CME Information

 

Course Description
The 2019 AAMC Group on Faculty Affairs (GFA) and Group on Women in Medicine and Science (GWIMS) Professional Development Conference is an unprecedented two-and-a-half-day opportunity to connect with the faculty leadership of academic medicine, and the premier professional group for women in the field.

This event is the only national professional development conference designed for and by faculty affairs leaders; and will focus on solution-rich content and tools for attendees to take back to their respective institutions. The new perspectives provided by GWIMS will also allow attendees to consider and develop strategies for the advancement of women in academic medicine and science. Signature to this conference is the rich content that is solution focused and will give attendees helpful takeaways and tools to take back to their institutions.

Target Audience
MD/DOs

Educational Objectives
At the conclusion of this activity, participants should be able to:

• Increase creative engagement between GFA and GWIMS, CFAS and GDI representatives at all medical schools and teaching hospitals.
• Inspire faculty affairs professionals to create sustainable programs that bring out the best in the faculty and leaders of the future.
• Initiate discussions on best practices for creating a nurturing/welcoming workplace that encourages innovation, collaboration, scholarship, and leadership.
• Develop metrics to define effectiveness of faculty affairs deans and staff.
• Identify a personal action plan for home institution.
• Model best practices for program planning.
• Provide opportunities for networking within and across institutions.

Needs Assessment/Practice Gaps
The academic medical community is dynamic and complex.

Faculty leaders rely on sound institutional value based systems, policies and structures.

Recruitment, development and retention of diverse faculty remains a significant need in an increasingly competitive environment.

Inclusion of women within academic medicine by addressing gender equity, recruitment and retention, awards and recognition, and career advancement.

Faculty burnout and faculty transitions (retirement) are challenges that the faculty leaders manage and ultimately impact the institution.

A platform for highlighting and exchanging innovations and promising practices is critical to the growth of the faculty leader community.

Accreditation Statement
This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the University of California San Diego School of Medicine and the Association of American Medical Colleges. The UC San Diego School of Medicine is accredited by the ACCME to provide continuing medical education for physicians.

Credit Designation Statement
The University of California San Diego School of Medicine designates this live activity for a maximum of 17.5 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Cultural and Linguistic Competency
California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect on July 1, 2006, to encourage physicians and surgeons, CME providers in the state of California, and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners, speakers, and authors of this CME activity have been encouraged to address issues relevant in their topic area. Additional resources and information about AB1195 can be found on the UC San Diego CME website at http://cme.ucsd.edu.

Conflict of Interest Disclosure
It is the policy of the University of California San Diego School of Medicine and the AAMC to ensure balance, independence, objectivity, and scientific rigor. All persons involved in the selection, development, and presentation of content are required to disclose any real or apparent conflicts of interest. All conflicts of interest will be resolved before the educational activity is delivered to learners through one of the following mechanisms: (1) altering the financial relationship with the commercial interest, (2) altering the individual’s control over CME content about the products or services of the commercial interest, or (3) validating the activity content through independent peer review. All persons are also required to disclose any discussions of off-label/unapproved uses of drugs or services. Persons who refuse or fail to disclose conflicts of interest are disqualified from participating in the CME activity. Participants will be asked to evaluate whether the speaker’s outside interests reflect a possible bias in the planning or presentation of the activity. This information will be used to plan future activities.