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Leading with Value(s) in Academic GIM

9:00 AM - 5:00 PM

As leaders in General Internal Medicine (GIM), we are often challenged to balance our personal values, priorities we set for those whom we serve as a leader, and the ever-changing needs of our complex organizations. The 2025 ACLGIM Hess Institute is designed to help us navigate these complex tensions and lead with confidence in an evolving healthcare environment.

Topics to Include:

• Balance responsibility to your institution as a leader and
  responsibility to your team as a physician.
• Tackle critical workforce issues such as succession
  planning, integrating part-time physicians, and the rise of
  asynchronous work.

At the 2025 ACLGIM Hess Institute, we will empower you with the tools, strategies, and insights needed to lead with purpose. Don’t miss this opportunity to connect with fellow leaders and redefine the future of General Internal Medicine.

The Institute is designed as a resource for anyone in or pursuing a leadership role, including Division Chiefs, Hospital Medicine Directors, Associate Chiefs, Section Heads, Administrators, and other leaders in divisions of GIM and Hospital Medicine. Please consider sponsoring a colleague/s to join you.

Fees

General Internal Medicine (GIM) Fellowships: Training Future Leaders

11:00 AM - 5:30 PM

General Internal Medicine (GIM) fellowships train future leaders in clinical investigation, clinical education, health policy, government, and public health. Despite the presence of fellowships across the country, there are few structured opportunities for GIM fellows to network with one another and meet leaders from other institutions. Attendees of this session will network with colleagues and faculty from across the country while receiving expert feedback on their current work.

Agenda for This Pre-Course:

• Plenary Talk: Discussion of the first-ever SGIM Fellowship Survey.
• Panel Discussions: Featuring GIM Chiefs and former fellows.
• Breakout Sessions: An interactive workshop covering:
  • Building local peer and mentorship teams.
  • Establishing national communities.
  • Applying for and negotiating a first academic job.
  • Optimizing the transition from fellow to faculty.
  • Engaging in team science.
  • “Speed Dating” for networking and collaboration.

The session will conclude with a discussion on how SGIM can best support and connect attendees moving forward, followed by a reception for networking.

Fees

Internal Medicine Point-of-Care Ultrasound (IMPOCUS): A Vital Skill for Modern Clinicians

1:00 PM - 5:00 PM

IMPOCUS is becoming essential in training for hospitalists, outpatient clinicians, and Internal Medicine residents. Its usage is supported by organizations such as the ACP, AMA, and SHM. To meet this growing need, an educational curriculum for IMPOCUS is critical at the undergraduate, graduate, and continuing medical education levels. This ensures physicians develop the necessary competency in ultrasound use for both diagnostic reasoning and therapeutic benefit.

Pre-Course Overview:
This pre-course serves as an ideal starting point for clinicians and educators. It covers the fundamentals of ultrasound, including:

• Basic Principles: Ultrasound physics and terminology.
• Skills-Based Training: Techniques for evaluating anatomy and pathology using the PEARLS (MD) approach.

The PEARLS (MD) Diagnostic Ultrasound Methodology:

• PEARLS Components:
  • Parasternal cardiac views.
  • Epigastric views (aorta and inferior vena cava) and subcostal heart view.
  • Anterior lung fields/thoracic exam.
  • Limited abdominal evaluation (right upper quadrant, left upper quadrant, and suprapubic views).
• MD Additions:
  • Musculoskeletal Examination: Covers broad classifications such as fascia, musculature, arteries, veins, and lymph nodes.
  • Deep Venous Thrombosis (DVT): DVT scanning will not be taught but will be discussed as part of ultrasound applications.

Interactive Breakout Sessions:
Participants will focus on musculoskeletal ultrasound principles in the first breakout session, emphasizing basic applications and classifications.

This pre-course provides the foundational knowledge and skills needed to guide IMPOCUS innovation and training effectively.

Fees

Improving the Diagnostic Process Through Health Equity: A Train-the-Trainer Curriculum

1:00 PM - 5:00 PM

The National Academy of Medicine (NAM) defines diagnostic error as the "failure to establish an accurate and timely explanation of the patient’s health problem(s) AND communicate that explanation to the patient." Physician behaviors in the diagnostic process (DxP) can significantly impact diagnostic excellence and both components of diagnostic error.

Pre-Course Objectives:
This session aims to address two key goals from the NAM report through a curriculum rooted in video observation and principles of health equity:

1. Identify behaviors that enhance or detract from effective teamwork between physicians and patients in the DxP.
2. Provide educational interventions to improve clinical reasoning and communication with patients.

Curriculum Overview:
In 2022, SGIM received a grant from the Council for Medical Specialty Societies to develop a curriculum for improving the DxP. The curriculum, co-constructed by SGIM members, includes:

• Three Modules: Focused on teamwork, clinical reasoning, and communication.
• Video Series:
  • Four full-length simulated encounters.
  • Six video snippets with probing questions to elicit learner strategies in the DxP.
  • Expert feedback on observed behaviors.

Interactive Train-the-Trainer Session:
Faculty will lead participants through an engaging session designed to optimize learner engagement and facilitate curriculum delivery:

• Mini-Lecture Training: Learn to deliver foundational knowledge (e.g., testimonial injustice, perspective-believing).
• Video Observation Facilitation: Understand how to use video as a tool for depersonalized behavior assessment and skill development.
• Small Group Applications:
  • Engage with one module as a learner.
  • Break into small groups to apply strategies using facilitator guides for the remaining modules.
  • Facilitate and observe behaviors in the video series.

This pre-course combines expert guidance, interactive activities, and small group discussions to empower participants to implement this innovative DxP curriculum with a range of learners effectively.

Fees

Building a Health Law, Policy, and Advocacy Curriculum

1:00 PM - 5:00 PM

Physician voices are powerful in impacting healthcare laws and policies at the state and national levels. As medical trainees get first-hand experience regarding the impact of social drivers and systemic inequities on the health of their patients, advocacy can serve as a way to promote change and feel connected with the meaning and purpose of their work. However, most training programs lack a robust curriculum in these areas in part due to a lack of adequate expertise by the medical faculty.

Moreover, the best curricula get learners actively engaged in the process of their own design, and advocacy is the perfect platform for such experiential learning. However, medical schools and residency training programs struggle to find ways to bring this teaching to medical trainees that fit with their busy schedules and provide direct experiential impact. The primary goal of this pre-course is to address this gap.

The target audience will be clinicians and clinician-educators, with the ultimate goal of empowering them to teach trainees these subjects.

Course Content:

• Review the core elements of a health law, policy, and advocacy curriculum.
• Provide appropriate resources to ensure participants' success when they return to their institutions.
• Outline foundational information and a guide to creating learner-driven advocacy experiences.
• Focus on critical subjects and leveraging available resources.

Interactive Elements:

• Small group discussions to develop individualized curriculum plans, followed by group reviews.
• Brainstorming sessions to create health law, policy, and advocacy curricula tailored to participants’ institutions.
• Resource sharing for identifying and tracking legislative issues and networking with advocacy organizations.

Key Takeaways:
Participants will leave with a toolkit of resources for building their own curriculum in health law, policy, and advocacy, including:

• Core content, learning objectives, and intended audience.
• Timeframes, key faculty, and stakeholder identification.
• A guide for setting up direct advocacy experiences at the state and national levels.
  

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Fees