https://www.selleckchem.com/products/iso-1.html The Hedwig von Ameringen Executive Leadership in Academic Medicine program (ELAM) is a national professional development program for women that includes institutional action projects (IAPs). Although benefits of ELAM participation are well documented, the value of the IAPs has not been specifically evaluated. We explored the experience of ELAM Fellows and leaders from one institution to elucidate how institutional factors influence project implementation and outcomes. Fellows and deans participated in semistructured interviews. We analyzed the transcripts qualitatively to develop themes and describe factors that influenced IAP implementation and outcomes. We used the New World Kirkpatrick Model, an updated version of the widely used Kirkpatrick model of educational program evaluation, as a framework to elucidate how participants applied their leadership learning through project work, and to analyze early results of projects that indicated institutional impact. Project work had bidirectional impact on theflected bidirectional impact on fellows and the institution, demonstrating outcomes at the highest levels of the New World Kirkpatrick Model. Burnout is a pervasive concern that negatively impacts physicians, patients, and healthcare organizations. Stress, uncertainty, clinical demands, and rapidly changing teams threaten the learning environment, where connection is key to resilience. The COVID-19 pandemic amplifies these challenges. Building an "educational peloton" to provide a safe and protective educational community may help optimize learning and team performance. Easily implementable strategies include (1) Maximize learning opportunities, particularly small ones; (2) Ensure quality feedback; and (3) Facilitate collegiality. Intentionally nurturing an "educational peloton"-especially during times of uncertainty and change-can help drive engagement and work satisfaction, which can improve patient safety and healthc