2026 Session Design Submissions

Yes

• Assessment, Curriculum, and Evaluation

Demand for structured leadership training for residents is undeniable, as evidenced by the development and recent expansion of national curricula like the ACS Residents as Teachers curriculum. However, standardized curricula often overlooks institutional context and resource variability and do not consistently deliver the longitudinal experience trainees need to develop durable leadership skills. This interactive workshop is designed to equip participants with basic tools useful for supplementing current leadership programming, creating a new training opportunity, or aiding in development of a customized leadership curriculum.

 This session is ideal for Program Directors, Associate Program Directors, clinician educators, chief residents, and any faculty, fellows, or residents interested in developing educational initiatives.

The session will focus on practical applications. We will begin with a brief introduction to common leadership curriculum models identified through our working group’s experience. These will span both large / resource-rich academic institutions to small / under-resourced small or community institutions, with input across GME educators, faculty, and residents for a holistic perspective.

This will be followed by a small-group interactive discussion in which participants identify institutional goals, constraints, and barriers to implementation. Using live polling and open discussion, attendees will categorize challenges such as limited faculty bandwidth, competing curricular demands, or lack of funding or protected time—setting the stage for targeted exploration during small-group rotations.

Participants will then rotate through expert-facilitated small-group-style stations, each designed to highlight a specific leadership education context or strategy. Through structured reflection and facilitated discussion, attendees will identify realistic implementation pathways tailored to their institutional resources and capacity. The goal is for workshop participants to analyze their own institutional environments and develop feasible, resource-aligned strategies for adapting or implementing leadership curricula. 

The four expert-led stations include: 

• Station 1: Designing Curricula in Large / Resource-Rich Academic Institutions (GME / Faculty Perspective)
• Station 2: High-Impact, Low-Resource Strategies for Community Hospitals or Small / Under-Resourced Programs (Faculty Perspective)
• Station 3: The Resident-as-Teacher: Building a Resident-Led Program (Resident Perspective)
• Station 4: Measuring Success: Developing Evaluation and Assessment Tools / Metrics

These will run concurrently in two 20-minute blocks so that participants can work through the two stations most relevant to their interests. 

The workshop will culminate in a large-group debrief and synthesis, where facilitators and participants will co-create a “recipe for success” that integrates lessons, examples, and pathways from all stations. This closing segment will help attendees translate ideas into practical, actionable plans suited to their home institutions.

Participants will leave with a customizable framework, short- and long-term implementation strategies, and a toolkit of adaptable resources for curriculum design and evaluation.

90-minute workshop

Yes

Yes

Identify institutional factors that influence the design and implementation of resident leadership curricula.

Assess local resources, faculty capacity, and program constraints to determine feasible strategies for leadership training.

Compare diverse leadership education models across academic and community-based training environments.

Develop a tailored framework for resident leadership training that aligns with institutional goals and available resources.

Formulate an implementation and evaluation plan to support sustainable leadership education within their home program.