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APDIM Program Administrators Meeting Workshops

Workshop Session I
Sunday, March 18, 2018
9:45 a.m. to 10:45 a.m. 

101. Fundamentals Friday: A Tailored Educational Platform

This workshop is designed to provide insight with respect to the process of creating an educational curriculum for the ambulatory setting. It is a reflection of our program's experience to improve the didactic teaching in the outpatient setting by creating a dedicated educational platform that we refer to as "Fundamentals Fridays". This platform was created to address the educational requirements and specific needs of our medical residents that were identified as deficiencies, gaps in knowledge, or concerns. It consists of a weekly didactic teaching session on ambulatory care topics based on pertinent medical guidelines, discussion of medical literature and evidence based medicine, review of high yield internal medicine topics and related questions, and facilitation of quality improvement projects. By highlighting the trials, tribulations, and successes, this workshop intends to serve as a framework for other residency programs to use in creating an ambulatory curriculum that is tailored specifically to the needs of their medical residents.

Educational Objectives:

  • Understanding the key components of an ambulatory educational curriculum
  • Identifying and addressing the specific needs of learners/medical residents in a program
  • Creating an ambulatory education curriculum tailored to the needs of a program

Larissa H. Cabarga, MD
Yamil Elias Michelen Alvarez, MD
Paul Sojo, DO
Juan Carlos Murillo, MD
Mount Sinai Medical Center of Florida 

102. "Grace Under Fire" — Common Challenges of Public Speaking and How To Work Through Them

As PA's, we are often required to speak publicly in either formal or informal settings, whether it is facilitating a meeting, conducting a presentation, speaking in front of a large audience or working with smaller groups within a workshop. Just thinking about public speaking can cause a host of physical symptoms, such as anxiety, which is known to be one of the most common fears we encounter in our lifetime. Most institutions do not offer formal training in public speaking. However, there are ways to approach public speaking by learning some very basic techniques for tackling common challenges to successfully deliver your message.

Educational Objectives:

  • Discuss and learn techniques in how to practice and prepare your presentation in order to communicate and deliver your message effectively.
  • Recommend ways to help overcome or lessen anxiety associated with public speaking.
  • Share stories and provide examples of how to "converse" with your audience and fine tune your communication skills.

Cara A. Giacomo, C-TAGME
Greenwich Hospital Association 

Michelle Herbers
Hennepin County Medical Center 

103. Navigating the Training Verification Process: Efficiency, Standardization and Answering the Tough Questions

The training verification process has evolved in recent years to be challenging and time consuming for program directors and administrators. Responses to training verification forms have the potential to negatively impact a trainee’s future and cause legal issues for the training program. Due to challenges related to training verification paperwork, many programs now charge for the completion of forms, and the ACGME recently endorsed a standardized form to ease the burden.

When the standard form is not accepted, it is oftentimes difficult to understand and appropriately respond to some questions. Examples of complicated questions include:

“Were any negative reports for behavioral reasons ever filed by instructors?”

“Did this practitioner have any health problems (emotional or mental illness…)?”

“Were any disciplinary actions taken or considered?”

Survey results will be presented regarding appropriate procedures and answers to challenging questions, charging fees, and successfully using the ACGME-endorsed standardized form. Expectations from state medical boards will be discussed, and case studies will facilitate group discussion.  The session will conclude with best practices.

While this session focuses on the training verification process, topics covered (remediation, professionalism, mental health) go far beyond training verifications alone and are topics in which program administrators should be well versed.

Educational Objectives:

  • Discuss program policies regarding training verification requests, including fee structure.
  • Discuss strategies for successfully using standardized forms.
  • Examine tough questions on training verification forms and identify proper procedures to protect both program and trainee.

Erin N. Maxwell Snow, C-TAGME
Vicki Hamm, C-TAGME
University of Nebraska College of Medicine 

104. The Care, Feeding, and Fine Tuning of Interviewers: Faculty Development and Feedback for the Resident Selection Committee

Residency Program Directors and faculty dedicate a large amount of time to the recruitment of new residents each year. Many programs rely on resident selection committees to review applicant folders, interview applicants, and provide input into the rank list. Selection committee members will often require faculty development to conduct insightful interviews, to consistently apply complex rating rubrics, and to align their applicant assessments with the programs’ goals and values. Similarly, faculty benefit from learning how their efforts translate into a successful match, and most welcome feedback on their participation on the committee. Committee members also have valuable input to share with Program Directors for improving the recruitment process.

In this session, we will describe strategies to engage and advance your resident selection committee. Topics will include the following: implementing a menu of orientation approaches to better prepare committee members and to facilitate creation of a shared mental model; managing input from faculty while crafting the rank list; designing individual interviewer reports that summarize each faculty’s scores and outcomes (including instructions on how to use ERAS to export data for personalized reports); and identifying helpful questions to ask in end-of-season surveys. Finally, we will share strategies used by other programs to elicit feedback from faculty, to close the loop at the end of the recruitment season, and to provide faculty with information about their applicants.

Educational Objectives:

  • Apply strategies to develop a shared mental model among interviewers regarding committee goals, applicant characteristics, and rating rubrics.
  • Systematically solicit input from interviewers on the resident selection process and the committee structure.
  • Implement processes to provide interviewers with follow-up data on the outcome of their efforts and how they compare to committee benchmarks.

Alex Mayer
Rebekah Gardner, MD
Warren Alpert Medical School of Brown University 

Mindy Pickett
Kenton Powell, MD, FACP
Geisel School of Medicine at Dartmouth 

105. I've got 99 problems...

As administrators and leaders of residency and fellowship programs, we face many challenges in our day-to-day operations. Some of these challenges are common and we have dealt with them many times over the course of our careers. These are problems that we typically have a procedure to troubleshoot; we could handle them without any extra thought. On the other hand, sometimes we are dealt an obstacle that we don’t have the slightest idea of how to tackle. This workshop will discuss several different difficult issues that arise when running a residency or fellowship program. We will explore strategies to troubleshoot these problems with insight from program leadership, human resources, as well as from the Physician Resource Network. Participants will also be able to discuss with the group some of the complications that they have faced at their own program. 

Educational Objectives:

  • Discuss the different challenges faced running a residency and/or fellowship program.
  • Learn strategies to troubleshoot these problems with insight from program leadership and human resources.
  • Learn when and how to refer to the Physician Resource.

Robin Karst
Tracy M. Stasinopoulos
Medical College of Wisconsin

Workshop Session II
Monday, March 19, 2018
9:45 a.m. to 11:15 a.m.

201. The Long and Winding Road: A Navigational Route for Internationals Transitioning to Residency, and a Case Report of an Official USCIS surprise visit

This workshop is geared to those residency programs who accept or who are considering H1B visa and J-1 sponsored candidates. This session will feature discussion around the unique challenges internationals face when arriving in the United States to begin residency training and how program staff can best serve the needs of this population as they plan their relocation journey and develop an arrival plan. The workshop will also include discussion outlining preparedness for a surprise immigration visit.

Educational Objectives:

  • Identify unique challenges faced by internationals relocating to the United States for residency training.
  • Be encouraged to outline specific checklists for use in assisting IMG’s with onboarding and acculturation processes, as well as to prepare for USCIS visits by immigration officers.
  • Exchange practice models that provide optimal advantage for an international to start “on time”.

Kimberly Cornwell, C-TAGME, AODME
Stacey J. Smith, MD
Lehigh Valley Health Network 

202. TAGME Certification Workshop

This workshop is designed for administrators and coordinators of graduate medical education who are considering seeking certification and those who are certified and will be seeking re-certification. The workshop will cover the benefits of TAGME certification, changes in the certification and re-certification processes, the annual timeline and deadlines, the application requirements and a walk through the application process, a description of resources available, assessment content and sample assessment items. The presenters will offer tips on accumulating and recording educational credits and preparation for the assessments. This will be an interactive workshop allowing attendees to ask questions throughout the presentation.

Educational Objectives:

  • At the conclusion of the workshop the attendees will recognize of the benefits of TAGME certification and the possible impact on their individual careers in graduate medical education.
  • At the conclusion of the workshop the attendees will have an understanding of the requirements for application for certification.
  • At the conclusion of the workshop the attendees will have an understanding of the components of the assessment process and possible assessment content along with resources available to aid in the assessment process. 

Cheryl H. Moss, C-TAGME, MSEd
University of Mississippi School of Medicine 

Joanne C. Battaglia, C-TAGME
Orlando Health 

Rebecca A. Young, C-TAGME
Aurora Health Care 

203. GME Reporting Structures: What Works Today, Does it Work Tomorrow?

The presentation will focus on exploring program coordinator job satisfaction and opportunity differences in correlation to a centralized verses traditional division led program structures and we will identify which structure supports the career values deemed important by the up and coming Millennial workforce. This session will allow GME and leadership to identify how the structure of our residency/fellowship programs can impact program coordinator job satisfaction and retention specifically in regards to the up and coming millennial workforce.

Educational Objectives:

  • Determine if either centralized programs or division led programs have a correlation to higher program coordinator job satisfaction and/or retention.
  • Understand what attracts people to program coordinator positions.
  • Which program coordinator structured program is most conducive to attracting the millennial workforce.

Crystal Neal
Amanda R. Sikorski
Samuel Rentsch

J. Brian Minnich
University of Michigan Medical School 

204. ERAS Like a Champion: How to use ERAS Attributes and Filters to manage your recruitment season and sanity

With ERAS now being web-based and its list of continually growing features, it appears more and more coordinators are at a loss on how to truly make ERAS work for them. We will demonstrate two of ERAS' time-saving features, attributes and filters, and show how coordinators can use both features to make their recruitment season less stressful and save time. We will share how these features have been beneficial to our program, and how other programs, no matter how big or small, can also capitalize on these features.  Most of the coordinators in attendance will have found out their match results the days prior to our meeting so we will have audience participation to find out some of the statistics coordinators are asked to report on not only after the match, but throughout the recruitment season. We will help troubleshoot what data, statistics, or information a program could benefit from by running through Filters or Attributes in ERAS. We, as a group, will then see if we can figure out a way to create these Attributes or build these Filters. We will also touch on how to run reports after gathering the desired information in ERAS and how to export these reports into Excel along with some basic time-saving Excel features, such as sorting data to help us work smarter, not harder.

Educational Objectives:

  • Learn what an ERAS Attribute is, how to create them, and how to use them to communicate electronically with other members of the recruitment team.
  • Learn about the features of ERAS Filters, how to create filters using your attributes, and how to export the data from ERAS.
  • Take the data from ERAS export and learn how to use it efficiently in Excel. 

Lauren Petty
Jennifer Corbelli, MD
Haylee Shacklock
University of Pittsburgh School of Medicine 

205. Timeline to Sanity: Developing an Organizational Timeline for Your Residency

“Timeline to Sanity” is an in-depth overview of the academic year responsibilities we face and help make sense of the “Alphabet Soup” that is propelled at the NEW coordinator. The overview will help clarify what needs to be done and when. We will break down tasks month-by-month, beginning with July and the intern orientation. As we move through the year, we will cover topics important to all coordinators, no matter the specifics (size, location, and specialty) of their program. We will discuss acronyms, ADS updates, ACP ITE, ERAS, recruitment, match, schedules, and orientation. Year-round issues such as residency verifications, expense reimbursements, schedule issues, and tracking mechanisms will also be covered. After this workshop, the new coordinator should have a better command of what needs to be done and when, be able to effectively prioritize responsibilities, and be more efficient and productive in their coordinator role.

Educational Objectives:

  • Provide new coordinators with a better understanding of their responsibilities, what needs to be completed, when and where.
  • To be able to effectively prioritize responsibilities.
  • Be more efficient and productive while in the coordinator role.

Karyn M. Rosinski
Elizabeth Thompson
St. Joseph Mercy Hospital 

Workshop Session III
Monday, March 19, 2018
11:30 a.m. to 1:00 p.m. 

301. Essential Steps to Holistic Resident Assessment: The RAC Method

ACGME gives programs significant leeway to innovate in assessing residents via clinical competence committee (CCC). Programs encounter challenges with synthesizing usable data, inconsistent faculty and resident engagement, the punitive reputation of CCCs, and forging a sustainable process to fit accreditation reporting requirements and longitudinal resident evaluation.

To avoid common CCC pitfalls, the UMN MedPeds and Internal Medicine residency programs established Resident Assessment Committees (RAC). The primary goal of RAC is to implement a holistic, timely, formative, relationship-based, and sustainable approach toward resident evaluation and development. The process is designed to focus as much on identifying and developing strengths within each resident as it is on identifying opportunities for improvement. Annual reviews of RAC by faculty and residents demonstrated increased resident satisfaction, and resulted in high levels of faculty engagement.

Using our experience in developing a successful system to overcome challenges for CCCs, we will guide workshop participants through the process of identifying challenges at their institutions that a RAC can mitigate. Participants will engage in a mini-review of hypothetical residents, to get a sense of the process, and will walk away with a toolkit to build a holistic RAC at their institution.

 Educational Objectives:

  • Participants will be given the knowledge to understand how to set up the RAC process for their own institution, identifying specific reasons why their program
  • Developing the logistical support for the RAC model, which is scalable to fit programs of different sizes and multiple or single sites. Topics covered under this objective include developing shareable secure information resources, coordinating regular meetings.
  • Sustaining, developing, and adding sophistication to the RAC after its initial implementation, through annual faculty development, process improvement

Michael J. Aylward, MD, FACP, FAAP
Ben E. Trappey, MD
Sandra Immerman
University of Minnesota Medical School 

302. Residency and Fellowship Comprehensive Timeline and Academic Calendar for Success

This workshop will provide New and Experienced Residency & Fellowship Coordinators a comprehensive timeline of the academic calendar year. The timeline has been broken down by annual, monthly and daily tasks. This session will go over tips for success as well as resources for Coordinators to improve their programs. Group discussion will be centered around major academic year activities (orientation, recruitment best practices, etc.) as well as any challenging activities brought forward through audience questions.

Educational Objectives:

  • Provide every New and Experienced Residency & Fellowship Coordinator with a timeline for the academic calendar year.
  • Encourage Coordinator networking through the discussion of ideas and best practices.
  • Discuss tips for success as a group to foster learning, creativity & collaboration among fellow coordinators.

Catherine M. Hughes-Rose, C-TAGME
University of Nebraska College of Medicine 

Angie Fogle
University of Kentucky College of Medicine 

303. Doing More With Less—Utilizing Your Whole Team

Given the current financial climate institutions are having to cut funding in all categories.  This workshop is designed to show program administrators in a leadership role how to develop and utilize your whole team effectively, to meet the increasing demands in Graduate Medical Education in addition to decreased institutional and departmental resources.

Educational Objectives:

  • How to recognize and prevent burnout and fatigue within your staff.
  • How to utilize your entire staff in an equitable manner that meets the goals of the institution or department.
  • How to manage up to obtain the necessary resources for your team.

Kelly Spielmann, MS, C-TAGME
Kyle Katona, MD, FACP
Karen Ann Friedman, MD, FACP
John Raimo, MD
Donald and Barbara Zucker School of Medicine
at Hofstra Northwell 

304. The Show Must Go On—Program Coordinator Back-Up Team

The prolonged absence of a program coordinator, whether from a leave of absences, or a transition in the position, leaves a significant deficiency within a training program. For many programs, these situations are dealt with by asking administrative assistants with no graduate medical education experience to try to provide coverage. The development of a back-up coordinator team allows for trained professionals to step in and fill these gaps when they arise. Many tasks can be accomplished by other coordinators, if they are provided with key information/access to program data. We will explain the process our institution went through to create a back-up team to support Internal Medicine training programs during an extended absence of their coordinator. We will discuss successes, lessons learned and how we overcame challenges along the way.

Educational Objectives:

  • Conceptualize building a back-up team/program within their own institution.
  • Identify the roles each person plays, highlighting their individual strengths.
  • Utilize the provided template to initiate the process.

Michelle Reinhold
Amanda R. Sikorski
Peggy Engel
University of Michigan Medical School 

305. Stop, Collaborate, and Listen: Connecting Program Administrators and Faculty Educators across Traditional Lines

Program Administrators and Clinician Educators often work side by side, but seldom collaborate on academic or curricular projects. Many of the key competencies we aim to instill in trainees such as professionalism and social accountability might benefit from a team-based educational approach. Though faculty educators will join forces to untangle complex curricular issues, it is less common that administrators and educators work collaboratively across professional lines on these overarching educational projects. Yet we know that such broad curricular themes must be broader in purview than the work of any one educator or team member.

 In this workshop, we aim to catalyze conversation about the multiple benefits of program administrator-faculty educator collaboration including individual job satisfaction, professional growth, more effective curricular planning and potentially creation of a more durable program leadership team. We will share lessons learned from our own collaboration around a mobile clinic based curriculum, working within an overarching curricular theme of increasing awareness of social determinants of health. Through small group conversation, we will consider ways to better identify shared areas of interest and to quell misperceptions that we might have about one another’s roles. Finally, we will offer participants time and tools to begin planning for shared projects that they might undertake at their home institutions.  We hope that participants will leave our session with new ideas about collaboration across traditional programmatic lines as well as inspiration about how overarching educational competencies might be achieved using an inter-professional approach to curricular design.

Educational Objectives:

  • Share strategies for engaging program administrators and faculty educators across traditional work lines, particularly around overarching institutional curricular priorities
  • Practice skills to draw out areas of mutual interest and to design projects ideal for collaboration that might be carried out at participants’ home institutions
  • To encourage faculty educators and program administrators to explore professional interests that overlap with one another and to seek out areas to collaborate

Jenny Siegel, MD
Kelly Ho
Boston University School of Medicine