Series Structure

The series will kick off in-person, followed by five sessions that combine asynchronous independent learning and live virtual sessions. Throughout, participants will work on an excellence project to enhance their GME program which will be highlighted at an in-person summit to close the series.

Asynchronous Independent Learning is intended to gain new knowledge and attempt to apply it. Each session's independent learning will include: 1 hour of content (recorded presentation, articles, quizzes, videos, etc.) and an application challenge or experiment for the learner to apply and be prepared to discuss during the live virtual session.

Live Virtual Sessions are two hours of interactive learning and discussion activities. Live virtual sessions are intended to discuss application of the new knowledge in the learner's context through the application challenge or experiment, coaching and additional insights from the presenter.

Excellence Projects Are a chance for participants solve a problem for their program within the topics covered during the series that their fellow participants can utilize.

These learning objectives apply to the following faculty ACGME milestones for 2025/2026:

• Administrative Skills

  • Identifies best administrative practices for effective program management.

  • Identifies relevant resources for legal, regulatory, and accreditation functions.

  • Employs best administrative practices for effective program management.

  • Employs effective approaches to perform legal, regulatory, and accreditation functions.

• Curriculum

  • Participates in developing a curriculum.

  • Adapts curriculum to meet the needs of the learner.

• Feedback

  • Elicits learners’ goals and gives predominantly reinforcing feedback based on goals.

  • Reviews feedback about self, manages emotional reactions to feedback, and incorporates relevant items.

  • Role models exemplary feedback practices without explicitly setting up the learning environment.

  • Identifies reinforcing and modifying data to give feedback that initiates behavior change.

  • Actively solicits general feedback from learners. Role models exemplary feedback practices and explicitly states importance of feedback in the learning environment.

• Learning Environment

  • Describes elements of an effective learning environment.

  • Describes the value of an interprofessional team-based approach in the learning environment.

  • Employs best practices in fostering an effective learning environment.

  • Engages effectively in interprofessional learning environments.

• Performance Improvement & Remediation

  • In conjunction with the learner, identifies factors that contribute to poor performance, identifies helpful resources, and develops individualized learning plans.

  • Implements learning plans and follow-up strategies and successfully guides a learner who is struggling toward a short-term goal, separate from formal remediation.

• Professionalism in the Learning Environment

  • Demonstrates respect for learners, patients, and team members through behavior and communication.

  • Recognizes potential obstacles to unbiased and respectful communication, leadership, and educational practice.

• Science of Learning

  • Incorporates theories and strategies for teaching and promoting intellectual curiosity for different learning preferences. Routinely incorporates variety of approaches derived from literature and other high-quality sources to improve teaching practices and promote intellectual curiosity.

• Teaching and Facilitating Learning

  • Delivers instruction in unidirectional manner resulting in passive learning. Identifies that own behavior (role modeling) is part of the hidden curriculum.

  • Teaches in a way that invites active learning and encourages critical appraisal. Intentionally role models desired practice behaviors to aid learners.