Academic Internal Medicine Week 2019

Developed by AAIM
This unique forum is designed to provide AAIM women faculty and administrators important guidance in their professional career development as well as provide tools and resources in a “train the trainer” environment.  The forum is relevant for women faculty and administrators at all levels in departments of internal medicine from university- and community-based teaching hospitals. 

Learning Objectives
Upon completion of this precourse, participants will be able to:

• Apply sound communications and negotiating techniques in the workplace.
• Identify tools and resources needed to navigate conflict and other work environment issues.
• Create a personal action plan for career decision-making and navigating the promotion pathway.
• Build and maintain a new network of current and emerging women leaders in internal medicine.

Target Audience
This forum is designed for all women members of APM, APDIM, CDIM, ASP, and AIM.

Course Directors

• Bergitta E. Cotroneo, FACMPE
  Alliance for Academic Internal Medicine
• Sara B. Fazio, MD
  

  Harvard Medical School Beth Israel Deaconess Medical Center

Developed by AIM

This precourse provides new business administrators in departments of internal medicine and their associated divisions an overview of the management aspects involved in the tripartite mission of internal medicine: research, education, and patient care. This course will be very interactive and engaging with open panel discussions.

Learning Objectives
Upon completion of this precourse, participants will be able to:

• Understand how to support the principles of and overcome the challenges related to the education, clinical, and research missions.

Target Audience
This precourse is designed for department or division business administrators with fewer than two years of experience in the position; new practice plan and research administrators may also find the precourse of interest.

Course Directors

• Jerra Brandon, MHCM
  University of Texas Southwestern Medical Center at Dallas, Southwestern Medical School
• Toby Murzone
  University of Texas Southwestern Medical Center at Dallas, Southwestern Medical School

Developed by APDIM

As the nation is in the midst of an opioid epidemic, clinicians and trainees must have the knowledge and skills to treat patients with opioid use disorder and other addictions. This precourse is designed to teach faculty and medical student / residency leadership basic and advanced skills in treatment of opioid use disorder and other addictions. For those with minimal experience in this realm, the course will provide basic training in Buprenorphine prescribing and the required 4 hours of face-to-face training necessary obtain DEA waiver for prescribing buprenorphine. More advanced participants, in addition to advanced buprenorphine training, will be offered additional training in co-addiction, alcohol use disorder and mental health. All participants will then receive instruction on setting up and optimizing a buprenorphine (or addiction medicine) clinic within their institutions.

Learning Objectives
Upon completion of this precourse, participants will be able to:

• Understand the scope of opioid use disorder and be able to understand the language necessary to treat patients with opioid use disorder and other addictions.
• Obtain a firm understanding of how to care for and prescribe medications for patients with opioid use disorder and other addictions.
• Organize and optimize a buprenorphine (or addiction medicine) clinic within their own institution/program that teaches learners the necessary skills for treating such patients.

Target Audience
This precourse is designed for medical educators and staff interested in learning basic and advanced skills in treatment of opioid use disorder and other addictions.

Course Directors

• Stephen Holt, MD, MS
  Yale School of Medicine
• Erica Johnson, MD
  Johns Hopkins University School of Medicine
• Ben Larson, MD
  Deepa Rani Nandiwada, MD, MS
  Marc Shalaby, MD
  Perelman School of Medicine at University of Pennsylvania

Developed by APDIM

The recruitment of a successful residency class begins well before the first interview and, in an era of high numbers of applicants, developing a unified recruitment process can be a challenge. A program director may have never taken the time to consider how the strategic vision for the program could impact recruitment or how the use of social media and online analytics can develop a recruitment strategy. Likewise, programs can be stuck in similar interview structures or ranking procedures that may not fully utilize the strengths of the team or identify high-quality applicants for the program. This precourse will provide expert discussants to help guide an individual approach to program recruitment through a blend of didactic discussions and guided facilitation. We would encourage programs to consider having the entire recruitment team attend to foster a unified recruitment approach. Each attendee will leave with an individualized plan to enhancing the recruitment process at his/her home institution developed throughout the precourse day.

Learning Objectives

Upon completion of this precourse, participants will be able to:

• Describe two or more enhancements they will make to their own approach to recruitment
• Incorporate an individualized approach to social media into recruitment
• Distinguish between multiple different approaches to formulating a rank list
• Defend their decision to engage in post-interview communication (or not)

Target Audience

Program directors and their recruitment teams including APDs, core faculty, and program administrators.

Course Directors

• Rachel A. Bonnema, MD, MS
  University of Texas Southwestern Medical Center at Dallas, Southwestern Medical School
• Armand Krikorian, MD
  University of Illinois College of Medicine at Chicago/Advocate Christ Medical Center
• Abby L. Spencer, MD, MS, FACP
  Cleveland Clinic Foundation

Course Description

Change is happening at many levels in healthcare and medical education today.  We are asked to support large-scale change efforts as well as make a constant stream of small adjustments while we work. To cope, and ultimately thrive, with this pressure for change, we must build a system for continuous learning that runs non-intrusively at the point of service and across the continuum of care. The required tools (e.g. PDCA) are known, yet we have not broadly mastered continuous learning. We need something with the right human factors to naturally immerse staff in daily learning focused on process, behaviors, and interpersonal interactions. 

At Purdue Healthcare Advisors (PHA), we have worked with healthcare professionals, cognitive designers and industrial engineers to package the fundamentals of lean and behavioral science into just such a continuous learning system tuned to healthcare. The system has proven effective in dozens of applications that improved operational experience, financial, quality, and clinical outcomes.

This precourse introduces the first part of the system ― Lean Daily Improvement (LDI) ― that gives learners the knowledge, skills, and confidence to affect small, daily, coordinated changes to workflows and practices using proven lean methodologies and change-management techniques. With LDI, clinicians, educators, administrators, and staff utilize team huddles, change tactics, run charts, counter measures, and visual management boards to keep improvements on track as work is being done.

Offered at a fraction of its $1,300 value, this precourse includes a day of in-person LDI training, followed by additional online training and remote coaching via the web (included in the registration fee) to complete the program. Learners have the option to earn a digital badge or certification as an LDI Facilitator, a recognized credential from Purdue University.

Learning Objectives
Upon completion of this precourse, participants will be able to:

• Explain the continuous learning system
• Choose an LDI application and form a team
• Establish and train others to standard work
• Utilize visual management boards, run charts, and visual controls
• Know how to complete training online and work with a PHA coach remotely to deliver an impactful LDI application in their organization and get certified

Audience

This precourse is designed for faculty and staff in departments of internal medicine and at medical schools and teaching hospitals from all five member organizations in the Alliance who are interested in process improvement methodologies geared toward healthcare.  Registration is limited to 20 participants.

Course Directors

• Mark Clare, MA, MS, LSC, LSSMBB
  Principal Advisor and Process Improvement Service Line Leader,
  Purdue Healthcare Advisors
• Melanie Cline, RN, MSN, LPC
  Senior Advisor—Lean Healthcare,
  Purdue Healthcare Advisors

Developed by CDIM

The precourse is designed to further an understanding of the longitudinal development of clinical reasoning from the pre-clerkship learner to the senior resident. Our goal through both didactic and small group activities is to present and further refine the best practices to teach assess, and remediate learners clinical reasoning abilities at each stage of development.

The precourse will begin with experts in the field presenting an overview of the currently relevant theories related to the development of clinical reasoning. Sessions will be devoted to teaching clinical reasoning in the classroom and in the clinical environment, assessment of clinical reasoning, and remediation of clinical reasoning difficulties. Each session will begin with a brief presentation describing best practices. Content experts will facilitate small group discussions to further refine and apply these best practices across institutions and contexts (pre-clerkship, clerkship, and GME). Time will be provided between each session to allow for a broader group discussion to share common themes and to emphasize the transitions that occur across contexts in the development of clinical reasoning. Through the pre-course, participants will have time to reflect on information presented, ask questions, and share ideas.

Learning Objectives
Upon completion of this precourse, participants will be able to:

• Explain the process of clinical reasoning development.
• Appraise a learner’s developmental stage of clinical reasoning in specific contexts.
• Demonstrate how to facilitate the clinical reasoning process consistent with a learner’s developmental stage.
• Demonstrate effective approaches to engage learners in a self-regulated learning process of improvement.
• Create a remediation plan to address clinical reasoning difficulties in specific domains.

Target Audience
Clerkship, subinternship, program directors, and others teaching clinical reasoning.

Course Directors

• Jeffrey LaRochelle, MD, MPH
  University of Central Florida College of Medicine
• Robert Trowbridge, MD
  Tufts University School of Medicine (Maine Medical Center)
• Andrew Olson, MD
  University of Minnesota Medical School
• Mary Andrews, MD, MPH
  Uniformed Services University of the Health Sciences
• Jennifer Bierman, MD
  Northwestern University Feinberg School of Medicine

Developed by CDIM

This precourse is designed to orient new internal medicine clerkship directors, associate clerkship directors, site directors, and educators involved in the medicine clerkship or subinternship to their positions. Experienced faculty will lead discussions about evaluation and grading, curriculum development, teaching strategies, research, giving and receiving advanced feedback and career development of clerkship directors. Interested participants will be assigned a mentor from the CDIM membership.

Learning Objectives
Upon completion of this precourse, participants will be able to:

• Recognize struggling learners and develop strategies for these students with academic and/or interpersonal problems.
• Have the knowledge and skills necessary to implement a successful clerkship curriculum that is consistent with national standards and trends.
• Learn practical teaching techniques that are applicable to the inpatient and outpatient settings.
• Understand how to synchronize your career in education with research opportunities that make sense for the busy clinician and educator.
• Create a new network of colleagues through CDIM so that you can continue to share your work and learn from other faculty members beyond the time in this course.

Target Audience
This precourse is designed for clerkship or subinternship directors with fewer than three years of experience in this position.

Course Directors

• Douglas S. Paauw, MD
  University of Washington School of Medicine
• Adam Trosterman, MD
  University of Colorado School of Medicine