Introduction: Faculty development (FD) is an element critical to the professional growth of medical educators and a necessary component in developing effective educators. FD offerings are prevalent across academic institutions; however, faculty report they are unable to participate in these initiatives due to time limitations and competing priorities. The snippet FD approach can address these concerns but requires training for FD providers to be effectively used. Methods: This snippet train-the-trainer workshop was presented to approximately 310 physician and nonphysician medical educators at a national medical education conference. The session incorporated multiple teaching modalities (e.g., lecture, demonstrations, structured small-group snippet development groups, and large-group debriefs). A 14-item Likert-scale survey was used to obtain participant evaluations. Narrative feedback was collected using constructed response items. Results: Ninety-five percent of respondents (125 of 132) planned to use snippets as an FD strategy at least once per year, with 38% (50 of 132) noting they planned to use snippets at least four times per year. Respondents indicated that FD snippets could positively impact educational practices (94%) and that the session was a valuable use of their time (94%), as well as expressing interest in a snippet repository (90%). Discussion: A brief FD train-the-trainer workshop for snippets can successfully prepare FD providers to create and use this approach.

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The Associate DIO serves as a first-level reviewer for academic due process, and maintains a hands-on role as part of any inquiry related to misconduct or a grievance. If a conflict of interest exists, another Associate DIO within the consortium provides crosscoverage. They also serve as a coach, advisor, and mentor to new and rising program leaders to ensure smooth transitions and succession planning. Other responsibilities include leadership in local chief resident meetings and GME town halls, communications, championing of resident and fellow efforts in hospital quality and safety initiatives, and participating in wellness initiatives. Outcomes to Date Experience from the first full year employing the Associate DIO model within our consortium has been universally endorsed as a success. Each Local GMEC serves to further enhance opportunities for program director and resident involvement and engagement in the consortium. The Associate DIO model has allowed us to embrace the nuance and diversity within our consortium at the local hospital or entity level, while simultaneously maintaining a centralized GME governance structure reporting to the DIO and Consortium GMEC.

Coaching is a rapidly evolving innovation in the medical education environment, 1 expanding significantly beyond forerunners in sports and business 2 ; however, the terms "coaching" and "coach" have become ubiquitous, which has contributed to ambiguity around the value of coaching. 3 Coaching-complementary to but distinct from mentoring, advising, or diagnosing-applies the arts of inquiry and reflective practice to support the development of the coachee. 3 Examining coaching as its own discrete process helps refine its potential intersections with advising and mentoring and drives greater precision in distinguishing among means to support faculty and learners. 3 Here, we frame 4 archetypes of coaching from across the education continuum and delineate discriminating factors among them. Carefully assessing both organizational and individual needs informs not only the adoption of one or more of the coaching archetypes examined but also the human resources required to best fill the valuable role of coach.Disclosures: None reported.

Each device consists of 4 ultra-high sensitivity electroencephalography electrodes adhered to a learner's scalp without the need for hair removal and connects to a small transmitter that clips to the learner's lapel or collar. The electrodes sense individual neuron action potentials, which are converted to computer code and transmitted in real time to a HIPAA-compliant cloud server. We recruited 16 internal medicine interns for a 1month pilot study. Each participant underwent a 6hour session in which they wore the devices during conversations, reading, and cognitive exercises to ''train'' AI algorithms to convert the transmitted computer code into verbal output. AI algorithms were also ''trained'' to filter out neuronal activity for thoughts unrelated to professional activities (personal thoughts) and remove them from the output stream.