How to submit a proposal

Call for proposals is closed

Please review the instructions below in their entirety before proceeding with proposal submission. All proposals must be submitted online. Visit our FAQ page for common questions. Contact us at [email protected] with all other questions.

• Submission Process
• Speaker Benefits
• Proposal Guidelines

Submitting a successful Proposal

Learn more about how to submit a proposal for ADLM 2025. Watch the on-demand webinar titled, "How to Submit a Successful Proposal," which was presented on October 10th. AMOC members will share firsthand advice on how to make your proposal stand out from the crowd. Learn about the steps in proposal submission and tips on session design to make your proposal shine. Watch the webinar. Download the presentation slides. Download the proposal templates.

Submit your standout proposal online. ADLM is seeking proposals for ADLM University Courses, Scientific Sessions, and Roundtables. Once you've picked the session and prepared your proposal, you're ready to submit online. All proposals must be submitted by November 7, 2024 to be considered.

Proposal templates

To help you with your proposal submission, download the appropriate proposal template for each session type:

• University Course Template
• Scientific Session Template
• Roundtable Template

Submission process

The deadline for ADLM 2025 proposal submission for is November 7, 2024. We strongly recommend reading the detailed information to prepare your proposal submission and use the ADLM 2025 proposal templates to prepare prior to starting your submission. The main steps include:

• Submitter information. The proposal submitter is also the moderator of a session or course, OR the roundtable speaker of a roundtable. You will be required to enter contact information and financial disclosures.
• Proposal information. This includes session type, overview, statement of need, pertinent references, and learning objectives.
• Speaker details. Sessions and courses you include additional speakers and presentation titles.
• Submission agreements. This is the last step. Once confirmed, the submission is complete.

Submit a proposal

Proposal guidelines

Submission site

ADLM membership is not required but a free ADLM account is needed to submit a proposal. Create a free account here.

All proposals must be submitted online in ADLM’s Proposal Submission Site. Use the ADLM 2025 proposal templates to help prepare your submission. Proposal submitters may also visit the Submission Service Center to review fully submitted proposals and/or finish incomplete proposals.

Submitter information

The submitter is the main point of contact and is responsible for maintaining contact with any speakers within the session (if applicable) and coordinating the development of session content. An accurate and up-to-date email address is crucial. The submitter will be the moderator (if submitting a session or course) or the roundtable speaker (if submitting a roundtable).

• Moderator. If you are submitting a Scientific Session or ADLM University Course, you will be the moderator as a default. You will add additional speakers later in the submission process. 
• Roundtable Speaker. If you are submitting a Roundtable session, you will be the sole presenter.
• Membership. ADLM membership is not required but an ADLM account is.
• Submissions. Multiple submissions are welcome; however, we aim to limit individuals to serve as speakers in two sessions and/or courses (excludes roundtables) in a given year. This is included to showcase our diverse faculty and encourage new participation. We highly recommend focusing on a single or small number of proposal submissions per submitter.

Speakers

We encourage a diverse representation of speakers in the meeting that includes gender, ethnicity, career stage, and professional workplace among many other considerations. Submitters of sessions and courses should especially consider the diversity within their speakers when preparing their proposal(s). The number of typical speakers varies by proposal type.

• ADLM University Courses typically have 3-4 speakers.
• Scientific Sessions typically have 2-3 speakers.
• Roundtables have 1 speaker with no exceptions.

Submissions with above typical number of speakers must include a rationale in the "Statement of Need".

Speaker benefits

Faculty include moderators, speakers, and roundtable speakers. Please note, moderators are not automatically considered speakers. If a moderator plans to present and contribute to the session content, they must also list themselves as a speaker.

All faculty (moderators, speakers, and roundtable speakers) of accepted proposals are responsible for booking their own hotel/lodging accommodations. ADLM does not book the hotel/lodging accommodations of accepted faculty.

Prior registration and refund eligibility

ADLM university courses and scientific sessions only. Speakers in accepted proposals receive complimentary meeting registration. If you already paid for registration during the early registration period, you will automatically receive a refund once we process your speaker record. Please allow 2-3 weeks for us to update the speaker records and process refunds. Note that this does not apply to moderators only.

If you have any questions regarding your paid registration or refund, please contact ADLM's Customer Service department at 1-800-892-1400 or via email at [email protected].

ADLM University courses and scientific sessions

• Moderators do not receive benefits unless serving as a speaker as well.
• Speakers receive complimentary registration to attend ADLM 2025.
• Speakers receive economy roundtrip airfare when booked through ADLM’s travel agent or compensation for self-driving.
• Speakers receive an honorarium of $500 USD for each session in which they are a speaker for a maximum of two sessions and/or courses.

Roundtable speakers

• Roundtable speakers are the sole presenter of their session. Roundtable speakers receive $50 compensation per day they present and do not receive complimentary registration or any other compensation.

Session types

ADLM is accepting proposals for ADLM University Courses, Scientific Sessions, and Roundtables. Each session type has unique opportunities, education formats, and expected audiences. Review the session details carefully before selecting the best type of session to achieve your goals.

ADLM university courses

Preconference workshop-style courses to teach hands-on skills. ADLM University Courses are 3- or 6-hour educational workshops held Sunday, July 27, 2025. ADLM University Courses are interactive and hands-on ticketed workshops with a moderator and typically three to four speakers. Courses are expected to focus on foundations of laboratory medicine, develop hands-on skills, and address topics that advance professional development. Proposals for courses must outline the planned course including didactic presentations, interactive exercises, and/or hands-on components, and description of any handout materials. As a special ticketed preconference event, courses should focus on education that is engaging interactive. Space is very limited for ADLM University Courses.

• Proposals must be designed to be interactive, workshop-style formats.
• Accepted courses are held Sunday, July 27, 2025.
• Audience size is approximately 30-50 participants.
• 3-hour courses typically have up to 3 speakers in total.
• 6-hour courses typically have up to 4 speakers in total.

Scientific sessions

Core of the scientific program to bring the latest across the field of lab medicine. Scientific Sessions are 1.5-hour in duration. Scientific Sessions are the core component of ADLM 2025. Sessions include a moderator (the proposal submitter) and speakers. Sessions typically have a total of two speakers and may vary in education format and style. Scientific Sessions can be highly varied with didactic presentation, case-based learning, debate, audience polling, and other formats that work well in large groups. A focus on emerging information and the latest and/or unpublished research is strongly encouraged.

• Proposals should highlight the unique information that would be presented and how they will engage participants.
• Accepted sessions are held Monday, July 28 – Thursday, July 31, 2025.
• Audience range of 50-200 participants.
• Scientific Sessions typically have a total of 2-3 speakers.

Roundtables

Opportunity to engage up to smaller groups in a unique setting and create design. Roundtables are 1-hour, small group discussions held Monday, July 28 – Wednesday, July 30, 2025. Roundtables are ticketed events delivered by a single presenter (i.e., the roundtable speaker/ proposal submitter) to an audience of up to 10 participants. Each roundtable is delivered twice by the roundtable speaker (once in a morning session and once in a mid-day session). Roundtable speakers are encouraged to draw participants into focused discussions and learning exercises. Topics may range across the spectrum of laboratory medicine with a focus on practical skills and/or case examples. Roundtables do not include AV or use of an audience response system. Materials must be made available online and/or provided onsite. In-person presentation is required. Lab professionals at all career stages are encouraged to submit.

• Proposals must describe participant engagement; roundtables are not intended to be mini lectures from personal laptops.
• Accepted roundtables are held Monday, July 28 – Wednesday, July 30, 2025
• Audience size is up to 10 participants.
• Roundtable speakers are the sole faculty in roundtables.

Parts of the proposal

Proposal title

Keep it short. Provide a clear and descriptive title in 20 words or less using sentence-casing. Do not use ALL CAPS.

Session overview

Defining the gap, audience, and design is crucial. Provide an overview in 150 words or less. The overview is crucial for proposal reviewers understand the need, goals, and format of the proposal. Describe the importance of the session, what makes it unique, what participants will learn, and any key design elements (e.g., audience questions, small group discussions, panels, etc.). If accepted, this information will appear in the online program and print program guide.

ADLM university course outline

For ADLM University Courses only. Provide a course outline in 500 words or less. List the key parts of the course as an outline. For example, intro, breakout exercises, lecture, assessment, etc. Use this space to describe interactive elements. Do not only list faculty and talk titles in this.

Statement of need

Describe why this is needed and why for uniquely fit to deliver the session. Provide a statement of educational need in 500 words or less. Note that supporting references are provided in a separate section; do not put references in this section. A statement of need should succinctly describe why this session is needed in terms of professional or educational need. For example, changes in practice or procedure, new technologies, necessary skills for early career professionals, etc. Describe any sources of information that support the need (e.g., guidelines, government data, public health sources, databases, etc.).

References

Provide a minimum of two peer-reviewed publications that support the statement of need. Focus on key references or reviews. This is not intended to be an exhaustive list. Use AMA format when possible. Include PubMed ID when possible.

Learning objectives

Define your educational goals. Provide three learning objectives. Learning objectives should begin with a verb and describe what participants will be able to do after participating in the session. Visit the "Developing Learning Objectives" resource for more guidance.

Presentation level

Select a single best presentation level for the overall session. If accepted, this information will appear in the online program and print program guide.

• Basic. Entry level; no prior knowledge of subject necessary.
• Intermediate. Refresher session. Some basic knowledge required. For experienced individuals with some years of experience.
• Advanced. Highly technical. For those with current skills/knowledge and extensive experience.

Topics

There are 18 designated topics in the proposal submission site. However, all aspects diagnostics and laboratory medicine will be considered. This includes research, management and operations, clinical trials, outcomes studies, and clinical applications of diagnostics and laboratory medicine. Select a primary (required) and secondary (optional) topic from this list that best represents your proposal.

• Animal Clinical Chemistry. Topics that focus on using data from preclinical or animal models to better inform human health and disease.
• Automation and Analytical Techniques. Topics that focus on the analytical aspects of clinical laboratory medicine, including evaluation of new technologies and implementation and quality assessment of laboratory automation.
• Cardiac Markers. Topics that will further the clinical, analytical, and/or fundamental science of established, developing, and/or novel biomarkers for the diagnosis, risk assessment, monitoring, and/or management of patients with cardiovascular diseases.
• Clinical and Diagnostic Immunology. Topics that focus on immunologic biomarkers, analytical methodologies, and applications of clinical immunology testing to underlying disease states, including autoimmune diseases, allergen testing, and characterization of immune cell-associated neoplasms and malignancies.
• Data Analytics, Informatics, and Statistics. Topics that focus on the use of laboratory-generated data to influence downstream clinical care, leverage institutional decisions on test selection and appropriate utilization, and evaluate the role of AI technologies in healthcare.
• Endocrinology and Metabolism. Topics that focus on the utilization and application of clinical laboratory tests in the evaluation of endocrine disorders, such as hypothalamic, pituitary, and adrenal disorders, and reproductive disorders.
• General Clinical Chemistry and Laboratory Medicine. Topics that focus on high-volume and routine clinical diagnostics, such as electrolyte monitoring, kidney function testing, liver injury markers, pancreatic function biomarkers, and their application to underlying disease states.
• Hematology and Coagulation. Topics that focus on analytical methodologies, test utilization, and research related to hematologic malignancies and hypercoagulable states.
• Laboratory Management and Patient Safety. Topics that focus on the management, personnel, safety, and regulatory aspects of clinical laboratory medicine.
• Lipids, Lipoproteins, and Cardiovascular Risk Factors. Topics that focus on biomarkers, analytical methodologies, and/or research related to lipoproteins and vascular disease, including atherosclerosis, coronary artery disease, and stroke.
• Mass Spectrometry and Separation Sciences. Topics that focus on the development, validation, and/or implementation of mass spectrometric-based assays in the translational or clinical settings.
• Microbiology and Infectious Disease. Topics that focus on the identification of infectious pathogens, the role of diagnostic algorithms for active pathogen detection and treatment, and/or preanalytical and analytical approaches to infectious disease testing.
• Molecular Diagnostics and Genetics. Topics that focus on the utilization and application of molecular techniques as related to inherited or acquired disorders, as well as analytic considerations for automation of PCR-based assays.
• Pediatric and Maternal Fetal Medicine. Topics that focus on biomarkers, analytical methodologies, and/or reference range considerations for pediatric and maternal-fetal patients.
• Point-of-Care Testing. Topics that advance the science and encourage the high-quality implementation of point-of-care testing in diverse patient care settings.
• Proteomics and Protein Markers. Topics that focus on the clinical applications of proteomic methods, inclusive of protein or peptide-based proteomic assays or analysis of the complete pattern of protein expression in a specimen.
• Therapeutic Drug Monitoring and Toxicology. Topics that focus on the translational and clinical applications of toxicology and therapeutic drug monitoring (TDM), evaluation of analytical methodologies related to toxicology and TDM testing, data reporting considerations for toxicologic screening versus confirmatory testing, and pre- and post-analytical considerations for TDM.
• Tumor Markers and Cancer Diagnostics. Topics that focus on cancer biomarkers, companion diagnostics, and the role of the clinical laboratory in the diagnosis, treatment, and monitoring of cancer.

Intended audience

Select all audiences from the list that this session is designed to address. Please note, proposals should be designed to meet the needs of specific audiences. Very rarely is a proposal truly designed to meet the needs of ALL audiences.

• Advanced practice professionals (NPs, PAs, RNs, etc.)
• Lab supervisors
• Lab directors (and/or assistant directors)
• Lab managers (supervisory and/or non-supervisory)
• Medical technologists
• Point-of-care coordinators
• Physicians
• Pathologists
• Toxicologists
• In-training individuals
• Other laboratory professionals

Learning formats

ADLM encourages use of interactive learning when appropriate and possible. You may consider multiple formats in the education design of your session. Be mindful to select and employ formats that are needed to meet your learning objectives and can be carried out in your session.

• Audience Questions. Use of an audience response system (e.g., Sync) to have audience members participate in questions, ratings, case selection, etc.
• Case-Based Learning. Reports of real-life events and problems to facilitate discussion. Discussions should be primarily audience driven and may include audience response questions.
• Debate or Point-Counterpoint. Typically, distinct perspectives of a topic are represented by two speakers with opposing viewpoints. Recommended to include time for presentation and rebuttal. Often used to highlight controversial topics with multiple supported paradigms. Moderation is a major component of design.
• Didactic Presentation / Expert Lecture. An expert Speaker conveys information to a large group. Often used to provide background information or details on recent updates in practice. Recommended to keep succinct and consider incorporating audience questions and/or case-studies.
• Hands-on Workshop or Exercise. Typically reserved for ADLM University Courses. The audience is given an exercise or problem to solve using skills taught earlier in the sessions. This may be done individually or in small group discussions. Session faculty may facilitate exercises by “walking the room” or sitting in the small group discussions.
• Lightning Talks. A lightning talk is a very short presentation only lasting a few minutes (typically 5-10 minutes). Some formats of lightning talk, including PechaKucha and Ignite, involve a specific number of slides. A series of lightning talks can cover multiple topics with alternating Speakers. An expert lecture sometimes begins a lightning talk session to provide context. A panel discussion sometimes closes a lightning talk session to include all Speakers. Timekeeping is important for this type of session.
• Panel Discussion. A panel discussion led by the Moderator may be used as part of a session or as the entire session. Often used to present multiple expert perspectives on a topic. Often focuses on addressing audience questions submitted by audience response system (e.g., Sync). An experienced Moderator with some predetermined panel questions is crucial.
• Small Group Discussion. Typically used in conjunction with case-based learning and/or small group exercises. The audience divides into groups (self-selected or assigned) to discuss a topic, case, or problem posed by the faculty. Each group may include a faculty facilitator (although not required). Planning a report out period to follow discussions may be helpful to engage the audience.
• **Roundtable Discussion. For Roundtable only. This will be chosen as a default for roundtable sessions. Roundtable discussions engage a small group in interactive dialogue on a specific topic, concept, and/or case study.

Developed with divisions or other organizations

You will have the opportunity to indicate if the proposal was developed in cooperation with and approved by the leadership of an ADLM Division or leadership of another organization. This is to list organizations that were worked directly with to develop the proposal. This is not intended to list organizations that endorse a proposal developed without their involvement. You will need to provide contact information of the collaborating organization.

Adding additional speakers

Moderators submitting an ADLM University Course or Scientific Session will be able to add speakers and presentation talk titles to proposal submissions. See session types for typical faculty number. Please note that moderators are not automatically considered a speaker. If a moderator plans to present and contribute to the session content, they must also list themselves as a speaker. Each speaker must have a unique presentation title (20 words or less). Depending on learning format, speakers may present more than once within a single session.

Accreditation

Please note that all faculty (moderators, speakers, and roundtable speakers) must complete the financial disclosure form for the proposal to be considered complete and proceed to the review process. Faculty appearing in multiple proposals only need to complete the form once. Moderators are responsible for ensuring their session speakers (for ADLM University Courses and Scientific Sessions) complete the online financial disclosure form.

The Association for Diagnostics & Laboratory Medicine (ADLM) is accredited by the Accreditation Council for Continuing Medical Education (ACCME®) to provide continuing medical education for physicians. ADLM also offers ACCENT® credit to laboratory professionals to document their continuing education and meet requirements for licensure or certification. All faculty must adhere to the policies to have your session accredited.

ADLM requires all individuals in a position to control the content of an accredited continuing education activity to submit disclosures of any financial relationship(s) with ineligible companies as defined by the Accreditation Council for Continuing Medical Education (ACCME) that have occurred within the past 24 months. There is no minimum financial threshold; we ask that you disclose all financial relationships, regardless of the amount. You should disclose all financial relationships regardless of the potential relevance of each relationship to the education. Even if a product is not specifically referenced or discussed during the activity, individuals must disclose their financial relationship(s) with the ineligible company. An ineligible company is one whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients. For specific examples of ineligible companies visit https://accme.org/eligibility.

All disclosures will be reviewed by the ADLM Professional Education Staff, ACCENT Review Board, and CME Subcommittee to determine which financial relationships are relevant and mitigate any potential conflict of interest. Once the mitigation process is complete, determinations about eligibility for ACCENT credit and CME credit are made separately and are governed by the standards and policies of each accreditation system. You will be notified of any requests for additional information after the acceptance notice.

Opportunities for employees of ACCME-defined ineligible companies to speak or moderate at the ADLM Annual Scientific Meeting are limited. The use of employees of ACCME-defined ineligible companies as faculty and planners or in other roles where they are in a position to control the content of accredited CME is prohibited, except in specific situations. Sessions or courses that include an owner or employee of an ACCME-defined ineligible company as faculty are typically not eligible for CME credit. Such sessions may still be eligible for ACCENT credit based on their contribution to laboratory medicine education.