Teaching Development Opportunities

Mentoring Skills Development SOM Faculty Only
Mentee's Rule SOM Faculty Only
Time Management: How to Create 5 Extra Hours a Week for Your Use SOM Faculty Only
Introduction to Curriculum Development
Longitudinal Programs in Teaching Skills and Curriculum Development

Teaching Development Opportunities

Mentoring Skills Development (4 series offered) SOM Faculty Only- New Offering Coming Soon

Offered by the Institute for Clinical and Translational Research (ICTR) and the Office of Vice Dean of Faculty (SOM), Jennifer Haythornthwaite, PhD.,and David M. Yousem, M.D.,MBA, Instructors
All workshops will be held @ 2024 E. Monument St., Suite 1/500, Room 1/1500Q, 8:00am - 10:00am
A series of workshops on Mentoring Skills Development are being offered through the Institute for Clinical and Translational Research (ICTR) and the Office of the Vice Dean of Faculty (SOM). This series of 2-hour workshops has been developed in an effort to enhance the mentoring skills of senior faculty who are advising junior faculty. The workshops combine brief lectures with structured interactions to allow participants to practice and refine specific mentoring skills. Each workshop includes the opportunity to identify mentoring strengths and weaknesses, interact with other mentors, and develop specific, core competencies for excellent counseling. The sessions are designed to be stand-alone and faculty can sign up for multiple sessions.
Developing Your Feedback Skills as a Mentor
This workshop uses typical scenarios that can occur in academic mentoring relationships to help participants learn to:

• Provide meaningful positive feedback that empowers the mentee;
• Give corrective feedback that generates an acceptable improvement plan
• Develop skills to overcome resistance when a mentee is not performing optimally

 Increasing Motivation and Promoting Change
This workshop supports participants as they develop and practice skills to enhance the mentee’s motivation to change and accomplish their goals.Skills practice is provided in:

• Empowering your mentee
• Building a repertoire of strategies for dealing with resistant behavior
• Enhancing mentees’ internal drive and confidence to effect change

 Developing Your Skills to Anticipate and Manage Career Transitions 
This workshop supports participants as they develop and practice skills to help mentees navigate career transitions. 
Participants will learn to:

• Stimulate self-reflection when weighing new opportunities with the demands needed to meet those challenges
• Compare and contrast directing versus guiding feedback
• Facilitate productive brainstorming   

: Developing Your Coaching and Problem-Solving Skills as a Mentor
This workshop offers participants the opportunity to practice coaching and problem-solving skills to help mentees:

• Use a mission statement to prioritize work
• Cope with negative reviews/criticism and difficult colleagues

Help mentees identify priorities for time and manage competing demands

Mentee's Rule (SOM Faculty Only)- New Offering Coming Soon

Sponsored by the Office of Faculty Development, David Yousem, M.D., MBA, Instructor
This seminar will help mentees with the following:

• To help the mentee find the appropriate mentor and set the rules,goals, and agenda

• To provide communication tools and skills to maximize the productivity and success of the mentor-mentee relationship

• To empower the mentee to drive the coaching relationship to the completion of goals

• To identify major obstacles to mentorship success and provide solutions to these problem areas

• To provide keys to successfully ending the mentorship agreement 

Time Management: How to Create 5 Extra Hours a Week for Your Use (SOM Faculty Only)

Sponsored by the Office of Faculty Development, David Yousem, M.D., MBA, Instructor
04.17.13, 2:30 - 5:00pm, 2024 E. Monument St., Suite 1/500, Room 1/1500Q
To Registration: Email Julie Simon @ jsimon2@jhmi.edu

How often do you say to yourself, “If only I had more time!” or “Where did the time go?” Are you behind on your big ticket projects? Do you look at others and ask “How do they get it done?” This course provides you with the skill set to create time in your day, remove extraneous baggage from your schedule and be much more productive per unit time. Based on lessons from Stephen Covey’s “Seven Habits”, Kerry Patterson’s “Change Anything”, and Brian Tracy’s “Eat that Frog”, the seminar will help you to create 5 extra hours of productive time in a week.
Goals: To learn how mission/vision thinking allow you to prioritize the time you spend at work and at home
           To provide critical scheduling tips to make sure your major projects are attended to on a consistent daily basis
           To coach you on establishing visual cues, advocates, and enforcers that help you stay on task and avoid procrastination
           To teach you skills that allow you to focus more quickly as you move from project to project so as not to “lose time” in transitions. Contains content from Geno Schnell, Ph.D.

Click here for: Faculty Development Program Web Site

Longitudinal Programs in Teaching Skills and Curriculum Development

Longitudinal programs provide the opportunity to reflect on teaching, practice skills and learn the process of curriculum development in a supportive and collaborative learning environment.

• Teaching Skills
• Curriculum Development 

A. TEACHING SKILLS
(Rachel Levine and Leah Wolfe, Co-Directors)

Part I:  Fifteen consecutive Thursdays, 8:30 a.m. to noon
            September 13 - December 20, 2012 (prerequisite for Part II)

Part II: Ten consecutive Thursdays, 8:30 a.m. to noon
             February 14 - April 18, 2013

Part I:  Core Concepts and Skills

Educational Objectives
After attending this activity, participants will demonstrate the ability to describe and apply skills related to the following content areas:

• Building a Learning Community: Strategies for Learning and Facilitating and Skills of Dialogue
• Enhancing Professional-Personal Balance
• Providing Effective Feedback
• Small Group Meetings for Learning and/or Decision-Making: Optimizing Decision-Making and Implementing the Stages of Small Group Meetings and Facilitation Participation
• Relationship-Centeredness in the Learning Environment (teaching in the outpatient setting, one-on-one precepting, precepting in the presence of the patient, role-modeling for effective teaching)
• Building a Successful Career as a Scholarly Educator
• Presentation Skills
• Developing Scholarly Quality Improvement Projects

Part II:  Advanced Concepts and Application
Participants in Teaching Skills Part II have the opportunity to synthesize and deepen their understanding of concepts learned in TS I as well as explore new content. Participants determine the focus for TS II by prioritizing content areas for review.

Educational Objectives
After attending this activity, participants will demonstrate the ability to describe and apply skills related to the following content areas:

• Learner motivation and empowerment
• Leadership and management
• Cultural awareness
• Conflict management
• Formalized brainstorming
• Facilitating small group learning

Learning Methods
Participants work in small, interdisciplinary groups with highly-trained faculty facilitators in a supportive, stimulating and collegial environment. Participants play a vital and active role in their own learning by identifying learning needs, developing learning plans, regularly assessing their progress and applying learnings to daily experiences. Facilitators and members of the small groups quickly become important resources for each other's learning, while employing such methods as didactic presentations and demonstrations, reading, discussion, personal reflection, writing and storytelling, observation and feedback (audio and videotape review), and skills practice (role play with co-learners, application at one's work setting).
 

B. CURRICULUM DEVELOPMENT
(David E. Kern, Director)

Wednesdays, 8 a.m. to noon 
September 5, 2012 - June 26, 2013

Course Objectives
By the end of this activity, the participant will demonstrate the ability to:

• Describe and apply the knowledge, attitudes, and skills necessary to effectively design, implement, and evaluate a curriculum.
• Design, pilot and formulate plans for the implementation of a curriculum in medical education relevant to the needs of their own institution as well as to their own professional career(s).
• Demonstrate the skills necessary for presenting and disseminating their work to the academic community.

Learning Methods
Participants identify a curricular project that is both important and possible to implement in their clinical or academic setting. Groups of two to five participants develop and implement curricula. Each group meets regularly with a highly-trained, committed faculty facilitator, who provides written feedback after each session on material submitted by the group. Small group work is supplemented by work-in-progress, didactic and experimental learning sessions with the total group. Individuals pilot their curricula and present plans for full implementation by the end of the program.