The shift toward integrated, longitudinal medical curricula has created new leadership demands that existing faculty development frameworks inadequately address. Faculty leading these complex curricula require competencies beyond traditional teaching skills, including systems thinking, cross-disciplinary collaboration, and holistic curriculum stewardship. The presenters of this focus session recently developed the Generalist Leadership Assessment for Skills and Strengths (GLASS) Tool which addresses this gap by providing a validated framework with three domains: Humility and Life-long Learning, Supporting Diverse Collaborations, and Holistic Stewardship of Curriculum.

This interactive workshop moves beyond tool introduction to practical application. Participants will use the GLASS Tool to identify leadership development needs and apply Kern's 6-step model to design targeted faculty development sessions. Through structured scenarios encompassing various competencies, institutional contexts, and participant roles, small groups will create actionable professional development activities that can be implemented at their home institutions.

The session begins with GLASS Tool orientation and generalist leadership principles (20 minutes), followed by small group work where teams select specific competencies and use Kern's model to design faculty development interventions (45 minutes). Groups will share their designs in a gallery walk format, fostering cross-institutional learning and collaboration (20 minutes). The session concludes with implementation planning and resource sharing (5 minutes).

Expected outcomes include participants gaining familiarity with the GLASS Tool, developing competency-specific faculty development activities, and creating implementable plans for their institutions. This workshop addresses the critical need for systematic leadership development in modern medical education while providing practical tools for immediate application.

Learning Outcomes

1. Apply the GLASS Tool framework to assess individual and team leadership competencies within integrated and longitudinal medical curricula, identifying specific areas for targeted development.
2. Design evidence-based faculty development sessions using Kern's 6-step model that address specific GLASS competencies relevant to their institutional context and learner needs.
3. Develop targeted learning objectives, educational strategies, and assessment methods for faculty development activities focused on generalist leadership competencies such as cross-disciplinary collaboration, systems thinking, and curriculum integration.
4. Create actionable implementation plans for faculty development programming that can be adapted and deployed at their home institutions to support leadership development in integrated curricula.
5. Collaborate effectively in interdisciplinary teams to share strategies, resources, and best practices for developing generalist leadership competencies across diverse educational settings.
6. Evaluate the alignment between identified leadership needs and proposed development activities, ensuring that faculty development efforts directly address the challenges of leading integrated, longitudinal curricula.