Clinical Updates sessions are 60 minutes long.

The program committee may schedule as many as ten Clinical Updates, based on the results of peer review.

1. Title (unlimited, used only in the print preliminary program)
2. Online Title (limit: 60 characters. This is what people will see when they register online.)
3. Presented in Conjunction with: (optional)
4. Category (see list below: you must choose one, and only one)
5. Session Summary (limit: 3,000 characters, including spaces)
6. Online Session Summary (limit: 500 characters, including spaces)
7. Relevance: of topic to SGIM members
8. ACGME-specific Learning Objectives: two required, additional one optional. Each learning objective should reflect one of the six ACGME Core Competencies.
9. Subject Expertise: Describe the presenters’ expertise or experience in this content area.
10. Innovation: Does the Update bring a new topic or perspective to the conference?
11. Session History: Has this session been presented before? If yes, identify the meeting(s) and date(s).

• Clinical Updates submissions must identify one (and only one) session coordinator. Co-coordinators are not an option.
• Clinical Updates submissions may include up to three (5) additional Update faculty members (6 total presenters).
• Every Clinical Updates 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.

Submitting authors MUST select one category for each submission. Submitting authors 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.

• 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 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
• 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 Scholarship: Needs assessment, curricular design, curricular implementation, and outcomes assessment in undergraduate, graduate, and continuing medical education
• Medical Ethics, Professionalism, and Humanities: Submissions that focus on areas as diverse as clinical ethics, research ethics, global health ethics, medical professionalism, the history of medicine, 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, 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
• 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
• Clinical Care Redesign: Innovative approaches to practice transformation, including effective practice management strategies, improving operational efficiency, implementing the patient-centered medical home, enhancing patient satisfaction, and optimizing appropriate reimbursement

This session format will feature three 15-minute TED-style talks on topics of interest to our members and meeting attendees. Each of the three dynamic speakers in these sessions will combine evidence and experience into a thoughtful discussion of one facet of the session topic. Our goal for this new format is to deliver impactful information in concise, engaging bursts.