Workshops typically focus on a single aspect of a broader topic within research, teaching, advocacy, policy, or patient care (e.g., Writing and Reviewing for Medical Journals). Workshops provide opportunities for attendees to gain new knowledge, skills, or expertise in an area relevant to their work in general internal medicine. They also promote the exchange of ideas in these areas to enhance the learning of all participants. The most effective and highly rated workshops are interactive, include a range of perspectives, and employ active learning strategies. Workshops should focus on practical knowledge, skills, or ideas that can be implemented across institutions and programs rather than narrowly focus on one institution’s experience. We strongly encourage members to collaborate across institutions.
Key Dates SUBMISSION SITE
We seek to meet the diverse needs and interests of our members. Thus, presenters are encouraged to submit workshops across all categories (see list of Workshop Categories below). Workshops across all tracks will be scheduled based on the quality of peer-reviewed content.
Submitting authors MUST select one category for each submission. Submitters should decide whether the unique and central feature of a submission is related to its methodology, topic, or other content and then select the category that best reflects the work. Workshop categories also determine its assignment to review committees. The program committee does its best to schedule sessions within the same category in order to avoid conflicts within concurrent sessions, but this is not always possible.
- Aging/Geriatrics/End of Life: Care of older adults and issues related to aging, and end-of-life care decisions regardless of patient age
- Career Development: Transitions and milestones in the career development of general internists engaged, or aspiring to engage in, clinical practice, education and research. Development through all stages of GIM careers, including career satisfaction, and personal/professional balance
- Clinical Care Redesign: Innovative approaches to practice transformation, including effective practice management strategies, improving operational efficiency, enhancing patient satisfaction, and optimizing appropriate reimbursement
- Clinical Medicine: Clinical skills of the participants in a target area, such as office orthopedics, procedures, complementary/alternative medicine, and consultative medicine; or the management of acute and chronic disease states; or broader perspectives of disease prevention, early detection, and health promotion including screening, self-care, preventative health behaviors, and interventions to improve these areas of chronic disease management, preventive medicine, and targeted clinical skills
- Health Disparities/Vulnerable Populations: Health and healthcare of underserved and special populations, health disparities, and health literacy
- Health Policy/Advocacy/Social Justice: Health policy at local, state/province, national and/or international/global levels
- Health Systems Redesign: Organization of health care delivery systems, evaluation of large-scale health care delivery demonstration projects and strategies to increase the efficiency or effectiveness of the health system
- Hospital-based Medicine: Care of hospitalized patients, inpatient care of medical conditions, and the role and effectiveness of hospitalists and hospital-based systems
- Leadership and Administration: Leadership and management training, negotiation and leveraging resources, culture change, and administrative management and development
- Medical Education: Needs assessment, curricular design, curricular implementation, teaching strategies and outcomes assessment in undergraduate, graduate, and continuing medical education
- Medical Ethics, Professionalism, and Humanities: Clinical ethics, research ethics, global health ethics, medical professionalism, the history of medicine, art, literature, philosophy, theology and/or spirituality in medicine
- Mental Health/Substance Use: Educational, research, or clinical perspectives in mental health and substance abuse, including alcohol, tobacco, vapping, prescription and non-prescription drugs, and street drugs
- Quality of Care/Patient Safety: Quality assessment, gaps in quality of care, medical errors, quality improvement, and patient safety
- Research Methods: Skills in study design (such as meta-analysis, quality, or pharmacoepidemiology) or data analysis (such as qualitative methods, survival analysis, structural equation modeling, and meta-analytic techniques) for researchers at all levels, from introductory through intermediate and advanced levels
- Women’s Health: Health issues and conditions specific to or important to women
Workshops Related to Meeting Theme
For theme related submissions, presenters are encouraged to develop workshops that highlight new skills, knowledge, clinical application, policy, or research methodologies for the general internist related to the social determinants of health (SDOH). The Social Determinants of Health are “the conditions in the environments in which people are born, live, learn, work, play, worship, and age that affect a wide range of health, functioning, and quality-of-life outcomes and risks.” (Healthy People 2020). Addressing the upstream factors that impact health directly relates to SGIM’s mission to cultivate innovative educators, researchers, and clinicians to improve the health of all.
- Health equity research, education, quality improvement and clinical practice approaches
- Approaches to conducting community-based participatory research
- Leveraging data and technology to teach and shape health policy
- Best practices in research to measure the impact of the determinants of health (and their interventions)
- Identifying, informing, and responding to the health implications of rapidly changing policies that impact the medical and social determinants of health
- Strategies for engaging policy-makers on the determinants of health
- Training students/residents/faculty to become effective advocates
- Teaching social justice
- Integrating health disparities education into existing educational curricula
- Educational curricula and approaches to teaching the social determinants of health (UME, GME)
- Mental health treatment program strategies
- Substance use disorder treatment program strategies
- Practice redesign to incorporate the determinants of health in clinical care
- Clinical care of patients with complex care needs
- Health systems improvement to address the determinants of health
- Methods to improve health literacy
- Interventions to address food insecurity
- Strategies for engaging community-based organizations or health care workers to improve population health
- Strategies for hospital social services to engage patients after discharge to reduce preventable readmissions due to social determinants of health
- Mitigating implicit bias in healthcare and healthcare systems
- Strategies to improve workforce diversity
- Novel ways of addressing the social determinants of health in clinical practice
Workshop Specific Audiences
We seek additional workshops to specifically target the following audiences:
- Residents and fellows
- Senior faculty
- Internal Medicine/Pediatrics
- Hospital medicine providers
Patient, Community Expert or Stakeholders as Workshop Faculty
Patient, Community Expert or Stakeholders: In line with the meeting theme, we encourage the inclusion of patients, family members, community experts and other stakeholders as workshop faculty. Please indicate if any workshop faculty participants are patients, community experts or stakeholders within the workshop submission during Step 4: Authors. Registration fees will be waived for one community stakeholder person per workshop that is identified at the time of submission.
- Workshop submissions must identify one (and only one) session coordinator. Co-coordinators are not an option.
- Workshop submissions may include up to five (5) additional workshop faculty members.
- Every workshop faculty member must have an updated ScholarOne account before they are added to a workshop submission.
- NOTE: submitting authors: please make sure you inform people before you add them to your submission. Each will receive a submission confirmation and it helps if they know your plan ahead of time.
Workshop Duration & Scheduling
- Workshops are 60 minutes long. A select number of workshops may be considered for extended 90-minute workshop format.
- Workshops will be scheduled on Thursday, Friday and Saturday, with the final schedule determined by the Program Committee.
- Submitting authors should be prepared to present in the time slot assigned.
- Scheduling requests are not accepted.
- Five minutes must be allocated for workshop attendees to complete session evaluations.
- View best practices for hosting a 60 minute workshop below.
Workshop Submission Structure
- Title: Will be displayed in print preliminary program.
- Online Title:(≤ 60 characters, including spaces. This is all people see when they pre-register for sessions online.).
- Presented in Conjunction with: (optional, typically an SGIM Committee, Task Force, Workgroup or Interest Group)
- Session Summary: (≤ 3,000 characters, including spaces) Please exclude self-identifying information (presenter names or institutions).
- Online Session Summary: (≤ 500 characters, including spaces) Please exclude self-identifying information (presenter names or institutions).
- Meeting Theme: Does this session fit with the meeting theme? If so, how? (≤ 250 characters, including spaces)
- ACGME-specific Learning Objectives: Two required. Each learning objective should reflect one of the six ACGME Core Competencies.
- Target Audience: (see list below; you must choose one, and only one)
- Session Agenda: Workshops are 60 minutes long. How do you plan to organize the time? At least five minutes must be allocated for workshop attendees to complete session evaluations. View sample agenda Please exclude self-identifying information (presenter names or institutions)..
- Extended Workshop Session Agenda: (Optional. Select workshops may be considered for a 90-minute session to extend skills-building opportunities. How do you plan to organize the time? At least five minutes must be allocated for workshop attendees to complete session evaluations. View sample agenda) Please exclude self-identifying information (presenter names or institutions).
- Patient, Community Expert or Stakeholders: In line with the meeting theme, we encourage the inclusion of patients, family members, community experts and other stakeholders as workshop faculty. Registration fees will be waived for one community stakeholder per workshop that is identified at the time of submission (see above for further details). Please indicate if any workshop faculty participants are patients, community experts or stakeholders. (Yes/No)
- Session History:(Has this session been presented before? If yes, identify the meeting(s) and date(s)).
- Category: (see list below, you must choose one, and only one)
- Career Development Series: If accepted, may we schedule this as part of the series? (Yes/No)
- Rogers Award Eligibility: Is the session coordinator an SGIM member? Is the session coordinator a faculty member of an accredited institution with an appointment at the instructor or assistant professor level at the time of the Annual Meeting? Learn more.
Workshop Best Practices
Workshop Sample Agenda & Best Practices
- Sample Agenda
- 0:00 – 0:05 Commencement, Introductions to the workshop presenters, outline goals and learning objectives. Consider a board or sheet for people to write their names and something they wish to learn or discuss in the group. Attendees can walk up to the board when entering the room.
- 0:05 – 0:10 Frame the session by providing any helpful background information or overview of the topic
- 0:10 – 0:20 Large Group Discussion and Reflection
- 0:20 – 0:40 Small Group Work
- 0:40 – 0:50 Large Group Report out and Discussion
- 0:50 – 0:55 Wrap Up and Conclusions
- 0:55 – 1:00 Session Evaluation (required)
- Alternative Sample Agenda
- 0:00 –0:05 Commencement, Introductions to the workshop presenters, outline goals and learning objectives. Consider a board or sheet for people to write their names and something they wish to learn or discuss in the group. Attendees can walk up to the board when entering the room.
- 0:05 – 0:10 Frame the session by providing any helpful background information or overview of the topic
- 0:10 – 0:25 Small Group Work
- 0:25 – 0:30 Large Group Report out and brief additional material
- 0:30 - 0:45 Small Group Work
- 0:45 – 0:55 Large Group Report out with wrap up discussion
- 0:55 – 1:00 Session Evaluation (required)
Workshop Target Audiences
Please select the most appropriate target audience for each workshop submission from those listed below. In selecting a target audience, authors should identify the group most likely to benefit from attending the workshop:
- General audience
- Medical Students/Residents/Fellows
- Early career clinician-investigators
- Early career clinician-educators
- Mid-late career clinician-investigators
- Mid-late career clinician-educators
Career Development Workshop Series
The Annual Meeting Program Committee will once again be scheduling a series of workshops on career development. This series, envisioned to feature workshop offerings that will form a sequence or curriculum over the course of multiple annual meetings, will address important transitions and milestones in the career development of general internists engaged or aspiring to engage in, clinical practice, education and research. The online submission system will require you to identify whether your submission would be appropriate to be scheduled as part of this series if it is accepted for presentation.
Target Career Stage
Submitting authors will be asked to identify the most appropriate target career stage for the workshop submission. In selecting a target audience, authors should identify the group most likely to benefit from attending the workshop:
- Trainee (Student/Resident/Fellow)
- Early (within 5 years of completing last trainee stage)
- Mid (5-10 years after completed last trainee stage)
- Late (>10 years after completed last trainee stage)
Target Career Focus
Submitting authors will be asked to identify the most appropriate target career stage for the workshop submission.
- Clinical Practice
David E. Rogers Junior Faculty Education Awards
Three David E. Rogers Junior Faculty awards will be given to junior faculty for workshops judged the most outstanding among those presented at the SGIM Annual Meeting. To be eligible, the workshop coordinator must be an SGIM member and a faculty member of an accredited institution with an appointment at the instructor or assistant professor level at the time of the SGIM Annual Meeting. Attendance (≥ 20) and participant evaluations (≥ 60%) are considered in determining the recipients. Please note eligibility at the time of online submission.
The Exemplary Clinical Workshop Award
This award will recognize those who present an outstanding clinically focused workshop at the SGIM Annual Meeting. All workshops presented at the national meeting will be considered for this award.
Workshop Presentation Slides & Handouts
Workshop presentation slide sets and handouts must be uploaded onto SGIM Annual Meeting Mobile App by May 1, 2020.
- To enhance the experience of attendees, workshop facilitators must agree to finalize and share presentation materials, include slide sets and handouts, no later than three weeks before the meeting.
- Materials will be available to attendees on the Annual Meeting mobile app for download and review.
- Session coordinators or additional faculty are responsible for uploading presentation slide sets and handouts no later than three weeks before the meeting onto the Annual Meeting mobile app.
- Upload instructions will be made available once the mobile app launches.