Attendance & CME Credit
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This activity offers 4.25 AMA PRA Category 1 Credits™.
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255 Grand Union Blvd, Somerville, MA 02145
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255 Grand Union Blvd, Somerville, MA 02145
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7:45 AM · Check-in & breakfast · 15 min
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8:00 AM · Introduction: education team & schedule for the day · 10 min · Brinda Kamdar
1
8:10 AM · 60 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.
- Evaluate the evidence behind common generational stereotypes, distinguishing claims supported by primary data from those resting largely on opinion.
- Reframe many educational conflicts as collisions of professional values rather than deficits in professionalism, and recognize how the hidden curriculum shapes professional identity formation.
- Apply a set of concrete bridging moves for navigating moments of perceived value collision with trainees.
Kids These Days: Why the Youth of Today Seem Lacking
Five preregistered studies on why every generation believes the next one is in decline, and the two biases that drive it.
📥 PDF
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
9:10 AM · 50 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 a framework for delivering equitable, growth-oriented feedback that holds all trainees to consistent standards while interrupting bias and avoidance.
Analysis of Narrative Assessments of Internal Medicine Resident Performance: Are There Differences Associated with Gender or Race and Ethnicity?
3,383 narrative evaluations across six internal medicine programs: comments about women residents were more positive but less specific than those about men, most notably early in training.
📥 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?
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10:00 AM · Break · 15 min
3
10:15 AM · 60 min
Beyond 'Good Job': Lessons from Simulation for 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.
There’s No Such Thing as “Nonjudgmental” Debriefing: A Theory and Method for Debriefing with Good Judgment
The origin of the Frames–Actions–Results model and the advocacy-inquiry technique this session builds on. Look for a moment in your own teaching where naming your judgment out loud, paired with a genuinely curious question, would have changed the conversation.
📥 PDF
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?
Live Practice with PAAIL: Session Worksheet
Preview, Advocacy ("I saw," "I think"), Inquiry ("I wonder"), Listen. You'll write out the actual words you'd use to debrief an event, then practice with a partner.
📥 Worksheet (.docx)
4
11:15 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 article this session is built on. Focus on the four conditions for building adaptive expertise and how modern training has deemphasized each.
📥 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.
Expertise by Design: Session Slides
Follow along on your own screen during the session if you like.
📥 Slides (PDF)
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12:15 PM · 10 min
Post-workshop survey
Please take five minutes to complete the survey before the group photo. It shapes next year's retreat.
Open the survey in a new tab📸
12:25 PM · Group photo & lunch