be used to demonstrate a process which can be generalized to other specialties. Target Audience: Program Directors, Coordinators, GME Educators, Faculty 45

46 SATURDAY, MARCH 11, :30 p.m. 3:00 p.m. Moderator: Susan Day, MD SES086: Crossing the Cultural Chasms: A Different Kind of CCC Ricardo Correa, MD; Michelle Morse, MD Our education emphasizes cultural sensitivity to our patient s needs. As medical education brings together learners from other countries, and as ACGME International accredits in other regions, there is a growing list of cultural issues within medical education that require our attention. This session is intended for both domestic and international attendees. A panel of experts who have dealt with these issues will share experiences and offer perspectives. Specific attention will focus on cultural sensitivity to physician well-being, economic challenges, and the learner s perspective. 1:30 p.m. 3:00 p.m. SES087: Osteopathic Manipulative Medicine: The Inter-relationship of Structure and Function Doris Newman, DO; Alissa Craft, DO Through Osteopathic Manipulative Treatment, or OMT, DOs use their hands to diagnose illness and injury and encourage the body s natural tendency toward self-healing. Using OMT, a skilled DO can effectively treat the muscles and joints to relieve pain, promote healing, and increase overall mobility. By combining OMT with appropriate medications and surgery, when appropriate, patients receive the most comprehensive care. This session introduces attendees to OMT. Using a live model, Dr. Newman will demonstrate both diagnostic and treatment techniques as taught in US colleges of osteopathic medicine. Target Audience: DIOs, Program Directors, Coordinators, GME Educators, Faculty, Administrators 1:30 p.m. 3:00 p.m. SES088: Burnout s Better Half: Fostering Resident Physician Well-being Kristin Jacob, MD; Cristin McDermott, MD; Amanda Ashcraft Pannu, MD; Sanjay Desai, MD; Carol Bernstein, MD; Stacy Potts, MD Physicians are a high-risk population. As compared to the general population, physicians have higher rates of depression, anxiety, suicide, divorce, stress, and emotional exhaustion. Burnout starts early in training, sometimes within the first year of medical school, and can persist throughout a career. Literature discussing the maladaptive behaviors and consequences of burnout on physicians has increased in recent years. However, there is less information available about burnout s opposite, well-being. Well-being remains difficult to define, and while no consensus definition has yet been reached, it must be considered that wellbeing is not simply a lack of burnout. The ACGME Council of Review Committee Residents (CRCR) is a 29-member multi-specialty group of residents and fellows who are leaders in their respective fields. In 2015, after engaging in an appreciative inquiry exercise, the CRCR published an article in the Journal of Graduate Medical Education, identifying key themes and actionable goals with respect to resident well-being. One year later, in response to a growing need for increased focus on resident physician well-being, the CRCR established a Resident Well-being Subcommittee. At the CRCR meeting in May 2016, a second appreciative inquiry was undertaken to (a) evaluate existing resident wellness resources, (b) brainstorm how to improve these resources, and (c) determine how to develop best practices for resident well-being programs. Establishing and implementing successful resident physician well-being programs has been identified as a key feature in working towards addressing resident wellness. In this session we aim to foster an interactive, from the front lines environment to discuss, share, and develop strategies for employing well-being interventions in residency and fellowship training. 46

47 SATURDAY, MARCH 11, :30 p.m. 3:00 p.m. SES089: Accreditation Data Systems Rebecca S. Miller, MS This session will be a refresher on the major ACGME data acquisition tools and their use in accreditation. These systems include ADS, Case Logs, ACGME Surveys, and the Resident Milestone Evaluations. A general review of system requirements, basic functionality, and newly implemented features will be explained. Time is allotted to address specific questions from the audience. Target Audience: DIOs, Program Directors, Coordinators 1:30 p.m. 3:00 p.m. SES090: Innovative Use of Longitudinal Assessment for Continuing Certification (MOC) Mira Irons, MD; David Swanson, PhD Similar to initial certifying examinations, the MOC Part III exams of most American Board of Medical Specialties (ABMS) member boards are high-stakes summative assessments taken by diplomates every 10 years at secure testing centers. Research has demonstrated positive relationships between performance on certifying exams and quality of care, supporting the validity of the initial certification process, and there is general support for the overall goals of MOC. However, many physicians have criticized MOC exams as not providing an appropriate assessment of the knowledge relevant in day-to-day clinical practice or performance feedback useful in guiding ongoing learning and retention. Inspired by the recently announced program of the American Board of Anesthesiology, many ABMS member boards are planning to pilot a new approach: longitudinal assessment programs (LAPs). Like progress tests used in undergraduate medical education and in-training examinations in graduate medical education, LAPs use a system of more frequent, lower-stakes assessments to assist diplomates in learning and retaining practice-relevant information, as well as provide the assessment information necessary for the boards to make summative decisions regarding continuing certification. Target Audience: Program Directors, GME Educators, Faculty, Residents 1:30 p.m. 3:00 p.m. SES091: The Self-Study Pilot Visit - Guiding Programs into the Current Era of Accreditation Ingrid Philibert, PhD, MBA; Joseph Gilhooly, MD; Cathy Nace, MD In the new model of accreditation, an overarching goal is to reduce the use and importance of traditional citation-based accreditation approaches, while concurrently facilitating improvement in areas where programs already comply with the minimum standards. In this session, participants will learn how a pilot of a voluntary site visit after the ACGME-required self-study offers opportunities for studying programs and their improvement efforts, with a focus on two critical elements of the self-study: 1) having programs set aims; and 2) asking programs to conduct a strategic assessment of their environment, focusing on strengths, areas for improvement/limitations/vulnerabilities, opportunities, and threats. The presentation will summarize early findings, based on site visits to more than 250 Next Accreditation System Phase I specialty programs that have undergone a self-study pilot visit to-date. Particular focal areas will be participating programs prior performance; common and unique elements across the seven Phase I specialties; and the use of information from the pilot site visits to make refinements to the self-study and 10-year accreditation site visit. This session will increase understanding of the self-study as a key activity in allowing programs to identify and prioritize improvements in areas where they already comply with the Program Requirements, and present data from a sizable group of programs with an early self-study that underwent a voluntary pilot site visit. Target Audience: DIOs, Program Directors, Coordinators, GME Educators, Faculty 47

48 SATURDAY, MARCH 11, :30 p.m. 3:00 p.m. SES092: Patient Safety Simulation: New Resident Orientation Across Multiple Programs Stephanie Nader, MSW, LCSW; Elizabeth Cunningham, DO Many organizations struggle with how to train residents in patient safety, glimpse new intern clinical performance, teach teamwork and collaboration, and effectively identify critical patient safety issues early in training. In this session, a multi-program simulation event, modeled after objective structured clinical examinations (OSCEs), used groups of new residents to work as teams in four simulations of actual patient safety events from our institutions. The cases include ambulatory, inpatient, emergency, and psychiatric/ behavioral settings. The learners were told this was not for evaluation, but observation, learning and feedback as they learn to work together. Faculty observers facilitated feedback with standardized patients, who also encouraged residents to utilize each other in the discussion of medical, psychosocial, and institutional resources for patient care. Target Audience: DIOs, Program Directors, GME Educators 1:30 p.m. 3:00 p.m. SES093: Two Birds and One Stone: Integrating Education and the Health System for a Positive Clinical Learning Environment An Update from the Office of Health Professions Education (OHPE) Kelly Caverzagie, MD; Frank Pietrantoni, MD The Clinical Learning Environment Review (CLER) Program has altered the landscape of medical education. GME programs, education, and health systems leaders must align in order to establish and maintain a clinical learning environment conducive to learner and faculty member professional growth and development. While many institutions have placed responsibility for improving the learning environment inside their formal GME structures, Nebraska Medicine (the health system partner of the University of Nebraska Medical Center) is unique in that it has placed accountability for the measurement and improvement of the learning environment onto health system leadership, specifically the VP of Education and the Office of Health Professions Education (OHPE). First introduced during a successful and well-attended session at the 2014 ACGME Annual Educational Conference, the OHPE, which is housed and funded through Nebraska Medicine, is focused on building and sustaining a positive learning environment for GME learners and faculty members. In this session, the presenter will share early outcomes of OHPE and progress to-date. Participants will leave with practical lessons about approaching the necessary alignment work with the goal of successfully partnering with health system leaders to build a positive learning environment. Significant time will be provided for participant interaction, reflection, and large-group discussion. Target Audience: DIOs, Program Directors, GME Educators, Faculty, Administrators, Health Systems Leaders 1:30 p.m. 3:00 p.m. SES094: Osteopathic Education in the Post-Graduate World Sarah James, DO; Mark Robinson, DO With the progression to a single GME accreditation system, a higher level of integration of osteopathic and allopathic physicians during residency is anticipated. While there is much in common in the medical education of osteopathic and allopathic students, osteopathic graduates have been taught a unique set of manual medicine skills based on core principles of osteopathy. Growth of osteopathic skills during residency is an important educational goal for osteopathic medical school graduates, and the opportunity to learn manual medicine techniques during residency is desirable for graduates of allopathic medical schools. The University of Wisconsin s Department of Family Medicine and Community Health (DFMCH) s residency programs received dual accreditation in 2002, and the six separately accredited family medicine programs sponsored or associated with the DFMCH are among the first to receive Osteopathic Recognition from the ACGME. This interactive presentation will review Osteopathic Principles and Practice, and describe the DFMCH s competency-based curriculum, which includes didactic education, case study reviews, scholarly activities, and skills training in group sessions as well as direct clinical supervision at residency sites. Meeting criteria for Osteopathic Recognition will be discussed. Participants will have the opportunity to consider strategies they can use to strengthen osteopathic education within their programs. Target Audience: DIOs, Program Directors, Coordinators, GME Educators, Faculty, Administrators 48

49 SATURDAY, MARCH 11, :30 p.m. 3:00 p.m. SES095: Assessing Institutional Performance in the Next Accreditation System Michael Cullen, PhD; Brittany Marcus-Blank The Next Accreditation System imposes two important new oversight duties on Sponsoring Institutions. First, Sponsoring Institutions must demonstrate effective oversight of their accreditation process through an Annual Institutional Review (AIR). The AIR must include a set of institutional performance indicators and monitoring procedures for action plans arising out of the review. Second, Sponsoring Institutions must demonstrate effective oversight over underperforming programs through a special review process. This process must include a set of criteria for establishing underperformance, and result in a report that describes the process for monitoring and improving underperforming programs. In this session, the presenters will discuss how both of these obligations can be effectively discharged by creating an institutional performance model. The session will be highly interactive and will allow DIOs, program directors, and other institutional leadership to answer the key questions that need to be answered to assess institutional performance: (a) What are some possible theoretical frameworks for conceptualizing institutional performance? (b) What data need to be gathered to assess institutional performance? (c) How can the data collected be used to identify underperforming programs requiring a special review? (d) What is an effective process for conducting special reviews? Target Audience: DIOs, Program Directors, GME Educators, Administrators 1:30 p.m. 3:00 p.m. SES096: PDSA Cycle to Success: An Institutional Approach to Program Management of Struggling Residents and Fellows Catherine Kuhn, MD; Mark Stafford-Smith, MD Residents and fellows progress through the continuum of GME at different rates and with varying degrees of success. Some individuals do not achieve the Milestones at the expected rate and require remediation or supplemental experiences. Many institutions have specific policies and approaches to assisting trainees who need remediation, probation, or dismissal. Despite these standardized procedures, some program directors and Clinical Competency Committees do not follow these standardized approaches. While GME programs may vary in their resources and expertise, consistency is important, and consistency in the assistance of struggling learners is critical as programs work to achieve success for trainees. As such, it is important to follow any intervention with appropriate feedback and outcome evaluation, making the Plan, Do, Study, Act (PDSA) cycle a useful tool to provide structure for this process. Using a case-based approach, this workshop will provide insight into an institutional approach to resident remediation, with emphasis on the challenges that exist for implementation and reporting for program directors. Attendees will work collaboratively in groups to share their own personal experiences and institutional processes. These discussions will then be used to develop strategies using a PDSA approach to assist their institutions and programs to better remediate struggling trainees. Target Audience: DIOs, Program Directors, GME Educators, Faculty, Administrators 1:30 p.m. 3:00 p.m. SES097: IGNITE (Improving GME Interprofessional Nursing Team Experiences) Change Vineet Arora, MD, MAPP; Nancy Stewart, DO; Rachel Ridgeway, RN, MSN, CNL Although the goal of the ACGME s Clinical Learning Environment Review Program is to optimize the clinical learning environment for trainees, including education on interprofessional practice and communication, it is unclear the best way to engage residency trainees in interprofessional education and quality improvement activities. This is particularly challenging in the bulk of Sponsoring Institutions that are not affiliated with allied health professional schools. Through a series of short interactive exercises along with concrete examples, presenters will share a practical framework for how to engage residents to work and learn alongside other health professionals in practice. 49

50 SATURDAY, MARCH 11, :30 p.m. 3:00 p.m. SES098: Developing Leadership Competencies of Residents and Fellows through an Individualized Mentoring Leadership Curriculum Susan Hathaway, PhD; Kadriye Lewis, EdD Organizations across health care have emphasized the importance of leadership skills among physicians due to the demands for high quality and efficient health care systems. This need was also recognized by the ACGME, whose call has gone out to academic health care institutions to build these skills. Nonetheless, health care organizations are faced with an under-represented number of physicians in leadership positions and opportunities for leadership training continue to be rare. Residents, chief residents, and fellows are in an active phase of their education during the transition from training to practitioner and/or faculty member, placing them in a unique position to learn and practice leadership skills. Programs should provide opportunities to practice leadership skills in a safe, educational environment. This workshop will introduce the Leadership Practices Inventory as a diagnostic tool that can be used as a detailed analysis of trainees personal leadership strengths and weaknesses in the five practices of exemplary leadership. The session will provide step-by-step information on developing an individualized mentoring leadership curriculum for medical learners using the results from the inventory. Group activities will allow participants to customize a toolbox and a plan of action for implementing these exemplary leadership practices in their own institutions and programs. 1:30 p.m. 3:00 p.m. SES099: Creating and Implementing a Program Director Development Curriculum Steven Rose, MD; Julie Doherty, MBA Program director development is a critical Sponsoring Institution responsibility. Robust program director development demonstrates the Sponsoring Institution program governance and oversight required by the ACGME, establishes key relationships among program directors and the GME office, supports program and institutional accreditation, and contributes to high quality residency and fellowship training programs. Presenters will discuss key components of a program director development curriculum and session participants will share challenges and opportunities related to successful implementation and dissemination. Elements of the program director development curriculum at the presenters Sponsoring Institution, that is largely web-based, will be presented for participant review and comment. Target Audience: DIOs, Program Directors, GME Educators, Administrators 1:30 p.m. 3:00 p.m. SES100: Pursuing Excellence Innovators Collaborative Kevin B. Weiss, MD Learn about the efforts of the eight Pathway Innovators as they integrate health care delivery operations and graduate medical education to create transformative improvements in the clinical learning environment. Each site will share an overview of its initiative, along with the challenges and opportunities. This will be followed by an announcement of the next component of the Pursuing Excellence in Clinical Learning Environments initiative, the Pathway Leaders. SPECIALTY UPDATES These sessions include an update on recent Review and Recognition Committee and ACGME activities, and will provide information as it relates to the individual specialty s adaptation to the Next Accreditation System. There will be ample time for Q&A. 1:30 p.m. 3:00 p.m. SES101: Specialty Update: Nuclear Medicine Jon A. Baldwin, DO, MBA; Felicia Davis, MHA 50

51 SATURDAY, MARCH 11, :30 p.m. 3:00 p.m. SES102: Specialty Update: Colon and Rectal Surgery Anthony Senagore, MD, MBA, MS, FACS; Pamela Derstine, PhD, MHPE 1:30 p.m. 3:00 p.m. SES103: Specialty Update: Obstetrics and Gynecology Jessica Bienstock, MD, MPH; Jenny Campbell, MA 1:30 p.m. 3:00 p.m. SES104: Specialty Update: Thoracic Surgery Ara Vaporciyan, MD; Donna Lamb, DHSc, MBA, BSN 1:30 p.m. 3:00 p.m. SES105: Specialty Update: Medical Genetics and Genomics Laurie A. Demmer, MD, MA; Laura Edgar, EdD, CAE 1:30 p.m. 3:00 p.m. SES106: Specialty Update: Pathology James R. Stubbs, MD, MGP; Cheryl Gross, MA, CAE 3:30 p.m. 5:00 p.m. SES107: Specialty Update: Osteopathic Recognition Robert Cain, DO; Tiffany Moss, MBA 3:30 p.m. 5:00 p.m. SES108: Specialty Update: Psychiatry Robert J. Ronis, MD; Louise King, MS 3:30 p.m. 5:00 p.m. SES109: Specialty Update: Otolaryngology John Rhee, MD, MPH; Pamela Derstine, PhD, MHPE 3:30 p.m. 5:00 p.m. Moderator: Kevin B. Weiss, MD SES110: Institutional Town Hall James P. Bagian, MD; Lawrence M. Opas, MD; Susan E. Kirk, MD; Robin Wagner, RN, MHSA; Paul Foster Johnson, MFA This session will provide an open forum for attendees to ask questions related to the ACGME s Institutional section, which includes institutional accreditation and the Clinical Learning Environment Review (CLER) Program. Discussion will be led by Kevin B. Weiss, MD, senior vice president of the section, along with members of the Institutional Review and CLER Committees leadership and staff. The session will be highly interactive with an open microphone for questions and comments from the participants. Target Audience: DIOs, GMEC Members, GME Office Staff, and Educators 3:30 p.m. 5:00 p.m. SES111: Review Committees-International Update Lorraine Lewis, EdD; Wallace Carter, MD; Maha Al-Fahim, MD This session will provide updates on 2016 activities of the Review Committees-International, including an overview of common citations issued, review of changes in Program Requirements, and discussion of new initiatives underway at the ACGME-I. Two members of the Review Committees-International will also present on how the Committee conducts program reviews and offer their perspectives on how programs can best meet ACGME-I requirements. Target Audience: International 51

52 SATURDAY, MARCH 11, :30 p.m. 5:00 p.m. SES112: Leveraging All the Options for Faculty and Resident Scholarly Activities Re-Defining the ACGME Scholarly Activities Rubric Ingrid Philibert, PhD, MBA; Rebecca Miller, MS; Deborah Simpson, PhD This session offers an overview of the ACGME scholarly activity rubric, using the four elements of Boyer s (1997) expanded definition of scholarship: discovery, integration, application, and teaching. The focus will be on practical guidance for producing and reporting scholarly activity, and on the wide range of educational activities for faculty members and trainees that meet the ACGME definition of scholarship. An open forum during the session will allow attendees to ask questions and obtain practical advice related to all aspects of scholarship and scholarly activity. 3:30 p.m. 5:00 p.m. SES113: Developing Residents as Mentors Kate Burretta, MD; Jared L. Harwood, MD; Kristy L. Rialon, MD; Lawrence Opas, MD; Donald W. Brady, MD Physicians in training are at high risk for depression, and physicians in practice have a substantially elevated risk of suicide compared to the general population. The graduate medical education community is currently mobilizing efforts to improve resident wellness. The ACGME Council of Review Committee Residents (CRCR), a 29-member, multispecialty group of residents and fellows, conducted an appreciative inquiry exercise to (1) identify existing resources to address resident wellness; (2) envision the ideal learning environment to promote wellness, and; (3) determine how the existing infrastructure could be modified to approach the ideal. The information was aggregated to identify consensus themes from group discussion. Senior resident mentorship was identified as key to managing stress and creating an ideal learning environment. This session will explore the current versus ideal state, and introduce best practice models for peer-to-peer mentorship for participants to utilize at their institutions. 3:30 p.m. 5:00 p.m. SES114: Remediation of the Problem Resident Harendra Arora, MD; Eindra Khin Khin, MD; Jeffrey Berger, MD A comprehensive evaluation and remediation program is an essential component of any residency program. The evaluation system includes accurate, early identification of problem residents and ensures appropriate steps to remediate. Elements of a proactive remediation program include a process for outlining deficiencies, providing resources for improvement, communicating clear goals for acceptable performance, and reevaluating performance against these goals. 3:30 p.m. 5:00 p.m. SES115: Leveraging Quality Improvement Tools in your GME Office Katherine McKinney, MD; LeAnn Barber, MPA This session will provide a practical introduction to key process improvement methodologies and tools that can be leveraged to enhance the mission of the GME office. Utilizing quality improvement methods is integral to satisfying the ACGME s Clinical Learning Environment Review Program, practice-based learning and improvement, and systems-based practice requirements. Many of these tools may also be used to enhance a GME office s ability to manage internal quality improvement needs. Presenters will provide an overview of their experience utilizing core quality improvement tools to transform their GME office workflow. The session will engage the learner through small-group exercises to encourage hands-on application of concepts and real-time use of tools to work through scenarios involving GME office functions, including onboarding trainees, managing accreditation concerns, and prioritizing office projects. Participant-selected topics in addition to case studies will be utilized throughout the workshop to provide step-by-step application of voice-of-the-customer analysis, process mapping, opportunity prioritization, and implementation planning. 52

53 SATURDAY, MARCH 11, :30 p.m. 5:00 p.m. SES116: Teaching Residents to Teach Gretchen Diemer, MD; Dimitrios Papanagnou, MD Regardless of specialty training, a significant portion of residents responsibilities involves teaching and evaluating medical students and interns. Few of them, if any, however, have had formalized training in educational theory. In the face of LCME and ACGME requirements, GME programs must be able to deliver instructional programs to their house staff on effective teaching principles. This interactive workshop will provide an overview of core educational skills residents need to succeed as teachers of medical students and interns. These will include principles of adult learning theory, appropriate coaching methods during procedural instruction, and effective feedback skills. The session instructors will review the basic components of these skills that should be included in a Teaching Residents to Teach curriculum, and demonstrate activities that participants can implement at their own programs to hone the teaching skills of their residents. Target Audience: DIOs, Program Directors, GME Educators, Faculty 3:30 p.m. 5:00 p.m. SES117: Implementing Comprehensive Assessment and Programs to Address Burnout and Well-being David Musick, PhD; Shari Whicker, EdD, MEd As concerns about resident and physician burnout increase, institutions need to find innovative and proactive ways to prevent or identify and address burned out residents. At Carilion Clinic, multidisciplinary Professional Wellness Action Teams and a Wellness Advisory Committee were formed to develop initiatives designed to improve provider and learner well-being. A significant activity of the Advisory Committee has been to conduct a system-wide survey of burnout, wellness, and engagement. This comprehensive survey was sent to all faculty members, resident physicians, advanced care practitioners, and medical students at our medical center (total of 1,318 people), and achieved an overall response rate of 57%. One hundred forty-five residents responded to the survey (53% response rate) and shared important insights on contributors to burnout and ideas for how our institution could improve resident wellness. This session will discuss the survey, the efforts of the Professional Wellness Action Teams and Wellness Advisory Committee, and challenges we faced in gaining buy-in for these efforts. It also will facilitate practical discussion of strategies for how participants might lead their institutions or programs to more actively address resident burnout and wellness. Target Audience: DIOs, Program Directors, GME Educators, Faculty, Administrators 3:30 p.m. 5:00 p.m. SES118: Conflict in Health Care: Teaching our Residents to Navigate the Storm Karen Barr, MD; Maria Regina Reyes, MD Because of the complex health care environment, resident physicians often witness or are directly involved in workplace conflicts. Power differentials, shifting teams, complex organizational structures, and resource depletion can make these conflicts difficult to navigate. Yet unresolved conflict has a high price: it can damage team dynamics, be personally draining, and even affect patient care. Most residents have not been trained in how to navigate workplace conflict or how their personal conflict management style can either worsen or improve the situation. This session will review the high price of conflict in health care, describe how a residency program integrated conflict management training into its teaching program, and give participants tools to develop a skills-based conflict management curriculum for its faculty members and residents. In small groups, participants will create a framework for starting or enhancing a conflict management curriculum. As part of the curriculum, participants will begin to craft realistic simulated conflict scenarios in which residents can practice conflict management skills in a supportive environment. They will also learn the steps to train actors to portray conflict roles, and how to facilitate these simulations to maximize resident learning. Target Audience: DIOs, Program Directors, GME Educators, Faculty 53

54 SATURDAY, MARCH 11, :30 p.m. 5:00 p.m. SES119: Moving Beyond your Silo: Developing Cross-institution Collaborations to Help Meet Common Program Requirements John Choe, MD, MPH; AnnaMarie Connolly, MD Training programs across different institutions often struggle to meet the same ACGME Common Program Requirements, which frequently leads to multiple programs working independently to identify solutions to similar issues. This duplication of efforts across different institutions can be especially challenging for programs with fewer resources or expertise. In this session, the presenters will share two different ways to build cross-institutional collaborations to help programs identify solutions to meet the Common Program Requirements. They will present examples of the processes used and key lessons learned in the development of cross-institutional collaborations from internal medicine and from obstetrics and gynecology to meet one of those needs: developing or adopting evaluation instruments that help programs with ACGME-required trainee Milestones reporting. Participants will have the opportunity to work in small groups to brainstorm ways to develop cross-institutional collaborations to develop solutions to such evaluation requirements. The session will conclude with a discussion of ways to bring products back and implement such work from collaborative cross-institutional projects at one s own institution. Target Audience: Program Directors, GME Educators, Faculty 3:30 p.m. 5:00 p.m. SES120: Coaching in Medicine: An Alternative Strategy for Trainee, Faculty, and Leadership Development James P. Orlando, EdD, ACC; Donald L. Boyer, MD, MSEd, FAAP; Jennifer S. Moyer, MEd, PCC Coaching has been shown to improve executives competencies and overall performance. Yet, there remains a paucity of study and training about coaching effect in medical education. Prior research suggests several benefits of coaching in medical education, such as increased self-awareness and purpose, improved ability to cope with stress, and improved board pass rates. More recent research suggests coaching as a mechanism to curb burnout, improve clinical outcomes, and facilitate culture change. Empirical evidence suggests a need in the medical education community to have a better understanding of how coaching is different from other helping relationships, such as mentoring, counseling, advising, and instruction. The theoretical building blocks of coaching comes from over 70 years of research in human development, from Abraham Maslow s research in the 1940s on motivation, to Malcolm Knowles s research in the 1970s on adult learning, to Mel Seligman s research in the late 1990s on positive psychology. This session is designed to be interactive and immersive with immediate application. Participants will hear several examples of how coaching is being used across the medical education continuum (undergraduate medical education, GME, continuing medical education, etc). Target Audience: DIOs, Program Directors, Faculty, Administrators 3:30 p.m. 5:00 p.m. Moderator: Timothy P. Brigham, MDiv, PhD SES121: Report from the 2016 ACGME Symposium on Physician Well-being: Commitment to Change Carol Bernstein, MD; Stanley Ashley, MD; Edwin Zalneraitis, MD; Dinchen Jardine, MD; Jordan Cohen, MD, MACP In this session, members of the ACGME Task Force for Physician Well-Being will discuss the results of the 2016 symposium. 54

55 SATURDAY, MARCH 11, :30 p.m. 5:00 p.m. SES122: Building a Comprehensive Wellness and Suicide Prevention Program for Medical Trainees and Faculty: Demonstrating Feasibility through Utilization, Satisfaction Rates, and Sustained Funding over 10 Years Sydney Ey, PhD; Sue Simmons; Cynthia M. Grueber, MHS Comprehensive treatment and suicide prevention programs reduce distress and suicide in university, community, and military populations. Yet physicians in training and practice report barriers to accessing professional counseling a troubling finding given the high rates of burnout, depression, and suicide among physicians. For over 10 years, the Oregon Health & Science University Resident and Faculty Wellness Program (RFWP) team has tried to lower known barriers to treatment by offering free, confidential, and unlimited counseling, psychiatric medication management, and resiliency-building workshops and groups on-site to residents, fellows, and faculty members. The high satisfaction of trainees and program directors, and increased utilization rates each year, suggest this model of care is perceived as accessible and helpful. Drawing upon our experiences, this session is intended to help other academic medical centers develop similar wellness programming. We will discuss: (a) how to put together a clinical team; (b) develop a tailored, comprehensive model of care; (c) engage stakeholders and referral sources; (d) collaborate with GME and faculty leaders; and (e) make the case for a health care system fully funding this program. 3:30 p.m. 5:00 p.m. SES123: Early Findings from AAMC s Transition to Residency Initiatives Lisa Howley, PhD; Geoff Young, PhD; Dana Dunleavy, PhD The Association of American Medical College (AAMC) is working collaboratively to improve the transition to residency process by identifying resources and tools that will help applicants, program directors, and medical school advisors during this critical phase of medical education. This session will include a summary of several projects, including the Standardized Video Interview Research Study, the latest draft of the Medical Student Performance Evaluation (MSPE), and the Program Director Survey Report. This session will provide participants with a brief summary of these projects and opportunities for them to offer input. Participants will also leave with newly developed resources for optimizing transitions to residency. 3:30 p.m. 5:00 p.m. Moderator: Rich Hawkins, MD SES124: AMA s Accelerating Change in Medical Education (ACE) Initiative: Emerging and Overlapping Themes of Innovative UME Curricular Change Jed Gonzalo, MD; Luan Lawson, MD; Maya Hammoud, MD The panel presentation, focusing on emerging and overlapping themes of the ACE Consortium s work, will involve representatives from Consortium schools and the AMA s Medical Education Outcomes area. While the Consortium currently consists of 32 schools, these themes will affect UME in a much broader sense, with the potential to reach medical educators in all settings. We anticipate that these themes will have the greatest effect and most immediate impact on educators working and practicing within teaching hospitals and health systems supporting learners across the continuum of medical education. Target Audience: DIOs, Program Directors, GME Educators, Faculty 55

56 SATURDAY, MARCH 11, :30 p.m. 5:00 p.m. SES125: Development, Implementation, and Initial Outcomes of an Innovative Mobile Workplace-based Assessment System Patricia J. Hicks, MD, MHPE; Melissa J. Margolis, PhD; Brian E. Clauser, EdD; H. Barrett Fromme, MD, MHPE This session will describe the work of the Pediatrics Milestones Assessment Collaborative (PMAC), a joint project of the National Board of Medical Examiners (NBME), the American Board of Pediatrics Foundation (ABPF), and the Association of Pediatric Program Directors (APPD), tasked with developing a workplacebased observational assessment system that would be available to all specialties. Presentations will include discussion of community-based content development; mobile platform design and implementation strategies; feedback and Clinical Competency Committee reports; reliability and validity findings; and evaluation by key stakeholders. All attendees will be given the opportunity to explore the system with a free login! SUNDAY, MARCH 12, :30 a.m. 10:00 a.m. SES126: The Transformation of Health Professions Education: To Dare Mighty Things Jeffrey P. Gold, MD This session will focus on the role of experiential learning and the intersection with advanced simulation and modeling as a foundation for the future of health professions education. Lessons learned from other sectors of high reliability education and their embrace of advanced simulation with virtual immersive reality will be the basis of this thought provoking discussion. 10:00 a.m. 11:30 a.m. SES127: Conversations with the CEO Thomas J. Nasca, MD, MACP 56

57 2017 ACGME Annual Educational Conference CONFERENCE LOCATION About Rosen Shingle Creek The 2017 ACGME Annual Educational Conference will be held at the Rosen Shingle Creek. The Rosen Shingle Creek is conveniently located on Universal Boulevard just off of the Beachline Expressway (SR 528, Exit #2) and a half-mile east of the Orange County Convention Center. This ideal location is also minutes away from Orlando s world-famous attractions like Universal Orlando, Aquatica, Sea World Orlando, and others. The ACGME has secured discounted room rates at three hotels: The Rosen Shingle Creek Resort; Rosen Plaza; and Rosen Centre. All three hotels are about a 15-minute drive from the Orlando International Airport (MCO) and provide transportation services to and from the airport. Visit each hotel s website for transportation information and download the map of the hotel locations. Hotel Reservations The ACGME has secured the following discounted rates: Rosen Shingle Creek $ single/double currently subject to a 12.5% daily tax rate. There is a $20 charge per each additional guest. Rosen Plaza $ single/double currently subject to a 13.63% daily tax rate. There is a $20 charge per each additional guest. Rosen Centre $ single/double currently subject to a 13.63% daily tax rate. There is a $20 charge per each additional guest. These rates are available until 5:00 p.m. Eastern on Monday, January 30, 2017 or until the room blocks have been filled, whichever comes first. After January 30, 2017, or if the room blocks become filled, the ACGME can no longer guarantee rates and availability. We advise you to make room reservations as soon as possible to ensure availability and secure the discounted rates. How to Make Your Hotel Reservation To make your reservation online at any one of the three official Rosen properties, click here or call , and be sure to mention the ACGME to receive the special conference rate. HOTEL INFORMATION Rosen Shingle Creek (Conference Location) 9939 Universal Boulevard Orlando, Florida rosenshinglecreek.com Rosen Plaza 9700 International Drive Orlando, Florida rosenplaza.com Rosen Centre 9840 International Drive Orlando, Florida rosencentre.com All meetings will be held at the Rosen Shingle Creek Resort. There will be a complimentary shuttle service from each property to the Rosen Shingle Creek Resort. The properties are approximately 2.5 miles from the Rosen Shingle Creek Resort. 57