SCHEDULE

Friday, March 3, 2006

Generation X (1:00-2:00 pm)
Breda Bova, PhD, University of New Mexico
What are the qualities of Generation X and what are their needs? How does this generation differ from their predecessors? This discussion will answer those questions and describe methods to effectively communicate and teach members of Generation X. At the end of this session participants will be able to list the attributes, goals, and aspirations of Generation X members, describe successful methods for teaching them, and list methods to support their strengths and help them overcome their weaknesses.

Leadership (2:00-3:00 pm)
Jim Adams, MD, Northwestern University
Academic physicians are asked to provide leadership in personnel management and supervision as well as in administrative affairs. What are the attributes of the successful leader, what are the elements of effective leadership, and how do leaders organize a team or individual for success? At the end of this session participants will be able to state the attributes of the successful leader, state the most important elements of leadership, and discuss the methods to ensure success of individuals and teams.

Mentoring (3:00-4:00 pm)
Stephanie Abbuhl, MD, University of Pennsylvania
Data has shown that those who are mentored are more productive, more successful, and more satisfied with their careers in academic medicine. This discussion will review the traditional model of one-on-one mentoring, including the key elements of mentoring, describing the successful mentoring relationship, the role of race and gender, and suggestions on how to initiate and sustain a successful association. A newer model of “group-mentoring” will also be discussed and data will be presented about the experience with this model at academic medical centers that have such programs. At the end of this session participants will be able to describe the qualities of the successful mentor and mentee, describe the successful one-on-one mentoring relationship, describe the successful group-mentoring experience, and describe how mentoring builds organizational effectiveness

Question and Answer (4:00-4:45 pm)
Gloria Kuhn, DO, PhD, Wayne State University
Jim Adams, MD, Northwestern University
Stephanie Abbuhl, MD, University of Pennsylvania
Breda Bova, PhD, University of New Mexico

Saturday, March 4, 2006

Simulation (8:00-10:00 am)
Steve McLaughlin, MD, University of New Mexico Mary Jo Wagner, MD, Synergy Medical Education Alliance
Simulators, mannequins and models are tools that can be used to assess clinical performance and procedural skills. Each of these tools has strengths and weaknesses. The presenters will discuss the spectrum of modalities available and what they have to offer emergency medicine training. Low-budget simulation models for common emergency medicine procedures will presented in addition to the more costly options. At the end of this session participants will be able to list the various simulators, mannequins and models available for emergency medicine training, and discuss the strengths and weaknesses of each modality.

Break (10:00-10:30 am)

Making the Most of the Teachable Moments (10:30-11:30 pm)
Diane Birnbaumer, MD, Harbor-UCLA Medical Center
Teaching in a busy emergency department can be very challenging. The speaker will share with the audience tricks to help make the most of those teachable moments that at times pass by the busy faculty member. At the end of this session, participants will be able to identify teaching opportunities that are sometimes overlooked, and describes tricks to improve bedside teaching.

Resident Assessment (11:30-12:30 pm)
Annie Sadosty, MD, Mayo Clinic and Deepi Goyal, MD, Mayo Clinic
Emergency medicine training programs as part of the ACGME Outcomes Project are required to use a variety strategies to assess competency. The speaker will discuss the various instruments available and in particular how to get the most out of each assessment method. Barriers to implementation will be discussed. At the end of this session, participants will be able to list multiple assessment strategies for the ACGME general competencies, and discuss barriers to the use the assessment tools.

Lunch (12:30 – 2:00) provided
Implementing Competency Frameworks in Residency Education: Lessons From a Nation-wide Program
Jason R. Frank MD MA(Ed) FRCPC
Competency-based education is a hot topic for those involved in residency training around the world. EM program directors are working hard to ensure that residents acquire the ACGME competencies, but are finding this challenging in aspects of both teaching and assessment. Canadian program directors have been working with a similar framework that was used by the ACGME, called the "CanMEDS Roles". In this session, participants will hear about some of the lessons, pitfalls, and innovations encountered in nearly 15 years of the CanMEDS initiative. By the end of this session, participants will be able to: 1) discuss the idea of competency-based residency education; 2) contrast the ACGME & CanMEDS competency frameworks; and 3) Describe 3 useful innovations for making competency frameworks work for GME
Handout 1
Handout 2

Development of RRC Required Assessment Tools – Breakout Sessions (2:00-3:45 pm)
Small Group Facilitators: Deepi Goyal, MD, Mayo Clinic, Susan Promes, MD, Duke University, Diane Birnbaumer, MD, Harbor-UCLA Medical Center, Mary Jo Wagner, MD, Synergy Medical Education Alliance, plus presenter from Resident Assessment session
In January 2005, the ACGME posted chief complaint, procedural and resuscitation competency guidelines for emergency medicine residency programs on their website. Many programs are struggling with how to best implement these requirements. In small groups, participants will work with a facilitator to develop tools to use to meet these requirements. The tools that are developed in the break-out groups will be posted on SharePoint. At the end of this session participants will be able to explain the chief complaint, procedural and resuscitation guidelines, and develop a competency tool to use in their training program.

Break (3:45-4:00 pm)

Innovations in Emergency Medicine Education Sound Bites (4:00-5:00 pm)
Moderator: Susan Promes, Duke University
Salvatore Silvestri, MD, FACEP, Orlando Regional Medical Center
Each presenter will outline examples of innovative educational programs that have been developed at their emergency medicine training program. At the end of this session participants will be able to identify innovations that may be incorporated into your training program

Sunday, March 5, 2006

RRC (8:00-10:00 am)
David Overton, MD, MSU/KCMS, and other RRC members
Louis Binder, MD, MetroHealth (Invited)
This presentation will be a mock RRC-EM meeting's “decision process” they utilize in determining the accreditation status of an EM residency after a site survey. Presenters will pay particular attention to recent issues that have come up with regards to accreditation. There will be ample time left for audience questions. At the end of this session participants will be able to discuss the knowledge they have gained about the RRC-EM decision process, and list the most common EM citations.
Handout 1
Handout 2

Break (10:00-10:30 am)

Beyond the Competencies to Outcomes (10:30-12:30 pm)
Cherri Hobgood, MD, University of North Carolina- Chapel Hill
Small Group Facilitators for brainstorming session: Deepi Goyal, MD, Mayo Clinic, Susan Promes, MD, Duke University, CORD Board representative(s)
It seems like just yesterday that program directors were expected to implement the competencies in a meaningful way in their residency programs. Five years from now, residency programs will be expected to link the competencies to meaningful outcomes. The speaker will set the stage for brainstorming session and at the end of this session participants will be able to discuss how we as emergency medicine educators should approach the next stage in implementation of the ACGME Outcomes Project.
Handout 1
Handout 2
Handout 3
Handout 4
Handout 5
Handout 6

Lunch on your own (12:30-1:30 pm)

Getting the Most Out of CORD's Educational Resources (1:30- 2:30 pm)
Mike Beeson, MD, Summa Health System
SharePoint is a password protected web based resource available to CORD members. The speaker will take the audience on a tour of the site and its contents and explain to participants how to add content to the site. CORD On-line tests are yet another educational resource available to members. The speaker will highlight the contents of question and answer bank. At the conclusion of the session, the speaker will answer any questions the audience may have. At the end of this session, participants will be able to list the items available on the SharePoint site, describe how to add resources to the SharePoint site, explain the various tests available through the CORD On-Line Test system

Unburying Our Heads From The Sand: Addressing The Issues Of Fatigue And Impairment In Residents (2:30-4:30 pm)
Kathryn M. Andolsek, MD, MPH, Duke University
This interactive workshop is designed to enhance faculty skills to prevent, identify and manage common situation of resident fatigue and impairment. These challenging situations are frequently a major “crisis” point in the individual resident's career with spillover affects impacting the other residents and faculty. Representative case studies will be analyzed.  Participants will be asked to develop specific action plans for their own program and provided with extensive “take home” materials for use in implementation. At the end of this session, participants will be expected to 1) acknowledge the stressed inherent in physician training and how they can lead to “Impairment”; 2) diagnose representative situations of “Impaired performance” due to fatigue and other conditions; 3) select appropriate strategies to prevent, identify and manage stress and fatigue; 4) contrast the strengths and weaknesses of commonly available resources; 5) establish a comprehensive “corrective action plan” for effectively managing a resident within a training program; and 6) plan the implementation of a curriculum to address fatigue and impairment including the development of new policies/procedures (when needed), faculty development, curricular strategies and evaluation.

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