How to design a workshop

how to create a workshop presentation and how to conduct seminars and workshops and how to make workshop interesting
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Published Date:08-07-2017
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Workshop Preparation and Presentation A Valuable Form of Scholarship for the Academic Physician GWIMS ToolkitAuthors Carla Spagnoletti M.D., M.S. Abby Spencer M.D., M.S. Associate Professor of Medicine Associate Professor of Medicine University of Pittsburgh School of Medicine Allegheny General Hospital Temple University School of Medicine Rachel Bonnema M.D., M.S. Megan McNamara M.D., M.Sc. Assistant Professor of Medicine Associate Professor of Medicine University of Nebraska College of Medicine Case Western Reserve University School of Medicine Melissa McNeil M.D., M.P.H. Professor of Medicine, Obstetrics, Gynecology, and Reproductive Sciences University of Pittsburgh School of Medicine GWIMS ToolkitWhat Is a Workshop? • A set of activities designed to promote learning, discussion, and feedback about a topic. • Seminar emphasizing free discussion, exchange of ideas, and demonstration of methods of practical application of skills and principles. • A brief, intensive course for a small group which emphasizes problem-solving. • In the medical field, workshops typically take place during regional or national meetings. GWIMS ToolkitObjectives: 1) Describe the role of workshop presentation in the dissemination of scholarly work and promotion. 2) Provide a comprehensive “blueprint” for developing and presenting a successful workshop. 3) Outline ways to make your workshop count twice (or more…). GWIMS ToolkitWhy Do People Attend Workshops? • They provide a high-yield, interactive educational experience on an area of interest. • Topics are typically applicable to attendee’s professional development or clinical, educational, or research area of interest. • Their learning format is more efficient, effective, and enjoyable than a large-group lecture or self-directed reading on given subject. • Allow for networking with colleagues. GWIMS ToolkitWhy Develop Workshops? • Alternative to publication as scholarly activity. • Provides presenter with teaching experience and develops national reputation. • Enhances promotability within one’s institution. We will examine each of these in more detail… GWIMS ToolkitWorkshop Versus Publication • Less work than a publication  Little up-front work, two hours at most to formulate a workshop overview/abstract.  Once accepted, development takes about 20 hours of time, split amongst multiple participants (usually 3-5).  Compare that to many more hours for the writing, editing, submitting and re-submitting (and re-submitting ), and revising process involved in manuscript publication. • Often, less data needed than for publication • Works in progress with preliminary data can be presented. • Depending on the topic, NO DATA is acceptable GWIMS ToolkitNational Experience • Collaborate with other experts in your area of interest from around the country. • Hone teaching skills in front of a (perhaps) more sophisticated audience. • Establish a “national reputation” important for promotion eligibility. • Take your local work and disseminate it regionally/nationally. GWIMS ToolkitWorkshops and Promotion According to the AAMC guidelines for promotion of clinician-educators, evidence of scholarly work in teaching includes: • “Any activity that fosters learning, including direct teaching and creation of associated instructional materials.” • “Lectures, workshops, small-group facilitation, role- modeling, precepting, demonstration of procedures, facilitation of online course, formative feedback.”  “Invited presentations (e.g. workshop) related to teaching expertise…”  “Presentation in a peer-reviewed or invited forum at regional/national meeting…” • “Evaluations from a conference presentation…” GWIMS ToolkitWorkshop Development: From Start to Finish GWIMS ToolkitStep 1: Choosing a Topic, Collaborators, and Venue GWIMS ToolkitWhat Makes a Good Topic? • Almost any clinical, educational, or research topic can be adapted to a workshop format. • Features particularly key to success: • Presenters are passionate about topic (but not necessarily expert in). • Topic is timely or potentially controversial. • Topic aligns with meeting’s educational objectives. • Workshop provides opportunity for “hands-on” or skill-based practice or learning. • Must be narrow enough to be covered in appropriate depth within time allotted • Often 90 minutes. GWIMS ToolkitPossible Topic Areas with Examples Topic Area Examples Clinical Area of Interest “Controversies in Gender-specific Cancer Screening”; “Large-joint Injections” Training-related “Meeting Duty Hour Restrictions”; “Improving Resident Efficiency in the Outpatient Clinic Setting” Methodological “Evaluation Tools for Curricular Projects”; “Using Objective Structure Clinical Exams (OSCEs) to Evaluate Student Physical Diagnosis Skills” Professional Development “Understanding and Utilizing Web 2.0 Applications in Everyday Practice and Teaching”; “How to Maximize Your Learning through Continuing Medical Education” Personal/Professional Balance “Maintaining Productivity in a Part-time Position”; “Mentoring Trainees in Work/Life Balance” Teaching Skills “Use of Team-based Learning in the Pre-clinical Medical School Courses”; “Developing Effective Web- based Instructional Tools” Quality Improvement “Improving Chronic Disease Management in Resident Continuity Clinic”; “Strategies to Enhance Transitions of Care in the Inpatient Setting” Health Policy/Advocacy “Incorporating Health Policy Journal Club into Residency Training”; “Examination of Advanced Care Organization Structure and Function” Health Care Communication “Non-verbal Communication Skills to Improve Patient Care”; “Patient-centered Interviewing to Enhance Care in the Elderly” Other Any ongoing research project, curricular or practice not inclusive innovation GWIMS ToolkitFinding Collaborators • Consider their working style, expertise, career stage, availability, and institution. • Best bets are those:  With whom you already share a good working relationship.  Who have a particular interest or expertise in the topic.  Who are at different stages of their careers  Opportunity to give and gain mentorship.  Who are willing and able to commit time and effort to the endeavor. • Consider those who work at other institutions: • Opportunity to network in your field. • Multi-institutional authorship appeals to many review committees if the abstracts are not blinded. GWIMS ToolkitMeeting Venue • Often dictated by one’s specialty as many academicians attend the same one or more meetings each year. • Also consider:  Which venue are potential collaborators likely to attend?  Does the workshop I have in mind coincide with the meeting’s educational objectives or theme?  Does the meeting call for workshop submissions or are presentations by invitation-only? GWIMS ToolkitSample List of National Meetings Offering Workshops Field Meeting Field Meeting Medical School Association of American Medical Colleges Obstetrics and Council on Resident Education in Obstetrics Gynecology and Gynecology/Association of Professors Group on Educational Affairs of Gynecology and Obstetrics Internal Medicine Association of Program Directors in Internal American Congress of Obstetricians and Medicine Gynecologists† Clerkship Directors in Internal Medicine Radiology American Roentgen Ray Society Society of General Internal Medicine Association of University Radiologists American College of Physicians† Radiologic Society North America Pediatrics Association of Pediatric Program Directors Neurology American Academy of Neuromuscular & Electrodiagnostic Medicine Council on Medical Student Education in Pediatrics American Academy of Neurology Anesthesiology International Anesthesia Research Society American Academy of Pediatrics† Family Practice Society for Teachers of Family Medicine Post Graduate Assembly in Anesthesiology Association of Family Medicine Residency American Society of Anesthesiologists Directors Family Medicine Educational Consortium Psychiatry Association for Academic Psychiatry American Academy of Family Physicians American Psychiatry Association Surgery Association of Program Directors in Surgery Association for Surgical Education For more specific details regarding submission criteria, information can be found at individual society websites. All workshops are via submission with peer-review process unless noted with an “†” which American College of Surgeons† designates workshops are available by invitation only. GWIMS ToolkitStep 2: Preparing the Workshop Submission: Structure, Abstract, and Learning Objectives GWIMS ToolkitWorkshop Structure • Workshops should have both didactic and interactive components, and large group and small group activities  The key to engaging the audience is variation • Didactic component is best for giving audience:  Background information about topic.  Information needed to either participate in interactive component if done before or information that answers questions generated by interactive component if done after. • Interactive teaching methods include, among others:  Case-based format.  Learning or skills stations.  Question/answer sessions conducted by small group facilitator.  Team-based learning format. • Ratio of interactive:didactic should ideally be about 3:2 or greater GWIMS ToolkitWriting the Abstract • The workshop abstract or summary is essential for “selling” the workshop to reviewers and for attracting audience members. • Consult the meeting’s submission guidelines and comply with them. • Identifying a target audience by level of training (“student,” “resident/fellow,” “faculty”) or level of expertise with the topic (“beginner,” “intermediate,” “advanced”) may be beneficial. GWIMS ToolkitThe Abstract Should Focus on These Three Things 1) Background information that highlights why topic is important to prospective audience. 2) What the attendee can expect to happen? • How will the learning objectives be achieved? • Stress the interactive portions of the workshop. 3) What the attendee can expect to take away? • Knowledge and/or skills. • Tangibles (resource material, handouts). GWIMS Toolkit