NEEDS STATEMENT

Experienced program directors are responsible for leading complex graduate medical education (GME) programs within an evolving institutional and regulatory environment. Despite years in their roles, many continue to experience professional practice gaps in effectively managing organizational change, translating accreditation citations and survey feedback into sustainable improvements, and applying contemporary approaches to trainee assessment and evaluation. Additional gaps arise when navigating high‑risk trainee and faculty situations, preparing for accreditation site visits, and maintaining continuous readiness for compliance amid competing operational demands. As institutional priorities increasingly emphasize quality, safety, and systems-based practice, program directors may also struggle to align program-level initiatives with broader organizational goals, which can limit program improvement efforts and introduce variability in accreditation performance and educational outcomes.

Experienced program directors benefit from advanced professional development that strengthens both knowledge and competence across key domains of GME leadership. Priority areas for growth include managing change within academic institutions, responding effectively to accreditation citations and Accreditation Council for Graduate Medical Education (ACGME) feedback, applying contemporary competency‑based assessment and meaningful evaluation practices, and addressing complex trainee and program leadership challenges. Program directors also benefit from guidance on developing and documenting educational scholarship to support promotion, thoughtfully incorporating emerging tools such as artificial intelligence into program administration and evaluation, and maintaining continuous accreditation readiness through proactive preparation for random site visits. Focused development in institutional quality and safety initiatives further supports program directors in aligning their programs with broader organizational improvement efforts. Addressing these areas supports experienced program directors in enhancing program oversight, strengthening leadership effectiveness, supporting learners and faculty, and sustaining high‑quality, compliant graduate medical education programs.

TARGET AUDIENCE
This activity is designed for Program Directors who have been in their role for more than three years.

EDUCATIONAL OBJECTIVES
At the conclusion of this activity, the participants should be able to:

• Describe key components of Graduate Medical Education (GME) program leadership, including accreditation expectations, financial structures, and institutional quality improvement initiatives.
• Explain contemporary approaches to trainee assessment, program evaluation, and interpretation of Accreditation Council for Graduate Medical Education (ACGME) survey data.
• Identify strategies for navigating complex trainee and program leadership situations encountered by program directors.
• Discuss approaches to developing educational scholarship and documenting academic contributions that support promotion and career advancement.

EDUCATIONAL METHODS
Lecture and Small Group Breakout Session

EVALUATION
Evaluation by questionnaire will address program content, presentation, and possible bias.