Workshop Preparation And Presentation - AAMC
Workshop Preparationand PresentationA Valuable Form of Scholarship for theAcademic PhysicianGWIMS Toolkit
AuthorsCarla Spagnoletti M.D., M.S.Abby Spencer M.D., M.S.Associate Professor of MedicineAssociate Professor of MedicineUniversity of Pittsburgh School of MedicineAllegheny General HospitalTemple University School of MedicineRachel Bonnema M.D., M.S.Assistant Professor of MedicineUniversity of Nebraska College of MedicineMegan McNamara M.D., M.Sc.Associate Professor of MedicineCase Western Reserve University Schoolof MedicineMelissa McNeil M.D., M.P.H.Professor of Medicine, Obstetrics,Gynecology, and Reproductive SciencesUniversity of Pittsburgh School of MedicineGWIMS Toolkit
What 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 ofmethods of practical application of skills andprinciples. A brief, intensive course for a small group whichemphasizes problem-solving. In the medical field, workshops typically takeplace during regional or national meetings.GWIMS Toolkit
Objectives:1) Describe the role of workshop presentation inthe dissemination of scholarly work andpromotion.2) Provide a comprehensive “blueprint” fordeveloping and presenting a successfulworkshop.3) Outline ways to make your workshop counttwice (or more ).GWIMS Toolkit
Why Do People AttendWorkshops? They provide a high-yield, interactiveeducational experience on an area of interest. Topics are typically applicable to attendee’sprofessional development or clinical,educational, or research area of interest. Their learning format is more efficient, effective,and enjoyable than a large-group lecture orself-directed reading on given subject. Allow for networking with colleagues.GWIMS Toolkit
Why Develop Workshops? Alternative to publication as scholarly activity. Provides presenter with teaching experienceand develops national reputation. Enhances promotability within one’s institution.We will examine each of these in more detail GWIMS Toolkit
Workshop Versus Publication Less work than a publication Little up-front work, two hours at most to formulate aworkshop overview/abstract. Once accepted, development takes about 20 hours oftime, split amongst multiple participants (usually 3-5). Compare that to many more hours for the writing, editing,submitting and re-submitting (and re-submitting ), andrevising process involved in manuscript publication.Often, less data needed than for publication Works in progress with preliminary data can bepresented. Depending on the topic, NO DATA is acceptable!GWIMS Toolkit
National Experience Collaborate with other experts in your area ofinterest from around the country. Hone teaching skills in front of a (perhaps)more sophisticated audience. Establish a “national reputation” important forpromotion eligibility. Take your local work and disseminate itregionally/nationally.GWIMS Toolkit
Workshops and PromotionAccording to the AAMC guidelines for promotion ofclinician-educators, evidence of scholarly work inteaching includes: “Any activity that fosters learning, including directteaching and creation of associated instructionalmaterials.” “Lectures, workshops, small-group facilitation, rolemodeling, precepting, demonstration of procedures,facilitation of online course, formative feedback.”“Invited presentations (e.g. workshop) related to teachingexpertise ” “Presentation in a peer-reviewed or invited forum atregional/national meeting ” “Evaluations from a conference presentation ”GWIMS Toolkit
Workshop Development:From Start to FinishGWIMS Toolkit
Step 1: Choosing a Topic,Collaborators, and VenueGWIMS Toolkit
What Makes a Good Topic? Almost any clinical, educational, or researchtopic can be adapted to a workshop format. Features particularly key to success: Presenters are passionate about topic (but notnecessarily expert in).Topic is timely or potentially controversial.Topic aligns with meeting’s educational objectives.Workshop provides opportunity for “hands-on” orskill-based practice or learning.Must be narrow enough to be covered inappropriate depth within time allotted Often 90 minutes.GWIMS Toolkit
Possible Topic Areas with ExamplesTopic AreaExamplesClinical Area of Interest“Controversies in Gender-specific Cancer Screening”;“Large-joint Injections”“Meeting Duty Hour Restrictions”; “Improving ResidentEfficiency in the Outpatient Clinic Setting”“Evaluation Tools for Curricular Projects”; “UsingObjective Structure Clinical Exams (OSCEs) toEvaluate Student Physical Diagnosis Skills”“Understanding and Utilizing Web 2.0 Applications inEveryday Practice and Teaching”; “How to MaximizeYour Learning through Continuing Medical onal DevelopmentPersonal/Professional BalanceTeaching SkillsQuality ImprovementHealth Policy/AdvocacyHealth Care CommunicationOther*not inclusiveGWIMS Toolkit“Maintaining Productivity in a Part-time Position”;“Mentoring Trainees in Work/Life Balance”“Use of Team-based Learning in the Pre-clinicalMedical School Courses”; “Developing Effective Webbased Instructional Tools”“Improving Chronic Disease Management in ResidentContinuity Clinic”; “Strategies to Enhance Transitionsof Care in the Inpatient Setting”“Incorporating Health Policy Journal Club intoResidency Training”; “Examination of Advanced CareOrganization Structure and Function”“Non-verbal Communication Skills to Improve PatientCare”; “Patient-centered Interviewing to Enhance Carein the Elderly”Any ongoing research project, curricular or practiceinnovation
Finding Collaborators Consider their working style, expertise, career stage,availability, and institution. Best bets are those: With whom you already share a good workingrelationship. 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 tothe endeavor. Consider those who work at other institutions: Opportunity to network in your field. Multi-institutional authorship appeals to many reviewcommittees if the abstracts are not blinded.GWIMS Toolkit
Meeting Venue Often dictated by one’s specialty as manyacademicians attend the same one or moremeetings each year. Also consider: Which venue are potential collaborators likely toattend? Does the workshop I have in mind coincide withthe meeting’s educational objectives or theme? Does the meeting call for workshop submissionsor are presentations by invitation-only?GWIMS Toolkit
Sample List of National MeetingsOffering Workshops*FieldMeetingFieldMeetingMedical SchoolAssociation of American Medical CollegesObstetrics andGynecologyCouncil on Resident Education in Obstetricsand Gynecology/Association of Professorsof Gynecology and ObstetricsGroup on Educational AffairsInternal Medicine Association of Program Directors in InternalMedicineClerkship Directors in Internal MedicinePediatricsAmerican Congress of Obstetricians andGynecologists†RadiologySociety of General Internal MedicineAssociation of University RadiologistsAmerican College of Physicians†Association of Pediatric Program DirectorsRadiologic Society North AmericaAmerican Academy of Neuromuscular &Electrodiagnostic MedicineNeurologyCouncil on Medical Student Education inPediatricsFamily PracticeAmerican Academy of Pediatrics†Society for Teachers of Family MedicineAmerican Academy of NeurologyAnesthesiologyFamily Medicine Educational ConsortiumAmerican Academy of Family PhysiciansAssociation of Program Directors in SurgeryAssociation for Surgical EducationAmerican College of Surgeons†GWIMS ToolkitInternational Anesthesia Research SocietyPost Graduate Assembly in AnesthesiologyAssociation of Family Medicine ResidencyDirectorsSurgeryAmerican Roentgen Ray SocietyAmerican Society of AnesthesiologistsPsychiatryAssociation for Academic PsychiatryAmerican Psychiatry Association*For more specific details regarding submission criteria, informationcan be found at individual society websites. All workshops are viasubmission with peer-review process unless noted with an “†” whichdesignates workshops are available by invitation only.
Step 2: Preparing the WorkshopSubmission: Structure,Abstract, and LearningObjectivesGWIMS Toolkit
Workshop Structure Workshops should have both didactic and interactivecomponents, and large group and small group activities Didactic component is best for giving audience: Background information about topic.Information needed to either participate in interactivecomponent if done before or information that answersquestions generated by interactive component if done after.Interactive teaching methods include, among others: The key to engaging the audience is variation!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 3:2or greaterGWIMS Toolkit
Writing the Abstract The workshop abstract or summary is essentialfor “selling” the workshop to reviewers and forattracting audience members. Consult the meeting’s submission guidelinesand comply with them. Identifying a target audience by level of training(“student,” “resident/fellow,” “faculty”) or level ofexpertise with the topic (“beginner,”“intermediate,” “advanced”) may be beneficial.GWIMS Toolkit
The Abstract Should Focus onThese Three Things1) Background information that highlights whytopic is important to prospective audience.2) What the attendee can expect to happen? How will the learning objectives beachieved? Stress the interactive portions of theworkshop.3) What the attendee can expect to take away? Knowledge and/or skills. Tangibles (resource material, handouts).GWIMS Toolkit
Example: A Workshop on How toDo a WorkshopBackground excerpt: Why topic is important.“Workshop presentation outside of one’s institution isincreasingly recognized as an important form ofscholarship. Workshops afford academic physicians theopportunity to share clinical, educational, scientific, and/orfaculty development expertise to a wide audience. Theysupport the development of a national reputation,enhance promotability, provide an opportunity toshowcase and hone teaching skills, and may serve as aspringboard for additional scholarly work. In addition, theyfoster collaboration and networking with colleagues withinor between institutions ”GWIMS Toolkit
Example: A Workshop on How toDo a WorkshopBackground excerpt: What to expect.“Participants will learn how to choose an appropriate topicand meeting venue and compose essential elements of aworkshop proposal including the proper construction oflearning objectives. Participants will learn how to effectivelypresent their topic in an evidence-based manner, within thetime allotted for a typical workshop. The group willbrainstorm ways to optimize audience participation and‘hands-on learning. Participants of this workshop will workin small groups to design a workshop from start to finish ona topic of common interest.”GWIMS Toolkit
Example: A Workshop on How toDo a WorkshopBackground excerpt: What they will take away.“Workshops created during this session may be submittedto a future meeting if desired. All participants will leavewith the skills needed to prepare and present their ownworkshops. Valuable hand-out materials outlining theprocess in detail will be disseminated.”GWIMS Toolkit
Learning Objectives Almost all workshop submissions call for a listof learning objectives for the session. These should summarize what will theparticipant will be able to do after attending theworkshop. Use “action words” rather than passivedescriptors. Objectives should encompass the mainlearning tasks of the workshop for participants. Use the SMART format.GWIMS Toolkit
SMART Format for LearningObjectives Specific – says exactly what the learner will beable to do. Measurable – can be observed by the end ofthe training session. Attainable for the participants within scheduledtime and specified conditions. Relevant to the needs of the participant and theorganization. Time-framed – achievable by the end of thetraining session.GWIMS Toolkit
Effective Verb ChoiceGood stNameOutlineSelectSummarizeGWIMS ToolkitBAD! (passive)LearnUnderstandKnowRealizePerceiveBe aware ofBe able to
Example: A Workshop on How toDo a WorkshopLearning Objectives: At the conclusion of the session, participantsshould be able to:– Outline the essential elements of an effective workshop, includingcomposition of specific measurable learning objectives.– Select a workshop topic from their own clinical, educational, orscientific interests and choose appropriate co-presenters.– Identify ways to convey learning points during a workshop using avariety of educational approaches including didactic, case-based, andwritten materials.– List effective ways to make workshops interactive or “hands-on.”– Explain how presenting a workshop at a regional or national meetingcan enhance an academic physician’s body of scholarly work.GWIMS Toolkit
Congratulations!Your workshop submission delighted the reviewcommittee and it was accepted for presentation.Now the real work begins GWIMS Toolkit
Step 3: Planning andDeveloping the WorkshopPresentationGWIMS Toolkit
Delegation of Work Two options to gettingthe prep work done: Do it yourself and askyour collaborators forinput on (or to simplydeliver) the “finalproduct.” Break the content intodefinable pieces andassign one to eachcollaborator based oninterest, expertise, orstrengths (preferred).GWIMS Toolkit
Optimizing the Preparation Phase As the workshop leader, set a timeline withdeadlines. Provide collaborators with guidelines Material presented should be evidence-based ifpossible. Presenter should prepare themselves to be “expert”on their assigned topic or role.Conference calls or meetings should be held withthe entire group.GWIMS Toolkit
Optimizing the Preparation Phase Didactics are usually in PowerPoint. Small group activities are often accompaniedby written materials. Adhere to the meeting’s deadlines for handoutsor inclusion of workshop materials on website. Prepare take-home material for workshopwhere appropriate. Hold a “dress-rehearsal” practice session(locally or at the meeting).GWIMS Toolkit
Step 4: Presenting the WorkshopGWIMS Toolkit
Important Tips for Crinkle-FreeWorkshop Arrive early to prepare the room Get to know your audience Do an icebreakerAssess the range of prior knowledge/experience with the topicGlean what they hope to accomplish by attendingDon’t deviate from the timeline Tables arranged in small groups are idealMake sure AV equipment is working properlyDesignate a time-keeperUtilize effective presentation skills and group facilitationstrategiesStation someone at the exit door to collect evaluations!GWIMS Toolkit
Where Else Can You Wear ThatBridesmaid’s Dress?GWIMS Toolkit
Recycle 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 evidencechanges. Expand it to a pre-course (typically longer in length). Contract it to a grand rounds, noon-conference, or preclinic conference locally. As a publication Descriptive piece.Book chapter.Systematic review.Add data to transform it into a scientific paper.GWIMS Toolkit
Summary Workshops serve as an important component toan academician’s teaching portfolio. They provide opportunity to hone teaching skills,establish a national reputation, and findcollaborators for other scholarly activities. Keys to a successful workshop include selectinga novel or popular topic, choosing the rightcollaborators, writing an effective workshopsubmission, and developing and presenting aninteractive session. Once completed, workshops can be used as aspringboard for additional scholarly activity.GWIMS Toolkit
References1) Collins J. Education techniques for lifelong learning: giving a PowerPoint presentation: the art ofcommunicating effectively. Radiographics. 2004; 24:1185-1192.2) Spinler SA. How to prepare and deliver pharmacy presentations. Am J Hosp Pharm. 1991;48:1730-1738.3) Garon JE. Presentation skills for the reluctant speaker. Clin Lab Manage Rev. 1999; 13:372-385.4) Estrada CA, Patel SR, Talente G, Kraemer S. The 10-minute oral presentation: what should I focuson? Am J Med Sci. 2005; 329:306-309.5) Mayer K. Fundamentals of surgical research course: research presentations. J Surg Res.2005;128:174-7.6) Garity J. Creating a professional presentation. A template of success. J Intraven Nurs. 1999; 22:8186.7) Simpson D, Fincher RM, Hafler JP, Irby DM, Richards BF, Rosenfeld GC, Viggiano TR. AdvancingEducators and Education: Defining the Components and Evidence of Educational Scholarship.Proceedings from the Association of American Medical Colleges Group on Educational AffairsConsensus Conference on Educational Scholarship, 9-10 February 2006, Charlotte, NC. WashingtonDC: AAMC 2007.8) University of Guelph Teaching Support Services. Learning objectives: a basic earningobjectives1.pdf. Published Fall 2003. AccessedJuly 12, 2013.GWIMS Toolkit
Acknowledgements The authors developed a workshop for clinician-educators on thebenefits of developing and presenting workshops, which wasdelivered in April 2010 at the Society of General Internal MedicineNational Meeting and in similar form at the Association of ProgramDirectors in Internal Medicine Spring Meeting in April 2011. The authors have developed and presented 130 workshops atregional or national meetings, collectively. Of those, six have wonnational recognition awards, including the one on which thischapter is based. They also published a brief “nuts and bolts” guide to developingworkshops in the Journal of Graduate Medical Education: J GradMed Educ. 2013;5(1):155-156.GWIMS Toolkit
Author BiographyCarla L. Spagnoletti MD, MS, FACP is anAssociate Professor of Medicine and aclinician-educator in the Division of GeneralInternal Medicine at the University ofPittsburgh where she serves as key clinicalfaculty in the Internal Medicine trainingprogram. She is a course director forAdvanced Medical Interviewing for secondyear medical students and director of amaster’s level course entitled “TeachingCommunication Skills” in the ClinicianEducator Training Program at the Universityof Pittsburgh. Her teaching, research, andscholarly activity centers around patientdoctor communication, professionaldevelopment, and women’s health. Dr.Spagnoletti obtained her MD degree in 2001,completed her residency training in 2004, herMaster’s Degree in Medical Education andGeneral Medicine Fellowship in 2006 all fromthe University of Pittsburgh. She is a generalinternist at the University of PittsburghMedical Center.GWIMS Toolkit
Author BiographyAbby L. Spencer, MD, MS, FACP is an AssociateProfessor of Medicine at Temple University Schoolof Medicine, Director of GME Quality and PatientSafety Education, Vice Chair of the NAS-CLERSubcommittee of the GMEC, Women's PrimaryCare and Residency Education for Highmark, andwas the Associate Program Director for theAGH/WP Internal Medicine Residency Program for6 years. In addition to administrating, teaching, andmentoring, Dr. Spencer spends her time developingnew and innovative curricula for trainees includingthe institution’s first patient safety rotation. Dr.Spencer is an active member of the APDIM coreplanning committee, the national SGIM educationcommittee, the SGIM planning committee, theinaugural SGIM TEACH certificate programplanning committee and faculty, and co-chairs theAPDIM mentoring program. She also serves on thesteering committee an
Sample List of National Meetings Offering Workshops* Field Meeting Medical School Association of American Medical Colleges Group on Educational Affairs Internal Medicine Association of Program Directors in Internal Medicine Clerkship Directors in Internal Medicine Society of General Internal Medicine American College of Physicians†
XSEDE HPC Monthly Workshop Schedule January 21 HPC Monthly Workshop: OpenMP February 19-20 HPC Monthly Workshop: Big Data March 3 HPC Monthly Workshop: OpenACC April 7-8 HPC Monthly Workshop: Big Data May 5-6 HPC Monthly Workshop: MPI June 2-5 Summer Boot Camp August 4-5 HPC Monthly Workshop: Big Data September 1-2 HPC Monthly Workshop: MPI October 6-7 HPC Monthly Workshop: Big Data
Workshop II: Assessing Process Skills Participants learn how to observe and interpret students’ use of the process skills of science (about 3 hours). Workshop III: Effective Questioning Participants identify questions that are useful for eliciting students’ ideas and for encouraging the use of science process skills (about 2 hours).
This is a publication of the Association of American Medical Colleges and Vizient. The AAMC serves and leads the . to Clinic Performance Improvement Collaborative 11 Clinic Utilization: Improving Access . engagements — Vizient and the AAMC have sought data-driven answers to the challenges facing their member organizations. Of course .
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Nov 11, 2019 · Dr. Zareen Zaidi MD PhD is one of eight individuals invited nationally and internationally to be on the AAMC Research in Medical Education (RIME) committee, which meets during the AAMC annual meeting and
Dec 01, 2016 · Winter Break-5: MCAT 2015 . 1. Gather information from AAMC website 2. Review Competencies 3. Use AAMC and Khan Academy resources (see later)-focus on Sociology and Psychology, CARS 4. ExamKrackers/Kaplan/PR CARS question books 5. READ- The Economist, NY Times, history, philosophy, poli
communications, as well as extensive data on demographic characteristics, health history, and the care received (such as the type of place and provider). Applicants should submit a health equity-focused research proposal with research questions that can be answered using data from the AAMC Consumer Survey of Health Care Access, described below.
Absolutely! These are all questions from previous MCAT exams. As such, students should be following the AAMC timing: The questions unfortunately do not come in exact sets of 59 or 53. To determine the number of minutes for each set of questions, for Science questions, take the number of questions and multiply by 95 minutes, then divide by 59 .
