1. Planning and Presenting Workshops That Work Academic Pediatric Association Educational 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

2. Disclosure Teri Turner and Elisa Zenni have documented that they have nothing to disclose

3. Learning Objectives Describe characteristics of effective workshops Plan a workshop

4. Agenda I. Introduction II. Characteristics of Effective Workshops III. Basic workshop framework IV. Small Group Break-Out Sessions V. ET’s Top 10 tips for Facilitating Workshops VI. Wrap-Up

5. Basic Workshop Framework Workshop definition Needs assessment Introduction Ice Breaker Brief didactics Active learning “work” Wrap-up

6. 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

7. Needs Assessment In advance On the spot

8. Introduction Facilitators and participants Names Backgrounds Additional comments? Objectives Agenda

9. Ice Breaker Brief Warm-up exercise Promote interaction, comfort

10. Didactics? Brief Tell them something that they will later practice/apply

11. Active Learning “Work” Individually think or write Think/pair/share Small group break-outs Large group brainstorming Role plays Games Video analysis Case discussions

12. What I hear, I forget What I see, I remember What I do, I understand Confucius 451 B.C.

13. Wrap-Up Summarize Reflection Revisit objectives Get a commitment Evaluation

14. Miscellaneous Considerations Time Break Sign-in sheets CME Food A-V equipment Handouts Leave with or send a product Flexibility Questions

15. 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?

16. ET’s Top 10 Tips 1. Start planning early 2. Limit your topic – “Less is more” 3. Be conversational and have fun

17. 4. Each participant is unique

18. 5. Use the “learning cycle” Reflect SharePractice Apply

19. 6. Less talk, more action

20. ET’s Top 10 Tips 7. Be flexible – allow for in-flight changes 8. Invite others to work with you 9. Facilitate - don’t present 10. Always evaluate

21. Learning Objectives Describe characteristics of effective workshops Plan a workshop (Facilitate a workshop)

22. References Bland, C.J. (1980). Faculty Development through workshops. Springfield, IL: Charles C. Thomas. Knowles, M. (1990). The adult learner: A neglected species. 4 th 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.

23. References McCain 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 3 rd Edition. New York: AMACOM. ASTD = American Society for Training and Development AMA = American Management Association