planning and presenting workshops that work academic pediatric association educational scholars...
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Learning Objectives Describe characteristics of effective workshops Plan a workshopTRANSCRIPT
Planning and Presenting Workshops That Work
Academic Pediatric AssociationEducational Scholars Program
May 6, 2008
Teri Turner, M.D., M.P.H., ME.d.Baylor College of Medicine
Elisa Zenni, M.D.University of Florida College of Medicine-Jacksonville
Disclosure
Teri Turner and Elisa Zenni have documented that they have nothing to disclose
Learning Objectives
Describe characteristics of effective workshops
Plan a workshop
AgendaI. IntroductionII. Characteristics of Effective
WorkshopsIII.Basic workshop frameworkIV.Small Group Break-Out SessionsV. ET’s Top 10 tips for Facilitating
WorkshopsVI.Wrap-Up
Basic Workshop FrameworkWorkshop definitionNeeds assessmentIntroductionIce BreakerBrief didacticsActive learning “work”Wrap-up
Workshop Definition“A seminar, discussion group, or the
like, that emphasizes exchange of ideas and the demonstration and application of techniques, skills, etc.”
From Dictionary.com (accessed 1/16/08), based on the Random House Unabridged Dictionary, 2006
Needs AssessmentIn advance
On the spot
IntroductionFacilitators and participants
NamesBackgroundsAdditional comments?
ObjectivesAgenda
Ice BreakerBriefWarm-up exercisePromote interaction, comfort
Didactics?BriefTell them something that they will
later practice/apply
Active Learning “Work”Individually think or writeThink/pair/shareSmall group break-outsLarge group brainstormingRole playsGamesVideo analysisCase discussions
What I hear, I forget
What I see, I remember
What I do, I understand
Confucius451 B.C.
Wrap-UpSummarizeReflectionRevisit objectivesGet a commitmentEvaluation
Miscellaneous Considerations
TimeBreakSign-in sheetsCMEFood
A-V equipmentHandoutsLeave with or
send a productFlexibilityQuestions
Questions to ask Were the needs of the learners identified?Amount of material – too much, too little, or just
right?Sufficient interactivity?Sufficient practice opportunities?Does the workshop use the principles of the
learning cycle (reflect/share/practice/apply)?Are activities varied enough to account for different
types of learning styles?Was evaluation incorporated?Didactics not longer than ~ 20 minutes at any one
time?
ET’s Top 10 Tips1. Start planning early2. Limit your topic – “Less is more”3. Be conversational and have fun
4. Each participant is unique13%
4%4%
27%
13%
17%
22%
Visual Aural Read-Write KinestheticBi-modal Tri-modal VARK
5. Use the “learning cycle”
Reflect
Share
Apply
Practice
6. Less talk, more action
ET’s Top 10 Tips7. Be flexible – allow for in-flight
changes8. Invite others to work with you9. Facilitate - don’t present10.Always evaluate
Learning ObjectivesDescribe characteristics of effective
workshops
Plan a workshop
(Facilitate a workshop)
References Bland, C.J. (1980). Faculty
Development through workshops. Springfield, IL: Charles C. Thomas.
Knowles, M. (1990). The adult learner: A neglected species. 4th ed. Houston: Gulf Publishing Company.
Skeff, K.M., Stratos, F.A., et al. (1997). Faculty development: A resource for clinical teachers. Journal of General Internal Medicine. 12(S2). S56-S63.
ReferencesMcCain D.V. and Tobey D.D. (2004).
Facilitation Basics. Alexandria, VA : ASTD.McCarthy B. and O’Neill-Blackwell J.
(2007). Hold On, You Lost Me! Use Learning Styles to Create Training That Sticks. Alexandria, VA: ASTD.
Mitchell, G. (1998). The Trainer’s Handbook: The AMA Guide to Effective Training 3rd Edition. New York: AMACOM. ASTD = American Society for Training and Development
AMA = American Management Association