2020 Annual Conference Small Group Sessions

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Improving Performance and Satisfaction in PCCM Fellowship Training Through Coaching (not Mentoring)

James Frank, MD, University of California San Francisco
Trish Kritek, MD, EdM, University of Washington
Başak Çoruh, MD, University of Washington
Lekshmi Santhosh, MD, MAEd, University of California San Francisco

Small Group Description 
Coaching differs from mentoring in that the focus is on performance in a particular set of skills. As in sports coaching, coaches need not be an expert in the task, but do need to understand what it takes to perform at the highest level. Fellows can benefit from coaching focused either on one-time events, or a series of interrelated tasks, like finding a mentor and developing a career plan. This session will highlight coachable opportunities in PCCM training and guide participants through an interactive process of needs assessment and program design.

1. At the end of this session, participants will differentiate between mentorship and coaching, and evaluate the strengths and limitations of each approach. 
2. Participants will evaluate the goals, objectives, and resources required for different applications of coaching models. 
3. Participants will design a coaching intervention targeted at a program need. Groups will brainstorm coachable needs and develop a coaching approach that they will present to the larger group for feedback. 

How to Make Educational Videos 

Rosemary Adamson, MBBS, University of Washington
Matthew C. Miles, MD, MEd, Wake Forest School of Medicine
Ilana Krumm, MD, University of Washington

Small Group Description 
There is an increasing role for videos in medical education, yet many faculty perceive that video creation is difficult and resource-intensive. During this session, participants will learn about free resources and best practices for educational video creation. Participants will create a short educational video under guidance from the facilitators. Within groups according to participants' experience level, you can either make your first video (using an already prepared storyboard) or you can learn additional techniques to improve your video creation workflow. Participants should bring their own laptop.

1. Find and install video creation software.
2. Plan the creation of an effective educational video.
3. For novices, record an educational video; for participants with some experience, increase workflow efficiency and ability to edit video for impact. 

Advancing Training in Quality Improvement and Patient Safety for the Pulmonary Critical Care Trainee through a Multi-specialty Educational Program

Anna Neumeier, MD, University of Colorado
Tyler Anstett, DO, University of Colorado

Small Group Description 
As an ACGME competency requirement, postgraduate medical trainees in Pulmonary and Critical Care are expected to systematically analyze their practice using quality improvement methods and implement changes with the goal of practice improvement. However, at this time during fellowship, formal training in quality improvement methodology and performance feedback is often incomplete. A dominant barrier to implementation of Quality Improvement Patient Safety Education is lack of faculty expertise. This workshop provides an innovative approach centralizing quality improvement patient safety training, harnessing local faculty expertise across disciplines to deliver experiential seminar-based education for fellows across specialties covering the following domains: 1) performance of case review and systems-based M&M conference delivery, 2) applying QI tools to assess a local problem and implement improvement, and 3) managing change, data interpretation and academic scholarship in QIPS.

1. Design a local needs assessment to guide content and educational strategies for a curriculum in Quality Improvement and Patients Safety (QIPS).
2. Apply a stakeholder analysis to identify resources and ocal expertise at one's home institution that influence educational delivery strategy.
3. Build goals, objectives, and an assessment plan to track the efficacy and success of a QIPS curriculum.

What's an Academic RVU and How Much is it Worth?

Ziad Shaman, MD, Case Western Reserve University (MetroHealth)
May M. Lee, MD, University of Southern California
Ashley Henderson, MD, University of North Carolina
Neal Chaisson, MD, Cleveland Clinic

Small Group Description 
Academic activities of faculty is variable. While the ACGME recommend certain scholarship items (publications, lectureships, curricula, teaching courses, and leadership), some notable items are missing (mentorship for example), and the weight each of these items carry is not specified. It's often difficult for hospital leadership to compare and valuate the faculty based on academic activities. Rewarding such efforts would probably encourage the involvement of faculty in medical education and academic scholarship. N Engl J Med. 1996 Jan 18;334(3):162-7. Anesthesiology. 2009 Oct;111(4):709-16.

1. Specify domains of academic and scholarly activity for training program faculty.
2. Compare and contrast weights (academic RVUs) for academic activities that faculty may undertake.
3. Set expectations for academic RVUs) for faculty per level of involvement in the training program.