Updates from the ACGME Internal Medicine Review Committee.
Session objectives:
At the conclusion of this session participants should be better able to:
1. Recognize trends in accreditation related to IM and PCCM.
2. Hear updates for IM and PCCM from ACGME.

This session will demonstrate the historical origins of the notion that Black lungs differed from white lungs. It will show how this notion became embedded in scientific studies over time, ultimately becoming a racialized correction factor.
Session objectives:
At the conclusion of this session participants should be better able to:
1. Describe the origins of the ideas that Black lungs differ from white lungs innately.
2. Explore the naturalization of human difference.
3. Examine how the idea of difference became embedded in a correction factor.
4. Reflect on contemporary dilemmas in eliminating a correction factor.

11:10 AM - 11:30 AM (PST)
Expanding Your Leadership Toolkit with Design Thinking

Allison Greco, MD; Deepak Pradhan, MD, MHPE

Design thinking is a framework frequently employed in the business and technology industries to help creatively solve complex problems. Its core principles include creativity, multidisciplinary teamwork, rapid prototyping, and tolerance of failure. In this interactive workshop, we introduce the concept of design thinking and its applications in medicine with a focus on medical education. Participants will form breakout groups to identify a common problem encountered within their home institutions. The groups will then learn and use the five steps of the design thinking process - empathizing, defining the problem, brainstorming, prototyping, and testing and feedback to brainstorm innovative solutions. Groups will utilize skills such as empathy mapping, storyboarding, and 5 Why’s to create prototypes of their innovations using craft supplies. The session culminates with a showcase of the groups' prototypes, and a debrief. The skills learned in this workshop can apply to curriculum development, quality improvement, research, and administrative leadership.
Session objectives:
At the conclusion of this session participants should be better able to:
1. Describe the concept of design thinking and its applications in medical education.
2. Describe and perform the core steps of the design thinking process.
3. Strategize ways to incorporate design thinking methodologies at their home institutions.

This presentation will provide an overview of the near-peer coaching program we piloted in the medical intensive care unit at the University of Pennsylvania. The goal of this session is to demonstrate the value of near-peer coaching for PCCM fellows.This presentation will provide an overview of the near-peer coaching program we piloted in the medical intensive care unit at the University of Pennsylvania. The goal of this session is to demonstrate the value of near-peer coaching for PCCM fellows.
Session objectives:
At the conclusion of this session participants should be better able to:
1. Outline the creation and pilot of a near-peer coaching initiation for fellows in the intensive care unit.
2. Share the perspectives of both first-year and upper-year fellows who have participated in the program.

1:15 PM - 2:15 PM (PST)
2:20 PM - 3:20 PM (PST)
Breakout Session: Rounds 1 & 2, Breakout 1
Gamification in PCCM Education


Diana Kelm, MD; Darlene Nelson, MD, MHPE; Viren Kaul, MD; Jenn Duke, MD

1:15 PM - 2:15 PM (PST)
2:20 PM - 3:20 PM (PST)
Breakout Session: Rounds 1 & 2, Breakout 2
Bite-Sized Upstander Training: How to Launch High-Yield Training in Smaller Sessions



Cheryl Loudd; Tristan Huie, MD; Anna Neumeier, MD; Melissa New, MD; Trevor Steinbach, MD

Upstanding is a fundamental practice to allyship, a skill that must be practiced and developed amongst fellows and faculty. Barriers to this practice and training include perceived lack of expertise, and the perception that an Upstander Training must be a larger, multi-unit effort that takes several hours to be successful. The goal of this session is to demonstrate how Upstander Training can be effectively implemented on a smaller scale in forums such as Grand Rounds, educational sessions, or smaller gatherings using a Train-the-Trainer model. Participants who complete the workshop will have strategies and curricular scripts to help them formulate Upstander Response Training.
Session objectives:
At the conclusion of this session participants should be better able to:
1. Recognize racism, discrimination, and microaggressions that occur in the clinical setting.
2. Identify appropriate mitigation strategies in response to racism, discrimination, and microaggressions.
3. Apply curricular strategies to incorporate upstanding as one of many practices to promote an inclusive learning environment.

1:15 PM - 2:15 PM (PST)
2:20 PM - 3:20 PM (PST)
Breakout Session: Rounds 1 & 2, Breakout 3
Promoting Interprofessional Teaching in the ICU


Asha Anandaiah, MD; Kristin M. Burkart, MD, MSc; Camlle Petri, MD

This session will focus on strategies to promote interprofessional teaching in the intensive care unit. We will present a brief overview of the literature supporting the importance of interprofessional teams and discuss approaches to creating an environment conducive to collaborative teaching. Through video portrayals (created for APCCMPDScholars) of common teaching and learning scenarios that occur during ICU rounds , we will explore opportunities for teaching by various team members, such as nurses, respiratory therapists, and pharmacists. In addition, through interactive discussion, the group will identify specific strategies to address common challenges and avoid potential pitfalls related to interprofessional teaching. Finally, we will demonstrate how APCCMPD members can use these videos to teach faculty and fellows about this important topic.
Session objectives:
At the conclusion of this session participants should be better able to:
1. Develop strategies to create an educational environment that promotes interprofessional teaching in the ICU.
2. Practice formulating questions that create focused opportunities for teaching by interdisciplinary team members while maintaining rounds efficiency.
3. Leverage videos available on APCCMPDScholars for faculty and/or fellow development about interprofessional teaching.

1. Develop strategies for conveying their program’s culture to applicants virtually during the interview day.
2. Identify barriers to successful conveyance of their program’s culture in the virtual setting and how to overcome them.
3. Evaluate potential avenues for conveying their program’s culture via social media to engage with applicants even before the interview day.

The ACGME Self-Study is a process intended to help programs improve by performing a comprehensive and longitudinal self-assessment. The requirement for Self-Study was delayed due to the pandemic but was planned to resume in 2022. In this workshop, programs who have performed a Self-Study will report on successes and challenges they faced and offer advice. Small group discussions will examine the process of developing program aims, performing a SWOT analysis, developing tools for longitudinal assessment, and practical tips for successful implementation. Attendees will leave the session with an initial plan to perform a Self Study for their own fellowship.
Session objectives:
At the conclusion of this session participants should be better able to:
1. Describe the requirements of the ACGME Self-Study process.
2. Examine useful practices and potential pitfalls in the Self-Study process.
3. Plan an initial approach to conducting their own successful Self-Study.

3:35 PM - 4:35 PM (PST)
4:40 PM - 5:40 PM (PST)
Breakout Session: Rounds 3 & 4, Breakout 6
Advocacy Across the Spectrum: Harnessing Your Influence and Expertise to Promote Individual Health and Community Well-Being



May M. Lee, MD; Joel Burnett, MD; Kathleen Doo, MD, MHPE; Sherie Gause, MD; Kelsi Manley, MD

Strong advocacy efforts are necessary to improve persistent problems of unequal health outcomes and structural racism. The AMA calls for physicians to “advocate for social, economic, educational, and political changes that ameliorate suffering and contribute to human well-being.” Competency in advocacy is an ACGME requirement for internal medicine training. Health care practitioners are well-positioned to be agents of change whether we recognize it or not. Many of us are community leaders or hold positions of authority where the ethical compass that guides our patient care can be well-utilized. We can be transformational leaders by making small or large adjustments in our clinical spaces, clinician-educator roles, and broader communities. This session will propagate further interest, awareness, and political activity in combating structural racism and the societal drivers of health disparity on behalf of our patients, our profession, and our society.
Session objectives:
At the conclusion of this session participants should be better able to:
1. Define what advocacy means; introduce Carlisle’s theoretical model on health promotion, advocacy, and health disparities.
2. Illustrate examples of advocacy at different levels: Representation, Community Development, Community Activism and Social Policy Reform.
3. Apply advocacy efforts to one’s practice or program with a focus on teaching advocacy to medical trainees.

As healthcare issues surface within our communities, misinformation and lack of public awareness often leads to political decision making that is inaccurate, inequitable and harms our communities. Physician voices must be represented within the political arena to speak from a place of expertise and advocate for the rights and justice of our patients.
Session objectives:
At the conclusion of this session participants should be better able to:
1. Hear an overview of advocacy and the history of physician activism.
2. Identify the role of physician voices within political and social reform.
3. Create space for advocacy in their practice and teaching.

11:05 AM - 11:10 AM (PST)
2023 Educator Awards Presentation

Mid-Career Educator Award

Mirna Mohanraj, MD

Emerging Educator Award

Avraham (Avi) Cooper, MD; Van Holden, MD

The Mid-Career Educator Award honors mid-career individuals who are actively engaged in enhancing the practice and profession of pulmonary and/or critical care medicine through education.

The Emerging Educator Award honors up-and-coming clinician-educators for their work in delivering and promoting medical education in pulmonary, critical care, and/or pulmonary/critical care medicine through various means at the local and regional levels.

11:10 AM - 11:30 AM (PST)
Panel Discussion: Training the Next Generation of Peer Reviewers
Editor Perspective

Nitin Seam, MD

Educator Perspective

Margaret (Molly) Hayes, MD, ATSF

Program Director Perspective

Henry Fessler, MD

Fellow Perspective

Emily Olson, MD

Bronchoscopy Assessment in Pulmonary and Critical Care Fellows

Dru Claar, MD

Melissa R. Jordan, MD
University of Alabama Heersink School of Medicine
A Track for Trachs: Implementation of a Formal Curriculum, Checklist and Feedback Protocol in Trainees Performing Percutaneous Tracheostomy at a Tertiary Academic Center

Career Growth: What is Beyond the Program Coordinator Role and How to Enhance your Resume

Nicolia A. Grierson

1. Understand the different roles of the coordinator.
2. Describe different growth techniques in supporting yourself and your program.

1. Recognize warning signs for burnout.
2. Apply tips for navigating burnout and periods of high stress.
3. Discuss strategies to prepare for periods of high stress without burning out.

Session objectives:
At the conclusion of this session participants should be better able to:
1. Interpret PEC and APE requirements for ACGME programs.
2. Recognize the Program Coordinator's role in PEC and APE.
3. Apply tips & tricks for efficient meetings.

Participants will work in small groups to discuss scenario-based problems encountered in the program coordinator role. The purpose of the session is to share strategies and ideas to address common program challenges, with the goal of identifying best practices and innovative solutions.
Session objectives:
At the conclusion of this session participants should be better able to:
1. Gain insight into how program coordinators from different institutions address and solve problems at the program level.
2. Develop strategies and innovative solutions to address programmatic challenges.

1. Define CCC and Milestones requirements for ACGME programs.
2. Discuss different education management software tools.
3. Recognize the Program Coordinator's role in CCC.
4. Assess how New Innovations helps with the ACGME milestones reporting process.

Kelli Alderman

Utilizing a New Customizable Scoring Tool to Recruit and Select Pulmonary/Critical Care Fellows
Jessica Ratcliffe, MBA, C-TAGME