IMPACT participation is accomplishable in the context of the training schedule of interns, residents, and fellows.  Core components of the track are summarized below:

• Didactic Curriculum: 9 Sessions – Two-hour small group, interactive discussions each month (September-May) for 2 years (residents) or 1 year (fellows). Year 1 and Year 2 seminars meet as are distinct group. All course participants participate in the course introduction, webinars, and graduation/ advancement program.
  • In person attendance is strongly encouraged for all sessions to optimize group interaction and learning.
  • All sessions are recorded so that learners may review and keep pace when live in-person attendance is not feasible.
  • Healthcare leadership books and journal articles will be shared. The curriculum is designed to be fluid and incorporate contemporary issues in healthcare leadership. There are no examinations or quizzes. Emphasis is placed in individual and group interaction through the didactic program, team projects, and mentoring/coaching with the course director and course faculty.
• Year 1 Individual and Team Projects:
  • Year 1 – “Find Your Why”
    • Team Project focused on articulating individual leadership purpose, trajectory, and impact
  • Year 1 –SMART Quality Improvement Project Proposal
    • Individual Project – proposals developed and shared by learners with emphasis on impact and feasibility
• Year 2 Individual and Team Projects:
  • Year 2 – Introduction to Group Dynamics
    • Rising second year learners will be asked to complete a confidential psychometric tool that will support individual reflection and group discussion regarding primary and secondary communication styles, adaptability, and frameworks for effective collaboration with individuals and groups that have different communication styles.
  • Year 2 – Individual and Group Communication Skills
    • Second year learners will lead either a seminar and/or a webinar on a topic germane to leadership in healthcare. Topics and assignments will be generated during the summer months between Year 1 and year 2 so that learners have adequate time to research and develop their presentation.
  • Year 2 – Leading Impactful Change
    • SMART Quality Improvement projects will be refined during the summer months between the 1^st and 2^nd year curricula. Sponsors will be identified for each SMART team project and a 9-month time frame to achieve measurable goals will be targeted. Project refinement will incorporate feedback and idea generation from all Year 2 trainees. Team project results will be presented at the conclusion of the second academic year.

• Coaching, Mentoring, and Feedback:
  • Year 1 trainees complete 30-minute mentoring/ coaching sessions with the course director at the conclusion of the academic year. The focus is sharing course feedback from the perspective of the learner and provision of structured feedback from the course director in the context of course competencies.
  • Year 2 trainees submit a 1–2-page reflection paper regarding their experience with the IMPACT curriculum, changes in perspective (if any) as a result of course participation, and actionable plans for short term achievement of career trajectory goals. Feedback will be provided by the course director.