26007: Academy of Teaching Scholars (ATS) Academic Skills Boot Camp, December 5, 2025

Friday, December 5, 2025, 8:00 AM - 1:00 PM CT, Zoom Videoconference

This interactive Zoom-based workshop is designed to support the professional development of health education faculty and academic medicine educators at various career stages. The purpose of this activity is to enhance participants’ confidence and competence in key areas of educational practice, including: Delivering difficult feedback effectively and empathetically, Using coaching strategies to address professionalism concerns, Preparing for promotion within academic health education settings.

These workshops are necessary to address common challenges faced by educators in academic medicine, particularly around communication, mentorship, and career advancement. By providing practical tools and strategies, the sessions aim to foster a more skilled, reflective, and confident educator workforce.

The intended goals of the presentations are to: Equip participants with actionable techniques for navigating complex interpersonal and professional scenarios, Promote a culture of continuous improvement and support among faculty, Encourage career development and retention within academic medicine.

The target audience includes: Junior faculty seeking to expand their teaching and leadership skills, Senior faculty interested in refining their approaches and mentoring others, Residents and fellows exploring academic career paths, Any educator committed to improving their effectiveness in teaching and faculty development.

Overall, this activity intends to create a dynamic learning environment where participants leave with increased confidence in their abilities as educators, better prepared to handle challenges, and more motivated to pursue growth in their academic roles.

1. Describe models of effective feedback principles
2. Identify coaching frameworks applicable to professionalism concerns.
3. Explain best practices in mentoring and leadership development.
4. Summarize conflict resolution strategies and communication styles.
5. Demonstrate the ability to deliver difficult feedback using structured models in role-play scenarios.
6. Apply coaching techniques to address professionalism concerns in simulated conversations.
7. Practice navigating interpersonal challenges through case-based discussions and role-play.
8. Implement empathetic and constructive feedback strategies in real-world educational settings.
9. Engage in coaching conversations that promote professionalism and growth among learners or peers.
10. Pursue promotion by documenting progress and seeking mentorship within academic health education.

Professional Practice Gaps
Gap 1: Many physicians are highly skilled clinically but lack formal training in leadership, communication, and advocacy, which are crucial for career longevity and adaptability in evolving healthcare environments.

Gap 2: Physicians often have limited awareness or access to resources that support skills like mentorship, health policy, and career planning, which are essential for building a well-rounded, successful career outside of patient care.

Gap 3: Many educators struggle to provide constructive feedback that is both clear and empathetic, especially in high-stakes or emotionally charged situations.

Gap 4: Faculty may lack training in using coaching techniques to address professionalism concerns in a way that promotes growth rather than punishment.

Gap 5: Junior faculty and trainees may not receive consistent mentorship, leading to gaps in professional development and retention.

Gap 6: Faculty may not have had formal training in managing interpersonal dynamics, mentoring relationships, or leading educational teams.

The University of Oklahoma College of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The University of Oklahoma College of Medicine designates this live activity for a maximum of 4.25 AMA PRA Category 1 Credit™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

Mitigation Statement: The University of Oklahoma College of Medicine, Office of Continuing Professional Development has reviewed this activity’s speaker and planner disclosures and has mitigated all relevant financial relationships with ineligible companies, if applicable.

University of Oklahoma Equal Opportunity / Non-Discrimination Statement: The University of Oklahoma, in compliance with all applicable federal and state laws and regulations, does not discriminate on the basis of race, color, national origin, sex, sexual orientation, genetic information, gender identity, gender expression, age, religion, disability, political beliefs, or status as a veteran in any of its policies, practices, or procedures. This includes, but is not limited to: admissions, employment, financial aid, housing, services in educational programs or activities, or health care services that the university operates or provides.
 
To file a grievance related to the non-discrimination policy, report sexual misconduct, and/or file a formal complaint of sexual misconduct, please utilize the reporting form at link.ou.edu/reportingform.
 
Inquiries regarding non-discrimination policies may be directed to the Office(s) of Institutional Equity as may be applicable – Norman campus: (405) 325-3546/3549, Health Sciences Center: (405) 271-2110, or OU-Tulsa Title IX Office: (918) 660-3107. Additionally, individuals may visit www.ou.edu/eoo.

Accommodation Statement:
Accommodations on the basis of disability are available by contacting (insert Course Contact) at (405) xxx-xxxx or (insert email address) as soon as possible.

Acknowledgement of Commercial and In-Kind Support:
Commercial support is financial, or in-kind, contributions given by a ineligible company, which is used to pay all or part of the costs of a CME activity.  An ineligible company is one whose primary business is producing, marketing, selling, re-selling or distributing healthcare products used by or on patients. 

Appropriate acknowledgement of all commercial and in-kind support will be given at the time of the educational activity.

Disclaimer Statement:
Statements, opinions and results of studies contained in the program are those of the presenters and authors and do not reflect the policy or position of the Board of Regents of the University of Oklahoma (“OU”) nor does OU provide any warranty as to their accuracy or reliability.

Every reasonable effort has been made to faithfully reproduce the presentations and material as submitted. However, no responsibility is assumed by OU for any claims, injury and/or damage to persons or property from any cause, including negligence or otherwise, or from any use or operation of any methods, products, instruments or ideas contained in the material herein.

Policy on Faculty and Presenters Disclosure: 
It is the policy of the University of Oklahoma College of Medicine that the faculty and presenters identify all financial relationships with ineligible companies relating to the topics of this educational activity, and also disclose discussions of off-label or investigational drugs/devices and/or therapies during their presentation(s). 

AMA PRA Category 1 Credits™ (4.25 hours), Non-Physician Attendance (4.25 hours)

Mitigation of Relevant Financial Relationships

The University of Oklahoma College of Medicine, Office of Continuing Professional Development has reviewed this activity’s speaker and planner disclosures and has mitigated all relevant financial relationships with ineligible companies, if applicable.

Friday, December 5, 2025