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Workshop Preparation and Presentation

Workshop Preparation and Presentation 45
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 problemsolving. • 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 highyield, 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 largegroup lecture or selfdirected 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 upfront 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 35).  Compare that to many more hours for the writing, editing, submitting and resubmitting (and resubmitting ), 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 clinicianeducators, evidence of scholarly work in teaching includes: • “Any activity that fosters learning, including direct teaching and creation of associated instructional materials.” • “Lectures, workshops, smallgroup 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 peerreviewed 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 “handson” or skillbased 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 Genderspecific Cancer Screening”; “Largejoint Injections” Trainingrelated “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 Parttime Position”; “Mentoring Trainees in Work/Life Balance” Teaching Skills “Use of Teambased Learning in the Preclinical 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 “Nonverbal Communication Skills to Improve Patient Care”; “Patientcentered 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. • Multiinstitutional 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 invitationonly 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 peerreview 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:  Casebased format.  Learning or skills stations.  Question/answer sessions conducted by small group facilitator.  Teambased 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 ToolkitExample: A Workshop on How to Do a Workshop Background excerpt: Why topic is important. “Workshop presentation outside of one’s institution is increasingly recognized as an important form of scholarship. Workshops afford academic physicians the opportunity to share clinical, educational, scientific, and/or faculty development expertise to a wide audience. They support the development of a national reputation, enhance promotability, provide an opportunity to showcase and hone teaching skills, and may serve as a springboard for additional scholarly work. In addition, they foster collaboration and networking with colleagues within or between institutions…” GWIMS ToolkitExample: A Workshop on How to Do a Workshop Background excerpt: What to expect. “Participants will learn how to choose an appropriate topic and meeting venue and compose essential elements of a workshop proposal including the proper construction of learning objectives. Participants will learn how to effectively present their topic in an evidencebased manner, within the time allotted for a typical workshop. The group will brainstorm ways to optimize audience participation and ‘handson learning. Participants of this workshop will work in small groups to design a workshop from start to finish on a topic of common interest.” GWIMS ToolkitExample: A Workshop on How to Do a Workshop Background excerpt: What they will take away. “Workshops created during this session may be submitted to a future meeting if desired. All participants will leave with the skills needed to prepare and present their own workshops. Valuable handout materials outlining the process in detail will be disseminated.” GWIMS ToolkitLearning Objectives • Almost all workshop submissions call for a list of learning objectives for the session. • These should summarize what will the participant will be able to do after attending the workshop. • Use “action words” rather than passive descriptors. • Objectives should encompass the main learning tasks of the workshop for participants. • Use the SMART format. GWIMS ToolkitSMART Format for Learning Objectives • Specific – says exactly what the learner will be able to do. • Measurable – can be observed by the end of the training session. • Attainable for the participants within scheduled time and specified conditions. • Relevant to the needs of the participant and the organization. • Timeframed – achievable by the end of the training session. GWIMS ToolkitEffective Verb Choice Good (active) BAD (passive) Define Learn Demonstrate Understand Describe Know Explain Realize Identify List Perceive Name Be aware of Outline Be able to Select Summarize GWIMS ToolkitExample: A Workshop on How to Do a Workshop Learning Objectives: At the conclusion of the session, participants should be able to: – Outline the essential elements of an effective workshop, including composition of specific measurable learning objectives. – Select a workshop topic from their own clinical, educational, or scientific interests and choose appropriate copresenters. – Identify ways to convey learning points during a workshop using a variety of educational approaches including didactic, casebased, and written materials. – List effective ways to make workshops interactive or “handson.” – Explain how presenting a workshop at a regional or national meeting can enhance an academic physician’s body of scholarly work. GWIMS ToolkitCongratulations Your workshop submission delighted the review committee and it was accepted for presentation. Now the real work begins… GWIMS ToolkitStep 3: Planning and Developing the Workshop Presentation GWIMS ToolkitDelegation of Work • Two options to getting the prep work done:  Do it yourself and ask your collaborators for input on (or to simply deliver) the “final product.”  Break the content into definable pieces and assign one to each collaborator based on interest, expertise, or strengths (preferred). GWIMS ToolkitOptimizing the Preparation Phase • As the workshop leader, set a timeline with deadlines. • Provide collaborators with guidelines  Material presented should be evidencebased if possible.  Presenter should prepare themselves to be “expert” on their assigned topic or role. • Conference calls or meetings should be held with the entire group. GWIMS ToolkitOptimizing the Preparation Phase • Didactics are usually in PowerPoint. • Small group activities are often accompanied by written materials. • Adhere to the meeting’s deadlines for handouts or inclusion of workshop materials on website. • Prepare takehome material for workshop where appropriate. • Hold a “dressrehearsal” practice session (locally or at the meeting). GWIMS ToolkitStep 4: Presenting the Workshop GWIMS ToolkitImportant Tips for CrinkleFree Workshop • Arrive early to prepare the room  Tables arranged in small groups are ideal  Make sure AV equipment is working properly • Get to know your audience  Do an icebreaker  Assess the range of prior knowledge/experience with the topic  Glean what they hope to accomplish by attending • Don’t deviate from the timeline  Designate a timekeeper • Utilize effective presentation skills and group facilitation strategies • Station someone at the exit door to collect evaluations GWIMS ToolkitWhere Else Can You Wear That Bridesmaid’s Dress GWIMS ToolkitRecycle Your Workshop • As a teaching session  Consider presenting it at another meeting.  Popular at initial meeting Submit it again next year  Submit every few years when important evidence changes.  Expand it to a precourse (typically longer in length).  Contract it to a grand rounds, noonconference, or pre clinic conference locally. • As a publication  Descriptive piece.  Book chapter.  Systematic review.  Add data to transform it into a scientific paper. GWIMS ToolkitSummary • Workshops serve as an important component to an academician’s teaching portfolio. • They provide opportunity to hone teaching skills, establish a national reputation, and find collaborators for other scholarly activities. • Keys to a successful workshop include selecting a novel or popular topic, choosing the right collaborators, writing an effective workshop submission, and developing and presenting an interactive session. • Once completed, workshops can be used as a springboard for additional scholarly activity. GWIMS ToolkitReferences 1) Collins J. Education techniques for lifelong learning: giving a PowerPoint presentation: the art of communicating effectively. Radiographics. 2004; 24:11851192. 2) Spinler SA. How to prepare and deliver pharmacy presentations. Am J Hosp Pharm. 1991; 48:17301738. 3) Garon JE. Presentation skills for the reluctant speaker. Clin Lab Manage Rev. 1999; 13:372385. 4) Estrada CA, Patel SR, Talente G, Kraemer S. The 10minute oral presentation: what should I focus on Am J Med Sci. 2005; 329:306309. 5) Mayer K. Fundamentals of surgical research course: research presentations. J Surg Res. 2005;128:1747. 6) Garity J. Creating a professional presentation. A template of success. J Intraven Nurs. 1999; 22:81 86. 7) Simpson D, Fincher RM, Hafler JP, Irby DM, Richards BF, Rosenfeld GC, Viggiano TR. Advancing Educators and Education: Defining the Components and Evidence of Educational Scholarship. Proceedings from the Association of American Medical Colleges Group on Educational Affairs Consensus Conference on Educational Scholarship, 910 February 2006, Charlotte, NC. Washington DC: AAMC 2007. 8) University of Guelph Teaching Support Services. Learning objectives: a basic guide. Published Fall 2003. Accessed July 12, 2013. GWIMS ToolkitAcknowledgements • The authors developed a workshop for clinicianeducators on the benefits of developing and presenting workshops, which was delivered in April 2010 at the Society of General Internal Medicine National Meeting and in similar form at the Association of Program Directors in Internal Medicine Spring Meeting in April 2011. • The authors have developed and presented 130 workshops at regional or national meetings, collectively. Of those, six have won national recognition awards, including the one on which this chapter is based. • They also published a brief “nuts and bolts” guide to developing workshops in the Journal of Graduate Medical Education: J Grad Med Educ. 2013;5(1):155156. GWIMS ToolkitAuthor Biography Carla L. Spagnoletti MD, MS, FACP is an Associate Professor of Medicine and a clinicianeducator in the Division of General Internal Medicine at the University of Pittsburgh where she serves as key clinical faculty in the Internal Medicine training program. She is a course director for Advanced Medical Interviewing for second year medical students and director of a master’s level course entitled “Teaching Communication Skills” in the Clinician Educator Training Program at the University of Pittsburgh. Her teaching, research, and scholarly activity centers around patient doctor communication, professional development, and women’s health. Dr. Spagnoletti obtained her MD degree in 2001, completed her residency training in 2004, her Master’s Degree in Medical Education and General Medicine Fellowship in 2006 all from the University of Pittsburgh. She is a general internist at the University of Pittsburgh Medical Center. GWIMS ToolkitAuthor Biography Abby L. Spencer, MD, MS, FACP is an Associate Professor of Medicine at Temple University School of Medicine, Director of GME Quality and Patient Safety Education, Vice Chair of the NASCLER Subcommittee of the GMEC, Women's Primary Care and Residency Education for Highmark, and was the Associate Program Director for the AGH/WP Internal Medicine Residency Program for 6 years. In addition to administrating, teaching, and mentoring, Dr. Spencer spends her time developing new and innovative curricula for trainees including the institution’s first patient safety rotation. Dr. Spencer is an active member of the APDIM core planning committee, the national SGIM education committee, the SGIM planning committee, the inaugural SGIM TEACH certificate program planning committee and faculty, and cochairs the APDIM mentoring program. She also serves on the steering committee and as faculty for the Quality Safety Educators Academy. She completed her internal medicine residency at Weil Cornell Medical Center in 2005 and a General Medicine Fellowship and Masters in Medical Education at the University of Pittsburgh Medical School in 2007. GWIMS ToolkitAuthor Biography Megan C. McNamara, M.D., M.Sc. is an Associate Professor of Medicine and the Director of Student Assessment and Program Evaluation at Case Western Reserve University School of Medicine in Cleveland, OH. She is a Comprehensive Women's Health Primary Care Provider at the Louis Stokes Cleveland VA Medical Center, where she also serves as a key preceptor for Women's Health fellows and residents. Her teaching and research interests focus on contraception, evidence based medicine, and diagnostic reasoning. Dr. McNamara obtained her MD degree in 1999, completed her residency training in 2002, her chief residency in 2003, her Master’s Degree in Clinical Research and General Medicine Fellowship in 2005 all from the University of Pittsburgh. GWIMS ToolkitAuthor Biography Rachel A. Bonnema MD, MS, FACP is an Assistant Professor in the Department of Internal Medicine at the University of Nebraska Medical Center where she serves as an associate program director of the internal medicine residency. Dr. Bonnema also serves as the course director for the Women’s Health elective for both medical students and residents. Her teaching, research, and scholarly activity centers around communication skills and women’s health. Dr. Bonnema received her medical degree from the University of South Dakota in 2003. She completed an internal medicine residency in 2006 in the Women’s Health Track at the University of Pittsburgh where in 2008 she also completed a General Medicine fellowship and a master’s degree in medical education. GWIMS ToolkitAuthor Biography Melissa M. McNeil MD, MPH, FACP is a Professor of Medicine, Gynecology, Obstetrics and Reproductive Sciences. She is the Associate Chief of the Division of General Internal Medicine, the Director of the Women’s Health Internal Medicine Residency Track, and the Director of the Women’s Health Fellowship at the University of Pittsburgh. In the School of Medicine, she is a founding member of the Academy of Master Educators, the Block Director for the Introduction to Patient Care Courses, Course Director for “Introduction to the Physical Examination” and for “Ethics, Law and Professionalism”, and is the CoDirector of Student Education for the Department of Medicine. An accomplished clinicianeducator, she has a longstanding interest and involvement in medical student, resident and fellow education, with special interest in the areas of substance use and women’s health. She has presented numerous educational innovations both regionally and nationally. GWIMS Toolkit©
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