2025 APCCMPD ANNUAL CONFERENCE BREAKOUT SESSIONS AND TOWN HALL MEETINGS March 13, 2025 Philadelphia, PA

Town Hall Meetings are intended for a LIVE and VIRTUAL audience

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SESSION DESCRIPTION
Immersive learning through extended reality (XR) represents an opportunity to reimagine traditional medical education pedagogy. By enabling learners to engage in interactive, realistic educational experiences from varied locations, XR can overcome limitations often imposed by more traditional learning modalities. With the ability to gain additional clinical experience at any time, regardless of physical location, XR can enable expanded access to a simulated clinical learning environment. While this technology has the potential to be transformative, broader adoption has been limited by lack of familiarity with the technology and perceived barriers such as technical requirements and cost. This session will highlight what PCCM leadership should know about XR-technology and its potential use cases in fellowship training. Participants will have the opportunity to engage in a dialogue with leaders in the field and gain an understanding of best practices for the application and implementation of this technology. As part of the session, we plan to give participants the opportunity to try a variety of screen-based and fully immersive in-headset software platforms.

SESSION OBJECTIVES
At the conclusion of this session participants should be better able to:
1. Compare and contrast various immersive learning technologies and describe their respective strengths and limitations for use in PCCM training.
2. Explore technology-based immersive learning’s broad potential to reimagine existing learning paradigms for fellowship trainees.
3. Discuss the challenges and potential solutions related to the implementation of immersive technologies for fellowship learners.

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SESSION DESCRIPTION
The ACGME has identified incorporating the concepts of health equity and the impact of social determinants of health on patient outcomes as critical elements of pulmonary and critical care training. Unfortunately, when compared to more concretely observable milestones, there is an absence of formative evaluation in this sphere. This session is aimed at program directors, associate program directors, and core clinical faculty to engage in collaboration discussion to determine how to embed these important milestones into formative evaluation of trainees.

SESSION OBJECTIVES
At the conclusion of this session participants should be better able to:
1. Articulate the scope of the problem by highlighting ACGME SDOH/DEI milestones, and the lack of formative assessment by many programs.
2. Facilitate discussion utilizing small group collaboration with program leaders to brainstorm pathways to embedding these important milestones into formative evaluation of trainees.
3. Compile results of small group brainstorming into a recommendation statement regarding embedding health equity milestones into formative fellow evaluations.

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SESSION DESCRIPTION
Climate change is one of the most dire public health crises of this generation. While the sense of urgency around climate change is increasing and the cardiopulmonary consequences of wildfires, heat, and air pollution exposure have been well-established, no formal climate change, planetary health, or air pollution curricula exist in any adult or pediatric pulmonary fellowships. In particular, air pollution and climate change are inextricably linked, each exacerbating and accelerating the other, and knowledge about the significant health impacts of air pollution is particularly necessary for pulmonary clinicians caring for patients with underlying lung disease and other comorbid conditions. More frequently recognized is that the healthcare institutions in which we practice contribute a significant amount of greenhouse gas emissions, further exacerbating the problems of climate change and air pollution, and negatively impacting the communities whom they intend to serve. Increasingly, curricula have been developed and implemented at the medical school level but are noticeably absent in Graduate Medical Education and faculty development spaces. It is imperative that current trainees can incorporate concepts of climate change and air pollution into their understanding of disease processes and structural determinants of health, which will facilitate development of future PCCM physicians who are climate literate and can support their individual patients, lead their institutions, and impact science and policy decision-making. We propose a small group session to highlight the urgent need for incorporation of climate and planetary health education in pulmonary and critical care fellowships, identify core topics and methods for disseminating this material, and to encourage advocacy around environmental justice and sustainability metrics to engage with local communities, interprofessional groups, and healthcare systems.

SESSION OBJECTIVES
At the conclusion of this session participants should be better able to:
1. Gain core knowledge about the state of climate and planetary health in the current medical education environment -- what currently exists and where are the gaps, particularly as it relates to pulmonary and critical care medicine fellows.
2. Learn about five domains of air pollution’s impact on lung health: composition, health effects, monitoring, risk mitigation, and environmental justice and advocacy.
3. Become familiar with four major categories of contributions from the clinical space (ICU or pulmonary office practice) on greenhouse gas emissions and commit to one action item focused on mitigating the climate footprint of their clinical practice environment.

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SESSION DESCRIPTION
While the topic of artificial intelligence in medical education has garnered great interest and has been the subject of many presentations and manuscripts, there is little practical guidance on implementation of generative AI in a clinician educator’s workflow. This session will teach educators how to use generative AI practically and effectively in several important domains related to their work, with opportunity for hand-on practice by the participants. The session will also address concerns related to bias with the use of large language models.

SESSION OBJECTIVES
At the conclusion of this session participants should be better able to:
1. Apply strategies to effectively engineer prompts that maximize useful outputs from large language models.
2. Practice using generative AI to help generate content for your presentations.
3. Employ generative AI to save you time in building effective assessments.

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SESSION DESCRIPTION
Pulmonary and Critical Care Medicine requires a team based approach - from our fellowship administration to our practices in the ICU or in the clinics, and yet the theory and skills of teaming and team work are given very little attention in our training programs. In this workshop, we discuss team dynamics, the "secret sauce" for creating emotionally intelligent teams and how to use interprofessional team coaching to build relationships in complex and emotionally stressful situations such as in the ICU. Finally you will be invited to work in small groups to apply these techniques to problems you have seen in your home programs. We hope you leave the discussion feeling empowered to reunite your teams and serve your shared visions.

SESSION OBJECTIVES
At the conclusion of this session participants should be better able to:
1. Describe the theory of group development and how teams and groups differ.
2. Compare and contrast the norms of individual vs group emotional intellegence.
3. Define the role of team coaching in reorienting complex groups around a shared goal.
4. Identify at least one aspect of team coaching that may be useful for your own team.

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SESSION DESCRIPTION
Fellowship programs rely on faculty to do the important work of training our learners, but how do we train our faculty to be better educators? Beyond the clinical practice of medicine, we expect our faculty to create a safe learning environment, give feedback, and debrief difficult events, among many other skills. Many faculty could benefit from additional training in these areas, however time and interest can limit delivery to a broad audience.This session will provide an example of how “bite-size” professional development can be delivered in brief sessions during regularly-scheduled faculty meetings. The importance of faculty development for non-clinical skills will be established, including the relevance to trainees from groups that are underrepresented in medicine. Session participants will experience a brief professional development session and receive a sample one-page “how-to” guide and additional resources list for that topic. Working in small groups, participants will practice distilling the essentials of a professional development topic into brief, actionable take-home points as they plan example bite-size sessions. Participants will continue to work in small groups to discuss how they approach faculty professional development at their own institutions, and brainstorm areas for improvement and ways to overcome barriers, which will then be shared with the group.

SESSION OBJECTIVES
At the conclusion of this session participants should be better able to:
1. Establish the importance of overcoming barriers to professional development to improve faculty skills that impact their work with trainees.
2. Plan a focused professional development session and develop take-home points for professional development topics.
3. Examine barriers and propose improvements for delivering professional development at participant’s institutions.

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SESSION DESCRIPTION
This forum is designed for program leaders of community-based programs and community/university-affiliated programs to come together to discuss important topics, share information, and build community. The session aims to provide an opportunity for networking with peers who oversee programs with similar structures. Additionally, participants will be able to discuss common challenges and share best practices to address these challenges.

SESSION OBJECTIVES
At the conclusion of this session participants should be better able to:
1. Identify challenges unique to community-based programs and community/university-affiliated programs.
2. Share best practices for the administration of community-based programs and community/university-affiliated fellowship programs.

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