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Abstract Number: 754

BOOSTING COMMUNICATION CONFIDENCE ACROSS DISCIPLINES: RESULTS FROM A HOSPITALIST-LED TRAINING PROGRAM AT AN ACADEMIC MEDICAL CENTER

SHM Converge 2026

Background: Ineffective communication between team members negatively impacts healthcare worker (HCW) well-being and contributes to approximately 25% of patient safety incidents. Despite its acknowledged importance within healthcare teams, interprofessional communication training is rarely part of academic clinical training or practice. We aimed to study the impact of an interprofessional communication training program on a high [...]

Abstract Number: 755

INTERNAL FRICTION: DRIVERS OF CONFLICT BETWEEN MEDICINE PRIMARY AND SUBSPECIALTY TEAMS

SHM Converge 2026

Background: High-quality collaboration between hospitalists and subspecialists is essential to timely, coordinated inpatient care. In academic centers, consultation may be influenced by differences between primary teams’ and subspecialists’ training, communication norms, cognitive load, and expectations. Misalignment of expectations can cause conflict, delays in care, and dissatisfaction. Prior interventions focused on improving question clarity and increasing [...]

Abstract Number: 756

RUNNING A CODE: CARDIAC ARREST FOR THE RISING SENIOR

SHM Converge 2026

Background: In-hospital cardiac arrests are often identified, led, and coordinated by internal medicine residents, making effective code leadership a core competency. Despite completing a full year of medical training, individual resident confidence in ACLS and cardiac resuscitation remains low. This project utilizes an interactive lecture series to improve the confidence and skills needed for a [...]

Abstract Number: 757

RESIDENT KNOWLEDGE OF REQUIRED INPATIENT SOCIAL DRIVERS OF HEALTH SCREENING

SHM Converge 2026

Background: The Centers for Medicare & Medicaid Services (CMS) identify social drivers of health (SDoH) as a crucial component of high-value care. Since January 2024, CMS has required screening for five SDoH in all patients aged 18 years or older admitted to the hospital, although this requirement has now been removed for fiscal year 2026. [...]

Abstract Number: 758

WAVES OF CHANGE: THE IMPACT OF UNDERGRADUATE MEDICAL EDUCATION POINT-OF-CARE ULTRASOUND EMPHASIS ON RESIDENCY PREPAREDNESS

SHM Converge 2026

Background: Point-of-care ultrasound (POCUS) is increasingly emphasized in undergraduate medical education (UME), with the expectation that Internal Medicine (IM) residents enter graduate medical training with greater POCUS knowledge. However, the impact of UME curricular changes on POCUS knowledge and confidence among IM residents is unclear. The objective of this study was to determine if matriculating [...]

Abstract Number: 759

A NOVEL SIMULATION-BASED CURRICULUM FOR HOSPITALISTS MANAGING TRACHEOSTOMY EMERGENCIES

SHM Converge 2026

Background: Tracheostomies are commonly performed for long-term airway management, but post-procedural complication rates are high, with reports ranging from 20% to over 50%.1-4 These complications require an expeditious response to reduce morbidity and mortality, but gaps in provider knowledge, training, and care delivery contribute to adverse outcomes.5 On inpatient wards, hospitalists are often the first [...]

Abstract Number: 760

THE LANGUAGE OF CARE: A MULTI-CENTER CROSS-SECTIONAL SURVEY OF INTERNAL MEDICINE RESIDENT AND FACULTY PRACTICES AROUND STIGMATIZING LANGUAGE IN CLINICAL DOCUMENTATION

SHM Converge 2026

Background: Stigmatizing language (SL) is common in the medical record and can perpetuate bias, which has downstream effects on clinical decision-making and patient care and promotes healthcare inequity1-3. Internal medicine residents are often front-line clinicians for composing documentation and residency faculty are tasked with providing feedback and training on best documentation practices. However, the extent [...]

Abstract Number: 761

CAUGHT IN A SPIRAL: HOW MISALIGNED EXPECTATIONS UNDERMINE LEARNING ON WARDS

SHM Converge 2026

Background: Despite advances in medical education, how modern students engage in experiential learning from patient interactions is not fully understood. Systemic pressures such as healthcare complexities, institutional metrics, and academic demands, leave learners and educators spread thin and frustrated. These prompt students to rely on third-party resources for exam preparation at the expense of direct [...]

Abstract Number: 762

LEARNER PERCEPTIONS OF TEACHING QUANTITY AND TECHNIQUES UTILIZED DURING PEDIATRIC BEDSIDE ROUNDS

SHM Converge 2026

Background: Bedside teaching is central to medical training, yet trainees often report it is underutilized and constrained by clinical demands. Prior local peer-observation studies have examined the quantity and types of teaching techniques from the attending perspective, but little is known about how teaching moments are perceived by residents in real-time during rounds. Although observer [...]

Abstract Number: 763

TRAINEE PERSPECTIVES ON THE LEARNING ENVIRONMENT AND PROVISION OF TEACHING DURING PEDIATRIC BEDSIDE ROUNDS

SHM Converge 2026

Background: Teaching during rounds is a key component of medical education. While peer observation studies have examined bedside teaching from the attending perspective, limited literature exists on resident viewpoints. Family-centered rounds (FCR) studies have identified attending behaviors as a key factor in resident satisfaction, yet the specific ways in which attendings impact trainee education in [...]

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