Member Login

Continuing Education and MOC Credit

FLIGHT Academy: Fellowship and GME Leadership Training
General Conference CME and MOC Credit
Post-Workshop: AI for Clinician Educators
Disclosure Declaration
Planning Committee

Download the 2026 Advance Program

Back to top

PRE-COURSE: 2026 FLIGHT Academy: Fellowship and GME Leadership Training Continuing Education and MOC Credit

2026 FLIGHT Academy: Fellowship and GME Leadership Training
This comprehensive course is designed for fellowship program directors, associate program directors, faculty, and aspiring medical education leaders who seek to develop their leadership capabilities while advancing educational innovation and scholarship in graduate medical education. Through interactive workshops, collaborative problem-solving, expert panel discussions, and hands-on application activities, participants will explore the multifaceted dimensions of medical education leadership—from personal leadership development and professional identity formation to educational scholarship and curriculum innovation. The course challenges the traditional notion that leadership is an innate trait, instead presenting it as a developable competency that can be systematically cultivated through evidence-based frameworks, reflective practice, and intentional skill-building. Participants will engage with cutting-edge topics including leadership development, educational innovation and scholarship, population health integration in subspecialty training, professional identity formation within communities of practice, team dynamics and conflict management, and strategic career network development, while building meaningful professional networks that extend beyond the course and support their ongoing development as medical education leaders.

Learning Objectives
At the conclusion of this course, participants will be able to:

  1. Apply evidence-based frameworks to develop personal leadership capabilities through reflective practice, self-assessment, and individualized growth plans with specific goals and accountability mechanisms.
  2. 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.
  3. Develop mission-aligned professional networks using structured mapping tools and strategic relationship-building to support career advancement and ongoing learning.
  4. Design, implement, and disseminate educational innovations by identifying curricular gaps, selecting appropriate research methodologies, and transforming initiatives into publishable scholarship.
  5. 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.
  6. Apply professional identity formation (PIF) frameworks to mentorship conversations and program design to foster belonging, inclusion, and identity development within communities of practice,
  7. Manage team conflict and promote collaborative team dynamics using evidence-based communication strategies and structured frameworks for addressing challenging interpersonal situations.
  8. 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.

Targeted Learners 
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

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.

Target Audience

  • Fellowship Program and Associate Program Directors
  • Medical Education Faculty
  • Aspiring Education Leaders

Back to top

2026 Annual Conference Continuing Education and MOC Credit

Learning Objectives
At the conclusion of this course, participants will be able to:

  1. Apply current ACGME requirements and national policy updates to fellowship program operations, accreditation processes, and compliance strategies for pulmonary, critical care, and interventional pulmonology programs.
  2. Design competency-based curricula for emerging technical skills (critical care ultrasonography, extracorporeal life support, interventional pulmonology) that include introductory training, longitudinal practice opportunities, and summative assessment strategies aligned with accreditation standards.
  3. Implement the 4S Framework (Silence, Second, Safety, Secret Moves) and other evidence-based strategies to promote graded autonomy and entrustment decision-making for fellows across inpatient and ambulatory settings.
  4. Develop individualized action plans to address program-specific barriers in curriculum implementation, including faculty development needs, infrastructure requirements, resource allocation, and institutional buy-in strategies.
  5. Integrate teaching about social determinants of health, structural inequities, and advocacy into fellowship curricula using practical strategies that navigate political, institutional, and funding constraints while meeting accreditation requirements.
  6. Create inclusive learning environments for trainees with disabilities by recognizing common barriers, implementing legally compliant accommodation processes, and fostering cultures of belonging that benefit all learners.
  7. Evaluate program strengths and limitations in areas such as procedural training, diversity and equity initiatives, advocacy skill development, and specialty-specific educational needs through benchmarking and peer collaboration.
  8. Apply situated learning theory and consensus-driven content frameworks to redesign specialty-specific curricula (such as interstitial lung disease education) that embed knowledge in realistic clinical contexts and patient-centered approaches.
  9. Develop strategies to navigate complex program challenges including trainee unionization efforts, interventional pulmonology integration, community-based program administration, and maintaining program cohesion during organizational change.
  10. Engage with communities of practice through specialty-specific networks (critical care medicine, interventional pulmonology, community-based programs) to share best practices, identify common challenges, and build collaborative solutions that strengthen fellowship education nationally.

Targeted Learners

  • Medicine Program Directors and Associate Program Directors
  • Core Faculty
  • Fellows with an interest in GME
  • Program Coordinators and Administrators

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.

Back to top

POST-COURSE: AI for Clinician Educators: From Fundamentals to Tomorrows Practice Continuing Education and MOC Credit

AI for Clinician Educators: From Fundamentals to Tomorrows Practice
This comprehensive course equips clinician-educators with essential knowledge and practical skills to effectively integrate artificial intelligence into medical education. Participants will progress from foundational AI concepts—including capabilities, limitations, and ethical considerations—to advanced techniques like Retrieval-Augmented Generation (RAG) and precision education through AI-powered simulations. Through hands-on applications and real-world case studies, educators will learn to leverage large language models responsibly, create high-quality educational content, and design personalized learning experiences that enhance teaching effectiveness while maintaining academic rigor and patient safety standards.

Learning Objectives
At the conclusion of this course, participants will be able to:

  1. Evaluate AI capabilities and limitations in medical education contexts, including identifying common pitfalls such as hallucinations and applying ethical frameworks to address bias, transparency, and privacy concerns.
  2. Apply prompt engineering techniques to optimize AI-generated educational content and minimize inaccuracies in outputs from large language models.
  3. Implement Retrieval-Augmented Generation (RAG) strategies to enhance AI accuracy by integrating authoritative medical knowledge sources with AI tools for content development.
  4. Design and develop AI-enhanced educational materials, including assessment items and patient simulations, that are tailored to specific learner needs and educational objectives.
  5. Integrate human-AI collaboration workflows into their teaching practice to create valid, reliable, and pedagogically sound educational experiences that leverage AI's strengths while maintaining educator oversight.

Targeted Learners
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

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.

Back to top

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.

Back to top 

Planning Committee

James Frank, MD, MS
University of California, San Francisco

Joyce Reitzner, MBA, MIPH
APCCMPD Executive Director

Brenda Ram, CMP, CHCP
Director, Educational Programs
Missy Edwards, BA
Center for Continuing Education
University of Nebraska Medical Center

Back to top