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Planning and Presenting Workshops That Work
Academic Pediatric AssociationEducational 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
Disclosure
Teri Turner and Elisa Zenni have documented that they have nothing to disclose
Learning Objectives
Describe characteristics of effective workshops
Plan a workshop
AgendaI. IntroductionII. Characteristics of Effective
WorkshopsIII.Basic workshop frameworkIV.Small Group Break-Out SessionsV. ET’s Top 10 tips for Facilitating
WorkshopsVI.Wrap-Up
Basic Workshop FrameworkWorkshop definitionNeeds assessmentIntroductionIce BreakerBrief didacticsActive learning “work”Wrap-up
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
Needs AssessmentIn advance
On the spot
IntroductionFacilitators and participants
NamesBackgroundsAdditional comments?
ObjectivesAgenda
Ice BreakerBriefWarm-up exercisePromote interaction, comfort
Didactics?BriefTell them something that they will
later practice/apply
Active Learning “Work”Individually think or writeThink/pair/shareSmall group break-outsLarge group brainstormingRole playsGamesVideo analysisCase discussions
What I hear, I forget
What I see, I remember
What I do, I understand
Confucius451 B.C.
Wrap-UpSummarizeReflectionRevisit objectivesGet a commitmentEvaluation
Miscellaneous Considerations
TimeBreakSign-in sheetsCMEFood
A-V equipmentHandoutsLeave with or
send a productFlexibilityQuestions
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?
ET’s Top 10 Tips1. Start planning early2. Limit your topic – “Less is more”3. Be conversational and have fun
4. Each participant is unique13%
4%4%
27%
13%
17%
22%
Visual Aural Read-Write KinestheticBi-modal Tri-modal VARK
5. Use the “learning cycle”
Reflect
Share
Apply
Practice
6. Less talk, more action
ET’s Top 10 Tips7. Be flexible – allow for in-flight
changes8. Invite others to work with you9. Facilitate - don’t present10.Always evaluate
Learning ObjectivesDescribe characteristics of effective
workshops
Plan a workshop
(Facilitate a workshop)
References Bland, C.J. (1980). Faculty
Development through workshops. Springfield, IL: Charles C. Thomas.
Knowles, M. (1990). The adult learner: A neglected species. 4th 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.
ReferencesMcCain 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 3rd Edition. New York: AMACOM. ASTD = American Society for Training and Development
AMA = American Management Association