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8:00 AM · Welcome
1
8:05 AM · 45 min
"When I was a Resident…": Bridging Generational Differences in Academic Medicine
- Identify the values underlying your own approach to medicine and recognize where they may differ from those of current trainees.
- Apply a framework for interpreting trainee behavior through both traditional and contemporary lenses, particularly in moments of perceived value collision.
- Recognize the contributions of each generation to the evolving culture of anesthesia practice, without dismissing or romanticizing either.
- Identify three concrete bridging moves — naming value collisions when they arise, making implicit expectations explicit, and calibrating expectations through open dialogue.
[Article — generational differences in medicine]
Focus on how generational identity shapes expectations around hierarchy, availability, and feedback culture.
For your own reflection — you won't be asked to share.
1. Think of a time a trainee's behavior genuinely puzzled or frustrated you. What value of yours did it seem to violate? What value might they have been expressing?
2. What's one implicit expectation you hold that you've never said out loud — and that residents probably don't know they're failing to meet?
2
8:50 AM · 55 min
The Feedback Paradox: When Fear of Bias Becomes Its Own Bias
- Identify how implicit bias shapes both the content and frequency of feedback delivered to trainees across gender, race, and other identities.
- Recognize how the fear of being perceived as biased can lead faculty to withhold critical feedback — and how this avoidance creates its own form of inequity in resident development.
- Identify the linguistic and structural features that distinguish equitable feedback from biased or avoidant feedback.
- [Apply framework — TBD by facilitators]
[Article — bias in feedback delivery]
Evidence for differential feedback patterns by trainee identity, and the mechanism by which avoidance compounds inequity.
Calibrating Critical Feedback: The Three Zones of Learner Response
Framework for anticipating how trainees receive critical feedback — useful context for the equity angle in this session.
📥 PDF
For your own reflection — you won't be asked to share.
1. Have you ever softened or withheld critical feedback because of something about the trainee — their identity, their emotional state, your fear of how it might land? What happened as a result?
2. What would it mean for a trainee's development if every piece of critical feedback you've withheld this year simply... never arrived?
3
9:45 AM · 50 min
Beyond 'Good Job': Better Debriefing in Clinical Teaching
- Describe the Frames–Actions–Results model and its role in understanding learner behavior during clinical scenarios.
- Apply an Advocacy–Inquiry approach (e.g., "I think, I saw, I wonder") to explore learners' frames and tailor feedback effectively.
- Demonstrate a structured approach to debriefing that increases confidence and effectiveness in clinical teaching.
[Article — Advocacy-Inquiry / debriefing model]
Introduces the Frames–Actions–Results structure. Look for a moment in your own teaching where this approach would have changed the conversation.
For your own reflection — you won't be asked to share.
1. Recall the last time a trainee made a clinical decision you didn't understand. Did you explore the frame behind it — or did you correct the action?
2. What's your honest go-to debriefing move after a case? What would you want it to be?
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10:35 AM · Break · 15 min
4
10:50 AM · 60 min
Expertise by Design: Why Modern Training Requires Deliberate Cultivation
- Distinguish routine competence from adaptive expertise, and articulate why adaptive expertise matters when protocols fail, technology is unavailable, or novel situations arise.
- Describe the four cognitive conditions required for expertise development (cognitive architecture, reflective practice, deliberate practice, and epistemic sophistication) and how each is shaped by the learning environment.
- Identify how recent advances in safety, technology, system efficiency, and culture have unintentionally constrained these conditions — even as each advance reflects genuine progress.
- Apply concrete strategies — at the level of the learner, educator, program, and specialty — to deliberately design training that preserves both modern gains and adaptive expertise.
Expertise by Design: Why Modern Training Requires Deliberate Cultivation
The manuscript underlying this session. Focus on the four-condition framework and the modernization paradox.
📥 Manuscript
Calibrating Critical Feedback: The Three Zones of Learner Response OPTIONAL
Connects deliberate practice to how faculty give feedback that builds rather than blocks expertise development.
📥 PDF
For your own reflection — you won't be asked to share.
1. Think of a moment in your own training where you had to figure something out without a protocol, a supervisor, or a safety net. What built your capacity to do that? Are we still building that capacity in today's trainees?
2. Name one thing you do in your teaching that builds adaptive expertise. Name one thing the system does that constrains it.
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11:50 AM · Feedback survey & group photo
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12:00 PM · Lunch