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