Breakout Sessions are intended for an IN-PERSON audience only

Town Hall Meetings are intended for IN-PERSON AND VIRTUAL audiences

Learn More and Register for the 2026 APCCMPD Annual Conference

SESSION DESCRIPTION
As clinician-educators, one of our most impactful responsibilities is to prepare our trainees for independent practice. A key element for accomplishing this is to provide a thoughtful balance between graded autonomy and supervision that is titrated to the learner. Despite the creation of Entrustable Professional Activities (EPAs), putting entrustment decision-making into practice as pulmonary and critical care medicine (PCCM) and critical care medicine (CCM) faculty remains challenging. The goal of this session is to learn and practice techniques for promoting PCCM and CCM fellow autonomy. Using the 4S Framework (Silence, Second, Safety, Secret Moves) as a foundation, participants will work through various clinical scenarios, discussing potential barriers and strategies for fostering graded autonomy.

SESSION OBJECTIVES
At the conclusion of this session participants should be better able to:
1. Define autonomy as a function of self-determination theory.
2. Identify the visible and invisible barriers to promoting graded autonomy in PCCM and CCM fellows.
3. Equip faculty with tools to promote graded autonomy in PCCM and CCM fellows across inpatient and ambulatory settings at their home institutions.

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SESSION DESCRIPTION
Managing interstitial lung disease (ILD) is a perceived educational deficit for graduating pulmonary fellows. What fellows should learn about ILD had not previously been defined. To address this need, we recently completed a mixed methods study to define ILD education in pulmonary fellowship training. Using the consensus-driven content outline from our study, we are redesigning our fellowship program’s ILD curriculum. We propose a novel curricular strategy to teach through the voice of the patient.

SESSION OBJECTIVES
At the conclusion of this session participants should be better able to:
1. Describe the key steps, timeline, and institutional dynamics involved in a GME unionization effort.
2. Explore experiences and key lessons learned by leaders from diverse PCCM fellowship programs, focused on specific impacts and considerations for pulmonary and critical care fellowship programs.
3. Develop strategies to effectively support fellows, maintain program cohesion, and communicate with stakeholders—such as faculty, institutional leaders, and applicants—before, during, and after unionization efforts.

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SESSION DESCRIPTION
This session helps leaders recognize the difference between authentic and inauthentic leadership behaviors and understand how these impact team trust and performance. Participants will learn to distinguish technical challenges from adaptive ones, identify personal fears and assumptions that limit authenticity, and explore practical examples of leaders who have made this shift. Through reflection and discussion, learners will develop strategies to lead with greater alignment between values, actions, and relationships—addressing a common gap in self-awareness and effectiveness among healthcare leaders.

SESSION OBJECTIVES
At the conclusion of this session participants should be better able to:
1. Identify areas of leadership inauthenticity and distinguish technical from adaptive challenges.
2. Analyze personal fears and assumptions that limit authenticity.
3. Examine case examples of leaders moving from inauthenticity to authenticity.
4. Evaluate behaviors to balance directing, empowering, and engaging teams.

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SESSION DESCRIPTION
In today’s increasingly politicized landscape, the ability of medical educators to teach core concepts such as social determinants of health (SDOH), structural inequities, and inclusive care is under threat. Across multiple states, legislative and institutional actions have rolled back DEI initiatives, cut funding for equity-focused research, and created fear and confusion around what can legally be taught. Meanwhile, misinformation and disinformation continue to challenge learners and educators alike. Medical education is incomplete if we don’t teach holistically, including the social, structural, and historical forces that shape health outcomes. Without educating on these topics, we risk sending a generation of physicians into practice without the tools they need to understand the communities they serve or to advocate effectively for patients harmed by injustice. This workshop will engage participants in exploring how PCCM program leaders and educators can step into the role of equity advocates, not only continuing to teach these critical concepts, but also influencing policies, programs, and culture within their institutions and beyond. Participants will analyze the forces shaping medical education today, apply practical strategies for advocacy and curricular adaptation, and develop an action plan that aligns with both community needs and accreditation requirements.

SESSION OBJECTIVES
At the conclusion of this session participants should be better able to:
1.Analyze how political, institutional, and funding shifts affect teaching in PCCM.
2. Evaluate own program’s strengths and limitations in teaching advocacy and equity.
3. Apply practical strategies to continue teaching about SDOH, identity, and structural inequities.

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SESSION DESCRIPTION
The July 2024 ACGME requirements now mandate that Critical Care Medicine (CCM) and Pulmonary and Critical Care Medicine (PCCM) fellows demonstrate competence in critical care ultrasonography (CCUS). Many fellowship programs are grappling with the challenge of developing a competency-based CCUS curriculum, especially programs with nascent ultrasound education efforts or limited faculty expertise. This small group session will provide fellowship leaders with actionable strategies to build or enhance their CCUS training programs. Participants will engage in guided discussion with peers and experts around key components: building faculty capacity, designing longitudinal training pathways, establishing assessment processes, ensuring equipment and infrastructure, and fostering institutional support. The session will focus on identifying common barriers and collaborative solutions, leveraging best practices from national guidelines and experienced programs.

SESSION OBJECTIVES
At the conclusion of this session participants should be better able to:
1. Describe essential components of a competency-based CCUS curriculum, including introductory training, longitudinal practice, and summative assessment strategies aligned with ACGME requirements.
2. Identify common barriers to implementing CCUS training (e.g., faculty development, infrastructure, protected time, quality assurance) and explore practical solutions and resource-sharing models (such as regional collaborations).
3. Develop an individualized action plan for strengthening their program’s CCUS curriculum, with clear next steps for addressing local challenges in faculty training, equipment acquisition, learner assessment, and institutional buy-in.

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SESSION DESCRIPTION
This Town Hall meeting offers a dedicated space for leaders of critical care medicine fellowship programs to connect and collaborate. This is your chance to network with peers managing similar programs, share common challenges, and learn best practices for overcoming obstacles. Join us for a productive discussion and leave with valuable insights and connections to strengthen your program.

SESSION OBJECTIVES
At the conclusion of this session participants should be better able to:
1. Identify challenges unique to critical care medicine programs.
2. Share best practices for the administration of critical care medicine fellowship programs.

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SESSION DESCRIPTION
This Town Hall meeting offers a dedicated space for leaders of interventional pulmonology fellowship programs to connect and collaborate. This is your chance to network with peers managing similar programs, share common challenges, and learn best practices for overcoming obstacles and pursuing ACGME Accreditation. Join us for a productive discussion and leave with valuable insights and connections to strengthen your program.

SESSION OBJECTIVES
At the conclusion of this session participants should be better able to:
1. Identify challenges unique to interventional pulmonology programs.
2. Share best practices for the administration of interventional pulmonology fellowship programs.

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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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