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Sessions Focused on GME & Single Accreditation

Tuesday  |  Wednesday  |  Thursday  |  Friday

Tuesday, 1:00 pm - 5:00 pm (Pre-conference workshop)

Osteopathic Recognition: Intensive Peer-to-Peer Workshop for Completing the Osteopathic Recognition Application 1:00 pm - 5:00 pm 


Deepen your conference experience by investing in a four-hour workshop focused on the osteopathic recognition application with guidance and insights from peers who have attained osteopathic recognition for their programs. Moderated by peers and experts on osteopathic training, attendees will walk away with tangible ideas to strengthen their program's osteopathic recognition application.

See flyer "Attaining Osteopathic Recognition in Your Residency Programs" for general information on osteopathic recognition. 

Advanced registration is required for this pre-conference workshop.

Wednesday, 9:45 am - 10:45 am

Focus: GME & Single Accreditation
Kent A-C, 4th Floor

Using the ACGME Annual Program Evaluation to Improve Your Program (WA-1-186)

The ACGME’s approach is increasingly promoting program improvement, including improvement in areas where programs already comply with the accreditation standards. The basic building block is the annual program evaluation, supplemented every 10 years by a more comprehensive self-study. The approach facilitates improvement by having programs set specific program aims, and assess their strengths and areas for improvement, as well as opportunities and threats in their environment. This interactive session will combine two brief presentations with small group work. Participants will glean the most benefit from this workshop if they come prepared to discuss program improvement ideas and priorities in their own programs.

  • Ingrid Philibert, PhD, MBA, Senior Vice President, Field Activities, ACGME

Focus: Osteopathic Medical Education Research & Leadership and GME & Single Accreditation
Harborside D, 4th Floor

National Innovation: Taking a Novel AOA program into Single GME (WA-10-104)

The ACA expanded community-based opportunities for primary care residency programs through the Teaching Health Center GME (THCGME) program designed to illuminate the value based business model for GME with intense accountability for resources and reporting of educational and care delivery outcome metrics. The Wright Center for GME (WCGME), a non-profit, consortium based ACGME/AOA accredited Sponsoring Institution aligned its community-based governance and educational mission to become the largest recipient of HRSA’s THCGME funding. WCGME partnered with the A.T. Still University School of Osteopathic Medicine in Arizona (ATSU-SOMA) to create an innovative community-oriented primary care (COPC) Family Medicine residency within a network of partnering Federally Qualified Health Care Centers (FQHCs). The program aimed to address our national primary care physician shortage and misdistribution and related health disparities. This session will provide insights into how the National Family Medicine Residency works as a nationally distributed consortium, sharing highlights, challenges, and lessons learned from our journey from AOA accreditation to our ACGME site review.

  • Meaghan Ruddy, PhD, Director of Transformative Education/ Acting VP for GME, The Wright Center for GME
  • Lawrence LeBeau, DO, Program Director - National Family Medicine Residency, ATSU-SOMA
  • Brian Ebersole, SVP for Mission Delivery, The Wright Center for GME
  • Lisa Watts, DO, Director of Medical Education, ATSU-SOMA

Wednesday, 11:00 am - 12:00 pm

Focus: Aligning Education and Care Delivery and GME & Single Accreditation
Grand Ballroom 3-4, 3rd Floor

Serving, Teaching, and Learning Where Need is Greatest (WB-8A-72)

Health care delivery science (HCDS) is a key piece of the patient-centered medical home (PCMH) movement in that both call for best practices in both patient and operational systems outcomes. While there are some programs available in this area, there seems to be as of yet little full integration of HCDS in health professions education. The same can be said for professionalism and leadership in the practice (PLP) of health care delivery. PLP describes the democratization of leadership in effective interprofessional teams. Those who engage in interprofessional education (IPE) attest to the lack of PLP in health professions education; the call for IPE is decades old, there yet remain challenges to robust integration. The HRSA Primary Care Training and Enhancement (PCTE) grants fund-sustainable innovations in the education of health professions. This presentation will provide insights into the presenters' PCTE grant the primary objectives of which are to: 1) authentically integrate PLP into training for CHC physicians, staff, residents, and students, and 2) create and enact a HCDS curriculum that describes and documents care delivery efficiencies.

  • Meaghan Ruddy, PhD, Director of Transformative Education/Acting VP for GME, The Wright Center for GME
  • Christine Morgan, EdD, Residency Development Manager, ATSU-SOMA
  • Isaac Robert Navarro, DMD, MPH, Director of COPC, ATSU-SOMA
  • Frederic Schwartz, DO, Senior Advisor to the Dean, ATSU-SOMA
  • Linda Thomas-Hemak, MD, President and CEO/ Program Director for Internal Medicine, The Wright Center for GME

Integration and Clinical Teaching in College Health (WB-8B-124)

Primary care health care organizations are striving to create systems equipped to care for physical, emotional, behavioral, and social needs of individuals and communities. In this transition toward integrated care, organizations undergo a complex transition in interprofessional workforce, leadership, and systems, which reveal challenges and opportunities for trainees and educators. The college health clinic is a unique context for this work, in its care for students as future health care professionals and recipients. This session will explore the intersections between integrated care transitions and the unique training opportunities in a college health context.

  • Anne C. Jones, DO, MPH, Interim Director of Medical Services, Cornell University, Gannett Health Services

Creating Consortium Model Graduate Medical Education Programs: Partnering with the VA (WB-8C-190)

In this session, the presenter will discuss the rationale for exploring collaborative relationships with Veteran's Association Hospitals and community hospital health systems. The process of applying financial aspects and academic advantages and disadvantages of VA affiliations will be discussed in detail. Specifically, in the context of the SAS, the presenter will offer some practical tips to how VA affiliations can enhance an AOA accredited programs successful transition to an ACGME accredited program.

  • Richard Terry, DO, Chief Academic Officer, LECOM

Focus: GME & Single Accreditation
Harborside D, 4th Floor

A Unified Didactic Curriculum for Osteopathic Recognition in a Multi-Specialty Approach (WB-9A-32)

In this session, we will review what our unified curriculum is for Osteopathic Recognition in three residency programs at our institution. We currently have Osteopathic Recognition for family medicine, internal medicine, and medicine/pediatrics. There had been a model used for the last 12 years, but in the last two years we have altered it to be competency based as well as include some of the aspects required to meet the new ACGME designation for Osteopathic Recognition. The delivery is completed by physicians with varied backgrounds as well as disciplines and draw from different strengths to deliver a program that is well rounded. A survey of the current residents and incoming residents was completed before the new curriculum was implemented and will be repeated after six months to evaluate the residents' perception of the quality of the program.

  • Joanne Baker, DO, Director of Osteopathic Medical Education, WMU Homer Stryker MD School of Medicine
  • Glenn Dregansky, DO, Family Medicine Program Director, WMU Homer Stryker MD School of Medicine
  • Brian Hays, DO, Osteopathic Recognition Program Leader, WMU Homer Stryker MD School of Medicine

What Do I Do with this DO? Practical Tools for the MD preceptor (WB-9B-97)

Both osteopathic medical schools and residency programs struggle with how to support osteopathic learners in allopath-predominant training environments. In this session we will describe two tools that one osteopathic family medicine residency program uses to support its residents in using their osteopathic diagnostic and treatment skills with non-DO preceptors. Participants will leave with two tools they can easily adapt to their own educational programs.

  • Eleni S. O'Donovan, MD, Local Program Director, The Wright Center for Graduate Medical Education
  • Lawrence LeBeau, DO, Program Director, ATSU-SOMA

Osteopathic Medicine for All: Key to Osteopathic Recognition (WB-9C-118)

In an effort to support residency programs with Osteopathic Recognition, our institution developed and implemented the OMFA, a pilot program that aims to inform MD physician preceptors on OPP/OMM and to enhance DO physicians’ OPP/OMM preceptoring skills. This course will describe the OMFA – it will discuss its structure and format as well as the challenges and successes related to its development and implementation.

  • Stevan A. Walkowski, DO, Assistant Professor & Chair, OMM Department, OU-HCOM

Wednesday, 2:30 pm - 3:30 pm

Focus: Faculty/Professional Development and GME & Single Accreditation

Harborside E, 4th Floor

Transition from UME to GME - Residency Match Updates from the NRMP and NMS

In this session, Ms. Mona Signer and Mr. James Swartwout will describe and present the latest statistics and results of the two residency matching systems: the National Residency Matching Program (NRMP) and the National Matching Service (NMS) respectively. Presentations will highlight match participation rules, updates and considerations, especially within the context of the single accreditation system for graduate medical education. Discussions will cover the successful transition for osteopathic medical students from undergraduate medical education to graduate medical education. Attendees will have the opportunity for questions and discussion during a Q&A session at the end of the presentations.

  • Mona M. Signer, President and Chief Executive Officer, NRMP
  • James E. Swartwout, Senior Vice President of Education, Accreditation and Research, AOA

Wednesday, 3:45 pm - 4:45 pm

Focus: GME & Single Accreditation
Kent A-C, 4th Floor

Making It Count Twice (WD-13A-197)

In this session, participants will learn how to think like a scholar to address challenges of making work count twice for the clinical and academic setting. This session will address challenges for UME and GME. It will provide suggestions for a variety of scholarly activity approaches.

  • Elizabeth K. McClain, PhD, Associate Dean Academic Affairs, WCUCOM

The Personal Trainer Approach to Academic Writing, and Demystifying Scholarly Activities (WD-13B-188)

In this session, participants are expected to bring an idea (new or an existing draft) of a medical education paper to the session, which will be discussed in small groups with Journal of Graduate Medical Education (JGME) editors. Using the Project Checklist, Writing Review Guide, and other tools, participants will leave with an action plan that uses key steps to successful writing. As time permits, participants will also review an education research paper and project in the small group. Caveat: The session leader cannot guarantee that suggestions given at this session will lead to publication in a medical education journal, nor can session leaders substitute for participants’ own research or writing mentors.

  • Ingrid Philibert, PhD, MBA, Executive Managing Editor, JGME

Focus: GME & Single Accreditation
Grand Ballroom 1-2, 3rd Floor

Single GME Accreditation System Update (WD-17A-248)

In this session, attendees will get the latest update on the transition to the single GME accreditation system including data on programs and institutions that have applied for ACGME accreditation. Information on osteopathic recognition will also be shared.

  • Lorenzo L. Pence, DO, Senior VP Osteopathic Accreditation, ACGME

Resident Assessment in the NAS: Educating Faculty in Competency-Based Assessment (WD-17B-80)

ACGME presents six-day conferences annually which review for program directors how Competency-Based Medical Education (CBME) is incorporated into the Next Accreditation System (NAS). A pilot program was created to present this in a shorter format. ACGME co-sponsors these courses with the presenting institutions. Vanderbilt University Medical Center became the first site to present these annual "short courses". MWU OPTI has attended both the primary and regional courses, and was invited to join this pilot program as the third participant. Plans are being developed for a program which focuses upon both the needs of community hospitals which sponsor GME and AOA-accredited postdoctoral training programs which are making the transition to ACGME accreditation via the Single Accreditation System (SAS). The course reviews the principles and implementation of CBME into residency programs while providing context for how the various assessments and committees fit together. Program participants will learn how to create a comprehensive assessment system and tools, while also learning (via simulation) to provide effective feedback on resident performance.

  • Thomas Boyle, DO, Dean, Postdoctoral Education (Midwestern University), Midwestern University OPTI
  • Howard Shulman, DO, Associate Dean and DIO, Postdoctoral Education, Midwestern University, Midwestern University OPTI
  • Lilia Wilson, MBA, MPM, Associate DIO, Midwestern University OPTI

Helping Residents See Clearly: Integrating CLER into Daily Practice (WD-17C-59)

With the implementation of the Next Accreditation System (NAS), programs will be evaluated not only on the medical knowledge and clinical skills of their learners, but also on how well-rounded those learners are in their clinical environment. Therefore, the Clinical Learning Environment Review (CLER) is used as a tool to assess resident, fellow, attending, and the overall hospital's abilities to: be professional, respect duty hours, ensure patient safety, engage in quality, make transitions safely, and have adequate supervision. This session will provide education about CLER and explain how our program implemented a CLER curriculum into our residents' daily routine.

  • Margaret Hayes Baker, MD, Associate Professor of Medicine, Magnolia Regional Health Center

Focus: Osteopathic Medical Education Research & Leadership and GME & Single Accreditation
Harborside E, 4th Floor

The Design and Implementation of an OMM Mini-CEX (WA-24A-39)

Under the ACGME Osteopathic Recognition Requirements, osteopathic-focused programs must: “provide residents with instruction and evaluation in the integration of Osteopathic Principles and Practice (III.B.1);” and “Evaluation must include direct observation of osteopathic-focused program or track residents with patients by the program director, co-program director, osteopathic-focused track director, and/or the local site director (III.C.1.d).(8).(a)).” The National Family Medicine Residency program created an Osteopathic Manipulative Medicine Mini-CEX (OMM Mini-CEX) to evaluate the osteopathic manipulative medicine clinical competency skills of family medicine residents. This presentation will describe the design and implementation of the OMM Mini-CEX and present the findings of an AACOM grant-supported study to investigate the use and perceived effectiveness of this direct observational evaluation tool amongst residents and faculty in the NFM program.

  • Lawrence LeBeau, DO, Program Director, ATSU-SOMA
  • Christine Morgan, EdD, Residency Development Manager, ATSU-SOMA
  • Deborah M. Heath, DO, Assistant Dean for Curricular Integration, ATSU-SOMA

Teaching Osteopathic Principles and Practices in the Single Accreditation System 

A challenge with the single accreditation system is the confidence physicians (osteopathic and allopathic) have to evaluate and train both MD and DO residents in osteopathic principles and practice. In this session, we will explain the benefits of teaching all physicians in training osteopathic medicine and describe a curriculum that trains and evaluates competent physicians in osteopathic principles and practice in the single accreditation system.

  • Miho Yoshida, DO, Assistant Professor, Chair Department of OMM, BCOM
  • William Devine, DO, Clinical Professor, Department of OMM, AZCOM/MWU

Thursday, 9:45 am - 10:45 am

Focus: GME & Single Accreditation
Grand Ballroom 3-4, 3rd Floor

Facilitating Institutional Oversight and Program Improvement (TA-22-58)

This activity focused presentation will engage the audience with learning the ACGME requirements on program and institutional review and improvement. As programs and sponsoring institutions analyze resident performance, faculty development, graduate performance, and program quality, one structure with common processes and policies will help to identify ongoing improvement needs for the institution. Presenters will engage the audience in adopting a best practice for their institution to determine areas for improvement, areas of strength, and summarizing the resident and faculty assessment of the programs. The audience will learn how to prepare the Annual Institutional Review (AIR) to document initiatives to improve performance in the areas of deficiency identified during an annual program reviews and what role the Program Evaluation Committee (PEC) plays in institutional development.

  • Kerrie Jordan, MS, C-TAGME, DIO/Administrative Director, GME, KCU-COM
  • John J. Dougherty, DO, Dean, TUNCOM

Thursday, 2:15 pm - 3:15 pm

Focus: GME & Single Accreditation
Grand Ballroom 1-2, 3rd Floor

Integrating OPP Competencies, Milestones, and Scholarly Activity into Residency Programs (TC-32A-213)

With the current transition of osteopathic residency programs to accreditation by the American Council on Gradual Medical Education (ACGME), ACGME has developed a special certification for ACGME accredited residencies known as Osteopathic Recognition (OR). This presentation will detail Osteopathic Principles and Practice (OPP) competencies and resident milestones to be obtained within osteopathically-recognized residency programs and discuss methods for training residents in these competencies that will facilitate mastery. Additionally, this presentation will discuss how to integrate OPP into resident and faculty scholarly activity.

  • Karen T. Snider, DO, FAAO, Professor, Assistant Dean for OPP Integration, ATSU-KCOM

Assessment of Changes and Barriers in Practice of OMT Throughout Clinical Training (TC-32B-191)

The learning objectives and participant outcomes of this session are to: (1) determine how and why the perspective toward the osteopathic manipulative treatment (OMT) changes as training progresses among the third- and fourth-year medical students and residents; (2) identify barriers that prevent the medical students and residents to practice OMT in clinical setting; and (3) determine the best ways to increase the OMT utilization and improve osteopathic education in clinical training. Unity Health's Osteopathic Residency Program conducted a survey among third- and fourth-year medical students, residents, and osteopathic physicians. Our preliminary result reveals that residents used OMT once per week on average and soft tissue is the most commonly used technique on lumbar and cervical regions of the spine. The barriers for the residents to use OMT are: (1) OMT is time consuming; (2) lack of OMT practice after the first two years of medical school; and (3) limited number of osteopathic physicians in a rural community hospital. It is important for osteopathic medical schools and residency programs to provide a curriculum that help to maintain their osteopathic knowledge and OMT skills.

  • David S. Krapf, DO, Family Medicine Resident, Unity Health - Member of Mayo Clinic Care Network

Thursday, 4:00 pm - 5:00 pm

Focus: Faculty/Professional Development and GME & Single Accreditation
Harborside E, 4th Floor

Job Satisfaction of Osteopathic Clinical Faculty (TD-40A-25)

In this session, the correlation between job characteristics and the effect on job satisfaction and affective commitment among osteopathic medical school clinical faculty will be examined.
We will examine to what extent, if any, is there a relationship between job characteristics and affective commitment, and to what extent is there a relationship between affective commitment and job satisfaction criteria.

  • Al Yurvati, DO, PhD, Professor and Chair of Medical Education, UNTHSC/TCOM

Ways to Increase Faculty Scholarly Activity (TD-40B-61)

In this session, I will overview current requirements for ACGME Faculty scholarly activity, review requirements for ACGME Osteopathic Recognition Faculty scholarly activity, and will provide suggestions on practical ways to increase faculty scholarly activity. Faculty scholarly activity is a Common Program Requirement for ACGME accreditation, but can be difficult to achieve based upon all of the other time commitments for residency faculty. For previously AOA-accredited programs, faculty scholarly activity may also be a new concept. Participants will have the opportunity to assess their current level of faculty scholarly activity, and consider practical ways to increase/improve their current faculty scholarly activity.

  • Jackie Weaver-Agostoni, DO, MPH, FACOFP, Program Director, Osteopathic Family Medicine Residency, UPMC Shadyside

Friday, 11:30 am - 12:30 pm

Focus: The New Med-Ed Pedagogy in the Era of Clinical Integration and GME & Single Accreditation
Grand Ballroom 3-4, 3rd Floor

Measurable Factors Predicting Outcomes of Licensing Examinations (FB-28A-201)

In this session, we attempt to identify the predictive factors and study habits that contribute to better performance on COMLEX Level 1 exams. Through this investigation, we attempted to uncover the correlations between particular study habits and successful outcomes for both national board exams, and to use those learned methods for future institutional performance improvements.

  • William R. Blazey, DO, Assistant Dean, Preclinical Education, NYITCOM
  • Filippo Romanelli, MBA, OMS, NYITCOM
  • George Koutsouras, MPH, OMS-III, NYITCOM

Using AACOM’s Data—What You Can Do with the OME Data on the AACOM Website

In this session, attendees will be shown demonstrations on how to navigate to the AACOM Reports website and how to download various reports. In addition, we will review the types of data that are available on the AACOM Reports website and various methods to manipulate the data using Excel.

  • Erik Guercio, MA, Associate Director of Research, AACOM