Below are descriptions and information for each track and an explanation for the acronyms and abbreviations used.
BP - Best Practices Track
Integrating the best resources and ideas for residency programs in EM. Old favorites return, including “PD Survival Stories,” “Educational Soundbites” and new ideas coupled with innovative Ted style talks in the CORD 560 series. A must for any residency leader in EM!
NAW - Navigating the Academic Waters Track
This track highlights fundamental junior faculty development topics, provides teaching and evaluation tools, as well as strategies for mentorship, time management, and leadership/academic advancement. Attending these sessions will facilitate both personal and professional growth of faculty, as well as graduating residents just beginning their academic careers.
CDEM - Clerkship Directors in Emergency Medicine Track
CDEM is an invaluable resource for Clerkship Directors and continues to expand its scope, with sessions on advising students, curricular innovations, journal club, and the SLOE. CDEM is a wonderful forum to interact with other leaders in emergency medicine medical student education.
EMARC - Emergency Medicine Association of Residency Coordinators Track
This track is devoted to the development of residency coordinators. Sessions will cover important updates in recruitment, interviewing, residency budget, social media, and developing productive and satisfying working relationships with program directors.
MedTed Track
This track replaces the previous iMedEd Track and is an interactive track will help us incorporate cutting edge approaches to education in a world of rapidly expanding informational sources. Highlights include podcasting workshops, slide workshops, blog workshops and more. For 2021, this track will be integrated into other tracks, ensuring tech is touched upon in all tracks.
NPL - New Programs & Leaders Track
This track uses an interactive, small-group format targeted to newer program leadership, both PDs and APDs. Sessions will cover both the pragmatic and the personal aspects of starting and running a residency program. Participants will leave with a network of new contacts and with skills and tools to help successfully lead their program.
Resident Track
This track helps residents foster the skills that will be critical to their development and transition to their first academic position. Sessions will be interactive including CV preparation, landing your dream job, transitioning to junior faculty, presentation skills and design, and leadership. Don't miss this year's Chief Resident Symposium! Be sure to have your Chief Residents attend as they learn the crucial skills necessary to excel in their roles.
MERC - Medical Education Research Certificate Program Workshops
The Medical Education Research Certificate program is intended to provide the knowledge necessary to understand the purposes and processes of medical education research, to become informed consumers of the medical education research literature, and to be effective collaborators in medical education research. By itself, the MERC is not intended to produce independent medical education researchers. The program is open to all who are interested in improving their educational research skills and is targeted for those with a background in medical education but relatively less experience in conducting educational research. The courses are targeted for clinicians and other educators who desire to learn research skills that will enable collaborative participation in medical education research projects.
CPC - Clinical Pathalogic Case Competition
The Clinical Pathologic Case Presentation (CPC) conference is a teaching tool that illustrates the logical, measured consideration of a differential diagnosis used to evaluate patients in the Emergency Department. Cases for presentation must be relevant to emergency medicine practice, solvable and discussible. Critical to this educational format’s success is an effective presentation by both the case presenter and the case discussant. Cases are discussed using logical consideration of their salient features and measured consideration of the suggested differential diagnosis.