ACR State-of-the-Art Clinical Symposium Planning Subcommittee

Opportunity Overview

The ACR State-of-the-Art Clinical Symposium (SOTA) Planning Subcommittee, a subcommittee of the Committee on Education, has the following open positions. All positions are hybrid (both virtual and in-person activities expected of the volunteer).

• Chair (1)
• ACR Member-at-Large (3)
• ARP Member-at-Large (1)

Eligibility

Please review the volunteer eligibility guidelines based on your member type and industry involvement before submitting a volunteer application.
Volunteer Eligibility Guidelines >

Subcommittee Description

The ACR State-of-the-Art Clinical Symposium (SOTA) Planning Subcommittee is comprised of experts in the field of rheumatology, who oversee the development and implementation of the symposium.

Responsibilities

• Review attendee evaluations from prior SOTA meetings and assess current literature to inform planning
• Determine and prioritize meeting topics based on identified needs and strategic priorities
• Prepare and evaluate the needs assessment to identify gaps in learner knowledge and practice
• Develop learning objectives for both the overall SOTA activity and individual sessions
• Recommend, recruit, and contact faculty on behalf of the ACR
• Collaborate with the ACR to ensure the meeting aligns with the College’s financial and strategic goals
• Complete periodic tasks to maintain compliance with ACCME and ABIM standards

The ACR staff is responsible for the administration and project management of all initiatives and programs.

Time Commitments

Planning for each SOTA meeting begins 12 months before the start of the program.

Virtual

• Meetings: Once per month
• Asynchronous Work: 10–20 hours of additional work

In-Person

• Subcommittee members are expected to attend the 2-day SOTA meeting

Recommended Qualifications

The ACR SOTA Planning Subcommittee welcomes all interested volunteers.

Interested participants for this subcommittee should have knowledge or experience in one or more of the following areas:

• Possess the ability to create and/or evaluate needs assessments to ensure educational activities address learner needs and practice gaps
• Be able to guide innovative learning formats, including emerging educational methodologies, interactive learning, and technology-enabled education
• Possess the ability to evaluate content for clinical relevance and applicability to the intended audience
• Be able to apply adult learning theory to educational activities
• Be able to guide the development of educational objectives that are measurable, learner-centered, and aligned with identified knowledge gaps
• Know how to integrate ACCME and/or Joint Accreditation requirements and standards into meeting planning