1. The Scientific Speaker Apprenticeship Program (SSAP) 1 Andrew W Phillips MD MEd, 2 David Diller MD, 3 Gus M Garmel MD 1 Stanford University Division of Critical Care Medicine, 2 Oregon Health and Sciences University Dept of Emergency Medicine, 3 Stanford/Kaiser Emergency Medicine Residency Program INTRODUCTION METHODS CORD 2015 Resident Track 5 resident speaker apprentices 9 faculty mentors, 1 faculty instructor (GMG) Required: Interactive lesson with instructor via Google Hangout. Selected readings featuring ALiEM posts. At least 1:1 (often 1:2) learner-to-mentor ratio with nationally recognized speakers. Learners practiced with their mentors. Learners gave >5 min topic introduction to a national audience with audience and mentor feedback. Previously validated surveys of mentors and learners with Qualtrics©. Narrative analysis Chi-Square and Fisher’s exact as appropriate. Focus group of audience participants. Despite the need for high quality speakers in the health sciences, there is no English language literature addressing speaker mentorship. Professional programs for speaking skills strongly endorse apprenticeship. We developed a formal apprenticeship program for senior EM residents to jointly provide presentations with experienced lecturers. GOOGLE HANGOUT Available at www.MedEdPORTAL.orgwww.MedEdPORTAL.org 20 min lecture, 10 min Q&A from 2015 participants Applied theory with practical tips from experience e.g., Body language to maintain learner engagement e.g., Acknowledging audience members with particular expertise in the topic

2. 1 Andrew W Phillips MD MEd, 2 David Diller MD, 3 Sarah R Williams MD, 4 Yoon Soo Park PhD, 5 Jonathan Fisher MD, 6 Kevin Biese MD MAT, 7 Jacob Ufberg MD 1 Stanford University Dept of Emergency Medicine and Division of Critical Care Medicine, 2 Oregon Health and Sciences University Dept of Emergency Medicine, 3 Stanford University Dept of Emergency Medicine, 4 University of Illinois at Chicago Department of Medical Education, 5 Maricopa Medical Center Department of Emergency Medicine, 6 University of North Carolina Department of Emergency Medicine, and 7 Temple University Department of Emergency Medicine RESIDENT RESULTS REFERENCES Phillips A, Diller D, Garmel G. Scientific Speaker Apprenticeship Program. MedEdPORTAL Publications; 2015. Available from: https://www.mededportal.org/publication/10229.https://www.mededportal.org/publication/10229 National Speakers Association. Apprentice Directory. Accessed 2/5/16. Available from: http://www.nsaglac.org/apprentice-directory.php. http://www.nsaglac.org/apprentice-directory.php Siebold, S. Professional speaker apprentice program. Accessed 2/5/16. Available from: http://SieboldNetwork.com.http://SieboldNetwork.com The Scientific Speaker Apprenticeship Program (SSAP) FACULTY RESULTS 5/5 apprentice speakers responded (100% response rate). 60% Female 80% reported introductory lecture and mentorship helped create and deliver the presentations. Equal contribution (Fisher’s exact p=.2 for creation, p=1 for delivery). 5/5 apprentice speakers would recommend program to junior colleagues. Most common narrative response theme was a national speaking opportunity. “wonderful opportunity to learn about speaking at the national level and the sort of content and style needed to succeed. Great springboard to academic career. “ Improvement feedback was to have more resident involvement in the lecture. “more resident involvement in the lecture itself.” 9/9 faculty mentors responded (100% response rate). 66.7% Female None reported that the resident hindered presentation effectiveness. Two mentors reported that the resident improved/augmented the presentation. 100% would recommend the program to residents and faculty colleagues. Thematic analysis supported mentors helped in ways specific to each learner. e.g., practical experience, slide review, organization. Improvement feedback was generally a more structured program with firmer deadlines and mentor instructions/goals. “Advertise!” “more formal process” Successful implementation of a mentorship program supported by stakeholders. Added specific date deadlines, additional reading recommendations, and more specific mentor objectives for future years. Adopted as a formal component of CORD-EM Resident Track. Single institution. Limited sample size, inherent with a study on mentoring. Potential for motivational impact on results since all learners and mentors volunteered. Special thanks to faculty mentors: Drs. Gloria Kuhn, Colleen Roche, Melissa White, Aleksandr (Sasha) Tichter, Tyson Pillow, Nikita Joshi, Lalena Yarris, Sneha Shah, Amy Pound, and Jonathan Jones. Further thanks to resident speakers: Drs. Sara Adibi, Benjamin Schnapp, Paige Armstrong, Antoinette Golden, and Andy Grock. The authors also wish to thank Drs. Kevin Biese, Jonathan Fisher, and Saadia Akhtar for supporting this pilot program at the 2015 CORD Academic Assembly. CONCLUSIONSLIMITATIONS SPECIAL THANKS