Presenters are encouraged to submit workshops across all categories. Workshops across all tracks will be scheduled based on the quality of peer-reviewed content.

For theme related submissions, presenters are encouraged to develop workshops that highlight new skills or knowledge for the general internist related to leading change, engaging with communities and/or policy makers, or advocacy to advance health equity. Such topics may include:

• Identifying the health implications of rapidly changing policies
• Engaging with communities to improve health
• Leveraging data to shape health policy
• Advocacy using social media
• How to manage the biased/racist patient
• Mitigating the impact of implicit bias on patient care
• Understanding and addressing structural racism in your own professional context
• How to engage with legislators
• Change management
• Effective messaging
• Creating an environment that enables a diverse workforce to thrive
• Conducting Community Based Participatory Research
• Quality improvement as a path to health equity
• Health policy careers for the general internist
• Training students/residents/faculty to become effective advocates
• Novel ways of addressing the determinants of health in clinical practice
• Teaching social justice
• Integrating health disparities education into existing curricula
  

For 2019, 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: In line with the meeting theme, we encourage the inclusion of patients, family members, community experts and other stakeholders as workshop faculty. Please note that these participants will be expected to register and pay registration fees for the Annual Meeting. Please indicate if any workshop faculty participants are patients, community experts or stakeholders within the workshop submission during Step 4: Authors.

• 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.

• 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.

1. Title: Will be displayed in print preliminary program.
2. Online Title:(≤ 60 characters, including spaces. This is all people see when they pre-register for sessions online.).
3. Presented in Conjunction with: (optional, typically an SGIM Committee, Task Force, Workgroup or Interest Group)
4. Session Summary: (≤ 3,000 characters, including spaces) Please exclude self-identifying information (presenter names or institutions).
5. Online Session Summary: (≤ 500 characters, including spaces) Please exclude self-identifying information (presenter names or institutions).
6. Meeting Theme: Does this session fit with the meeting theme? If so, how? (≤ 250 characters, including spaces)
7. ACGME-specific Learning Objectives: Two required. Each learning objective should reflect one of the six ACGME Core Competencies.
8. Target Audience: (see list below; you must choose one, and only one)
9. 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)..
10. 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).
11. 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 note that these participants will be expected to register and pay registration fees for the Annual Meeting. Please indicate if any workshop faculty participants are patients, community experts or stakeholders. (Yes/No)
12. Session History:(Has this session been presented before? If yes, identify the meeting(s) and date(s)).
13. Category: (see list below, you must choose one, and only one)
14. Career Development Series: If accepted, may we schedule this as part of the series? (Yes/No)
15. 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 2019 Annual Meeting? Learn more.

• 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)

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, implementing the patient-centered medical home, 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 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

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:

1. General audience
2. Medical Students/Residents/Fellows
3. Early career clinician-investigators
4. Early career clinician-educators
5. Mid-late career clinician-investigators
6. Mid-late career clinician-educators
7. Administrators

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:

• Any
• 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.

• Any
• Research
• Education
• Clinical Practice
• Administration/Management/Leadership

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 slide sets and handouts must be uploaded onto SGIM19 Mobile App by May 1, 2019.

• 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.