
$565 Member / $765 Non-member
LEARNING OBJECTIVES | AGENDA | DISCLOSURE | CME CREDIT
- We're excited to offer the FLIGHT Academy Certificate Program, but space is limited!
- Offered on a first-come, first-served basis.
- Includes Breakfast, Lunch, and Breaks on Wednesday, March 4, 2026.
- In-person attendance only.
- We hope to see you there!
A comprehensive program designed to develop leadership capabilities while advancing educational innovation and scholarship in GME.
WHO SHOULD ATTEND This program is targeted towards fellowship and graduate medical education leaders who are serving or aspire to serve in medical education leadership, including participation in the administration of a fellowship program.
- Fellowship Program and Associate Program Directors
- Medical Education Faculty
- Aspiring Education Leaders
LEARNING APPROACH Participants will engage through multiple interactive formats:
- Interactive workshops
- Collaborative problem-solving sessions
- Expert panel discussions
- Hands-on application activities
COURSE PHILOSOPHY Leadership is not innate—it's developable. This course challenges traditional notions by presenting leadership as a competency that can be systematically cultivated through evidence-based frameworks, reflective practice, and intentional skill-building.
LEARNING OBJECTIVES At the conclusion of this course, participants will be able to:
- Apply evidence-based frameworks to develop personal leadership capabilities through reflective practice, self-assessment, and individualized growth plans with specific goals and accountability mechanisms.
- Design and implement mentoring approaches that foster leadership development in trainees and peers, creating pathways for progression from supervised learners to autonomous practitioners and future leaders.
- Develop mission-aligned professional networks using structured mapping tools and strategic relationship-building to support career advancement and ongoing learning.
- Design, implement, and disseminate educational innovations by identifying curricular gaps, selecting appropriate research methodologies, and transforming initiatives into publishable scholarship.
- Integrate emerging competencies (including population health, value-based care, and social determinants of health) into fellowship curricula through systematic curriculum design and meaningful learning experiences.
- Apply professional identity formation (PIF) frameworks to mentorship conversations and program design to foster belonging, inclusion, and identity development within communities of practice,
- Manage team conflict and promote collaborative team dynamics using evidence-based communication strategies and structured frameworks for addressing challenging interpersonal situations.
- Engage with a community of practice of GME leaders to share challenges, analyze effective solutions, and build peer networks that provide ongoing support for program leadership.
MENTORING CONSULTATION
Pre-course participants can sign up for a 30-minute, 1:1 mentoring consultation with an experienced peer program director to discuss a specific fellowship program-related question or issue. The ability to reserve a 1:1 mentoring consultation is for pre-conference participants only on a first-come, first-served basis. A waitlist will be started once all 1:1 mentoring consultation sessions are filled. Sessions will be confirmed prior to the pre-conference start date.
Agenda All Times are in MOUNTAIN Time Zone
2026 FLIGHT ACADEMY PRE-COURSE SESSIONS // WEDNESDAY, MARCH 4, 2026 |
SESSION TIME / TITLE |
SESSION DESCRIPTION / OBJECTIVES |
8:00 AM - 8:10 AM (MST) Welcome and Introductions
 James Frank, MD, MA |
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KEYNOTE ADDRESS 8:10 AM - 9:10 AM (MST) The Leadership-Mentorship Connection: Developing Effective Fellowship Program Excellence
 Leon E. Moores, MD, DSc, FACS |
When we think about leadership training for physicians, we often think about preparing seasoned doctors to take executive roles in the healthcare hierarchy. And while physicians in the C-suite and senior management certainly do influence the strategy, vision, and culture of an organization, the hundreds or thousands of doctors in our clinics, operating rooms, emergency departments, and hospital wards have constant, direct impact on the performance of healthcare teams, day in and day out. And this level of physician leadership - defined as influencing behavior to achieve desired results - tends to be overlooked. I will present an argument that leadership is a CORE COMPETENCY for all physicians, and our patients will benefit from recognizing this and teaching all physicians fundamental leadership skills. Session objectives: At the conclusion of this session, participants should be better able to: 1. Introduce a non-mainstream view of physician leadership. 2. Stimulate thinking about leadership in a different way. 3. Encourage ongoing assessment and improvement.
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9:10 AM - 9:20 AM (MST)
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Orientation/Transition to Concurrent Workshop Sessions |
9:20 AM - 4:50 PM (MST)
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CONCURRENT WORKSHOP SESSIONS |
CONCURRENT PANEL DISCUSSION/WORKSHOP 1 9:20 AM - 10:20 AM (MST) Breakout Group A 11:35 AM - 12:35 PM (MST) Breakout Group B Innovation and Scholarship
  Geneva Tatem, MD; Janae Heath, MD
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Fellowship programs are expected to continuously innovate while delivering reliable training outcomes, yet many lack a structured pathway from idea to implementation to sustainable change. This session provides program-level strategies to (1) identify priority areas (using pre-existing sources, including ACGME survey results, annual surveys/program review, and strategic priorities); (2) design, implement, and sustain innovations; and (3) build a stable, ongoing culture of innovation in your program. Session objectives: At the conclusion of this session, participants should be better able to: 1. Identify areas for program innovation, including ACGME survey data, annual surveys/program review findings, fellows’ interest, and institutional priorities.
2. Apply practical methods and structures to design, implement, evaluate, and sustain program innovations within a fellowship program. 3. Establish and reinforce a program culture of continuous innovation and scholarly dissemination.
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WORKSHOP 2 9:20 AM - 10:20 AM (MST) Breakout Group B 11:35 AM - 12:35 PM (MST) Breakout Group A Population Health Management
 Caitlin B. Clancy, MD, MSHP
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WORKSHOP 3 10:35 AM - 11:35 AM (MST) Breakout Group A 2:35 PM - 3:35 PM (MST) Breakout Group B Mastering Mentoring: Making Connections, Building Networks, and Sponsorship
 
  Mirna Mohanraj, MD, Diana J. Kelm, MD, Alyssa Perez, MD, Avinash Singh, MBBS
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No one advances a career alone. Clinician Educators are expected to guide trainees in building a local, regional, and national career support network. Many Clinician Educators struggle to build these networks for themselves, let alone model best practices for trainees. In this interactive workshop, participants will learn the value of shifting from a traditional dyadic model of mentorship to a curated, mission-aligned Developer Network. Developers share a high level of mutual learning and trust in which both individuals give and receive various kinds of information, emotional, and strategic support. Participants will leave this session with a Developer Map draft and an actionable plan to identify and fill gaps in their support network. Session objectives: At the conclusion of this session, participants should be better able to: 1. Leverage internal and external resources to build a mission-aligned Developer Network using a mapping tool.
2. Generate an action and accountability plan to regularly optimize your Developer Network as your career evolves. 3. Learn best practices to guide trainees in developing a career support network.
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WORKSHOP 4 10:35 AM - 11:35 AM (MST) Breakout Group B 2:35 PM - 3:35 PM (MST) Breakout Group A Being, Becoming, Belonging: How Professional Identity Formation Can Reframe Mentorship
  
  Robin Stiller, MD, Emily Olson, MD, Timothy Dyster, MD, Mira John, MD, Ilana Krumm, MD, MAEd
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Professional identity formation (PIF) refers to the process by which an individual develops the identity of a professional through socialization. In medicine, this process occurs via communities of practice (CoP), which describes relationships between professional activities, learning at work, and the formation and maintenance of new identities. However, frameworks of identity formation may be underutilized as divisions continue to elevate equity, diversity, and inclusion as core values. This session will explore the critical role of PIF in shaping behavior and identity as both a mentor and a lifelong trainee. Topics will include identity tension, the negotiation of professional identities within CoP, and the vital role mentors play in fostering belonging and inclusion. Session objectives: At the conclusion of this session, participants should be better able to: 1. Define Professional Identity Formation (PIF) and Communities of Practice (CoP).
2. Define the modes of belonging and summarize how these mechanisms of identity formation function within a community of practice. 3. Describe how to integrate a PIF framework, including personal-professional identity tension and exploring dilemmas, into a mentorship conversation.
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WORKSHOP 5 1:35 PM - 2:35 PM (MST) Breakout Group A 3:50 PM - 4:50 PM (MST) Breakout Group B Leadership Skills: A Framework for Negotiating Team Dynamics and Interprofessional Conflict
   Laura K. Rock, MD, Asha M. Anandaiah, MD, Avraham Z. Cooper, MD
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Leadership skills training has been identified as an area of need in graduate medical education and has specific relevance for critical care trainees (CHEST 2024; 166 (5): 1141), but there are few available resources for teaching focused leadership skills based on conceptual frameworks (Acad Med 2019; 94 (3):440). In this workshop, faculty will share a framework for teaching leadership skills focused on promoting effective, collaborative teamwork. We will discuss how team dynamics develop using the model of Frames – Actions – Results (FAR), and attendees will collectively unpack a negative interaction using a Learning Pathways Grid (LPG). To further build skills for managing conflict and promoting a productive dynamic, learners will practice a concrete conversational strategy for communicating with transparency, respect, and curiosity. *Further details on the elements of this workshop are available in this article: [Rock, LK et al, "Transforming Team Culture: A Case Study from Critical Care, "CHEST 2023; 163 (6): 1448.] Session objectives: At the conclusion of this session, participants should be better able to: 1. Identify factors that contribute to challenging team dynamics and interprofessional conflict.
2. Practice communication skills to promote a culture of teamwork and manage conflict. 3. Consider how to implement focused leadership skills training in your fellowship program.
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WORKSHOP 6 1:35 PM - 2:35 PM (MST) Breakout Group B 3:50 PM - 4:50 PM (MST) Breakout Group A The Leadership-Mentorship Connection: Developing Effective Fellowship Program Excellence
 Leon E. Moores, MD, DSc, FACS
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PARTICIPANT DRIVEN PANEL DISCUSSION 4:55 PM - 5:25 PM (MST) Leading With Confidence: Solutions for Program Leadership Challenges
  
   Moderator: James Frank, MD, MA Panel: Paru S. Patrawalla, MD, Ziad S. Shaman, MD, MHcM, Raed Alalawi, MD, Tiffany Dumont, DO, Laura J. Hinkle, MD, MEd
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This interactive panel discussion offers medical education leaders a unique opportunity to gain insights and practical advice from seasoned medical education leaders. Audience members are encouraged to submit their most pressing challenges in program leadership prior to the session. Our expert panelists will then address these real-world scenarios, offering diverse perspectives and proven strategies for navigating complex issues. This dynamic format fosters open dialogue and provides a valuable platform for learning from shared experiences and building connections with peers. Come prepared to engage with the panelists and gain valuable takeaways to enhance your leadership skills. Session objectives: At the conclusion of this session, participants should be better able to: 1. Identify common challenges faced by program leadership in Graduate Medical Education.
2. Analyze effective strategies and solutions for addressing program leadership challenges, drawing on the expertise of experienced leaders. 3. Develop a network of peers and mentors to support ongoing professional development in GME leadership.
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Disclosure Declaration
As a jointly accredited provider, the University of Nebraska Medical Center (UNMC) must ensure balance, objectivity, independence, and scientific rigor in its educational activities. Faculty are encouraged to provide a balanced view of therapeutic options by utilizing either generic names or the trade names of several to ensure impartiality.
All speakers, planning committee members and others in a position to control continuing education content participating in a UNMC-accredited activity are required to disclose relationships with commercial interests. A commercial interest is any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients. Disclosure of these commitments and/or relationships is included in these activity materials so that participants may formulate their own judgments in interpreting its content and evaluating its recommendations.
This activity may include presentations in which faculty may discuss off-label and/or investigational use of pharmaceuticals or instruments not yet FDA-approved. Participants should note that the use of products outside currently FDA-approved labeling should be considered experimental and are advised to consult current prescribing information for FDA-approved indications.
All materials are included with the permission of the authors. The opinions expressed are those of the authors and are not to be construed as those of UNMC.
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Continuing Education and MOC Credit
 In support of improving patient care, this activity has been planned and implemented by University of Nebraska Medical Center and Association of Pulmonary and Critical Care Medicine Program Directors. University of Nebraska Medical Center is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.
The University of Nebraska Medical Center designates this live activity for a maximum of TBD AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
Maintenance of Certification (MOC) Successful completion of this CME activity, which includes participation in the evaluation component, enables the participant to earn up to TBD Medical Knowledge MOC points in the American Board of Internal Medicine Maintenance of Certification (MOC) program.
It is the CME activity provider’s responsibility to submit participant completion information to ACCME for the purpose of granting ABIM or ABP, etc. MOC credit.
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