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Workshop Preparation and Presentation
Workshop Preparation and Presentation 45
A Valuable Form of Scholarship for the
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
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
• A brief, intensive course for a small group which
• In the medical field, workshops typically take
place during regional or national meetings.
1) Describe the role of workshop presentation in
the dissemination of scholarly work and
2) Provide a comprehensive “blueprint” for
developing and presenting a successful
3) Outline ways to make your workshop count
twice (or more…).
GWIMS ToolkitWhy Do People Attend
• 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
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
• 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
• Take your local work and disseminate it
GWIMS ToolkitWorkshops and Promotion
According to the AAMC guidelines for promotion of
clinician-educators, evidence of scholarly work in
• “Any activity that fosters learning, including direct
teaching and creation of associated instructional
• “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
“Presentation in a peer-reviewed or invited forum at
• “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”;
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
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
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
• 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
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
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
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 &
Council on Medical Student Education in
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
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
Abstract, and Learning
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:
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
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
• Stress the interactive portions of the
3) What the attendee can expect to take away?
• Knowledge and/or skills.
• Tangibles (resource material, handouts).