Current Trends in Medical Education
Expert Searching for Research and the Point of Care
Small Group Learning Through Discussion Series-SOM Faculty Only
Case Method Teaching-SOM Faculty Only
Teaching Skills
Longitudinal Teaching Skills Program
Longitudinal Curriculum Development Program
Introduction to Curriculum Development Workshop
Communicating With Others: Your Style and its Impact
Speak Like a Pro
Effective Meetings and Presentations: How to Make an Impression that Makes a Difference
How to Influence Others and Negotiate Win-Win Situations-SOM Faculty Only
Speak Like a Pro II
Online Resources
GTS is Coming! Are You Ready?
Advanced Powerpoint (March 2008)
Team Based Learning -part one (June 2008)
Team Based Learning- part two (June 2008)
Outpatient Teaching - A Primer and Panel Discussion
Giving Feedback Online Course
Coming Teaching Attractions
*Team-based Learning
*How to Use the Simulation Center
*Becoming Proficient at the Smart Board
*Scientific Presentations
Current Trends in Medical Education
Small Group Learning Through Discussion Series - SOM Faculty Only
Part 1: Planning and Designing Small Group Discussions (90 minute session)
Part 2: Challenges of Facilitating Small Group Discussions (90 minute session)
Johns Hopkins Faculty Development Program, Danelle Cayea,M.D., and Karan Cole, Sc.D. Instructors
http://www.hopkinsbayview.org/fdp.
Part 1: April 15, 2009, 3:30-5:00 **Please Note: Deadline for Registration is April 8th
Part 2: May 21, 2009, 3:30-5:00 **Please Note: Deadline for Reistration is May 14th
Registration:facdevdept@jhmi.edu
Location for both dates: 2024 E. Monument St. Suite 1/500 - Room 500Q
Increasingly, the value of small group learning in medical education is being recognized. Small group learning through discussion can be used to address higher order cognitive, as well as attitudinal learning objectives. The purpose of these sessions is to explore 1) those aspects of planning and design that can enhance the effectiveness of small group sessions, and 2) challenges of facilitating small group discussion. Participants will have the opportunity to bring their real issues and challenges to work on during these sessions.
Part 1: Planning and Designing Small Group Discussions (90 minute session)
By the end of this session, participants will demonstrate their ability to:
* Describe the rationale for utilizing small group learning.
* Describe a model for planning and designing small group learning through discussion.
* Apply this model to their own curricular focus.
Part 2: Challenges of Facilitating Small Group Discussions (90 minute session)
By the end of this session, participants will demonstrate their ability to
* Recognize issues to consider when facilitating small group discussions.
* Recognize common facilitation challenges that emerge in small group discussions, and
possible approaches to address some of these challenges.
Part 1 is not a pre-requisite. However, given that many challenges can be prevented by effective planning, it is highly recommended that participants attend Part 1. Each session will be limited to 20 participants.
Case Method Teaching-SOM Faculty Only
Office of Faculty Development, Dr. Henry Fessler, Instructor
04/17/09, 3:30 - 5:00, 2024 E. Monument Street, Suite 2-1000
Registration: facdevdept@jhmi.edu
The Case Method has long been used as a small group teaching method in business and law schools. This workshop will describe the pros and cons of the case method, provide a framework for applying the method to a medical school group, and distribute a handbook for case writers and group facilitators. A sample case will be used to illustrate the process, and results from a pilot in the second year Pathophysiology class will be discussed.
Expert Searching for Research and the Point of Care
Co-Sponsored by Office of Faculty Development and Welch Medical Library, Catherine Craven, MLS, MA, Instructor
03/10/09, 1:00 - 3:00, 2024 East Monument Street, Lab 1 - 1st Floor
Registration: facdevdept@jhmi.edu
SOM faculty will review methods to access and expertly search key research and clinical information resources from on and off campus. The session will combine lecture with hands-on searching practice. The emphasis throughout will be on the following: evidence-based medicine (EBM) resources v. others; how to find the "gold standard" study types for treatment, diagnosis, etiology and prognosis questions; point-of-care resources; resources for all research steps, including finding funding; issues related to copyright and scholarly communication
TEACHING SKILLS
Longitudinal Teaching Skills Program
Faculty Development Program in Teaching Skills, Randy Barker, M.D., Sc.M., Karan Cole, Sc. D., Instructors
Individuals work in small interdisciplinary groups with facilitators in a supportive, stimulating, and collegial environment. Participants play a vital and active role in their own learning using real-time dilemmas to explore with others in small working groups through reflection, practice, and problem-solving. Program faculty are also available to consult and develop special programs to meet the needs of individual departments.
Part 1: Essential Concepts
There are 15 consecutive sessions, Thursdays, 8:30 a.m. -12 noon, September 3 -December 17, 2009, Bayview Medical Center, Mason F. Lord Building Center
Content areas include facilitation strategies, providing effective feedback, small group meeting facilitation, one-on-one teaching and supervision, and building a successful career as a scholarly educator.
More Information or to Registration: kcole@jhmi.edu
Part 2: Advanced Concepts and Application
There are 10 consecutive sessions every Thursday, 8:30 a.m. – 12 noon, February 11 – April 15, 2010,Bayview Medical Center, Mason F. Lord Building Center
Participants of Part 1 who wish to further deepen their understanding and skills will explore issues of leadership, motivation and empowerment, conflict management, and cultural competence.
Presented by the Johns Hopkins Faculty Development Program in Teaching Skills http://www.hopkinsbayview.org/fdp.
Longitudinal Curriculum Development Program
Faculty Development Program for Clinician Educators, David Kern, M.D., MPH, Director,
Division of General Internal Medicine and Director, Curriculum Development Program, Instructor
Wednesdays, September 2, 2009 – June 23, 2010, 8:00 a.m. -12:00 noon, Bayview Medical Center
For More Information or to Register: drohlfin@jhmi.edu
The Longitudinal Curriculum Development Program is held weekly, September-June. Participants work on a curricular project that is both important and possible to implement in their clinical or academic settings. Participants work in groups of 2-5 to develop curricula according to a six-step process of curriculum development:problem identification and general needs assessment, needs assessment of targeted learners, goals and objectives, educational strategies, curriculum implementation, and evaluation and feedback. Large-group didactic and experiential learning is complemented by work in progress sessions wherein each group presents their work and receives feedback from other groups, and by regular small group meetings with a highly-trained faculty facilitator who offers guidance, support, and written feedback at each step of the process.The program culminates in a final paper and a presentation before an invited audience. Curricula are usually piloted during the program and fully implemented in the following year.
Presented by the Johns Hopkins Faculty Development Program for Clinician Educators http://www.hopkinsbayview.org/fdp.
Introduction to Curriculum Development Workshop
Faculty Development Program in Teaching Skills, Randy Barker, M.D., Sc.M., Karan Cole, Sc. D., David Kern, M.D., M.P.H.,Instructors
03/05/09 or 04/15/09 or 04/29/09, Johns Hopkins Bayview Medical Center, Mason F. Lord Bldg., Center Tower, Suite 2300
Pre-Registration: drohlfin@jhmi.edu
Presented by the Johns Hopkins Faculty Development Program in Curriculum Development, this 3 hour introductory workshop provides an overview of curriculum development principles and practical experience in applying some of the most important curriculum development steps. It introduces participants to resources and faculty development opportunities for further developing one's curriculum development skills.
Questions: Karan Cole, Director, kcole@jhmi.edu
Communicating With Others: Your Style and its Impact
Talent Managment and Organization Development, Virginia Jacobs, Instructor
03/19/09, 9:00-4:00, Eastern Campus, Room B101
OR
04/27/09, 9:00-4:00, Eastern Campus, Room B101
Registration: trainingjhuform
The lifeblood of all strong relationships is good communication. Individual and group productivity are greatly enhanced by the ability to communicate well. Participants in this course will identify their preferences in verbal and nonverbal communication. You will uncover a tendency toward one of four communication styles: driver,analytic, relater amiable, and expressive. You will learn about your style's inherent strengths and trouble spots, and the impact of your style in the workplace. You will also explore attributes of effective communication and develop listening and assertion skills.
Speak Like a Pro
Co-Sponsored with Office of Faculty Development & Talent Management and Organization Development,
Karen Storey, Instructor, Interactive Training
3/30/09, 8:30 - 3:30,2024 E. Monument Street, Suite 2-1000 - SOM FACULTY ONLY
Registration: SOMFacultyReg.Form
04/20/09, 9:00 - 4:00, Eastern Campus, Room B101
OR
05/14/09, 9:00 - 4:00, Eastern Campus, Room B101
Registration:trainingjhuform
Faculty members win grants and build reputations based (to some extent) on their ability to speak with confidence to large groups of people. Speak Like a Pro offers the knowledge, skills, and abilities you need for effective presentations.You ll learn proven techniques for planning, practicing, and delivering public presentations.Further, you will receive expert feedback from your instructor, as well as personal responses and insights from your classmates. Each participant is asked to prepare in advance a 10-minute presentation. Focus on managing stage fright and maintaining composure in front of any size audience. Voice and body language are explored as an effective communication tool.Key ways of adding maximum impact are discussed along with ways of preparing quickly and confidently for any presentation. Each participant is videotaped in order to provide instant feedback on their strengths and areas that need improvement.Especially for faculty who speak English as their second language, this class is a must.
Effective Meetings and Presentations: How to Make an Impression that Makes a Difference
Talent Managment and Organization Development, Ray Perry, Instructor
05/01/09, 9:00-4:00, Eastern Campus, Room B102
Registration: trainingjhuform
In this practical course participants will gain results both inside and outside the office whether they are meeting with clients,co-workers and/or staff while also strengthening their skills in delivering presentations of all kinds.
How to Influence Others and Negotiate Win-Win Situations-SOM Faculty Only
Co-Sponsored with Office of Faculty Development & Talent Management and Organization Development, Geno Schnell, Instructor
5/14/09, 8:30 - 11:30, 2024 E. Monument Street, Suite 2-1000
Registration: registrationform
This session will overview some of the central ideas from research on interpersonal influence and how they might relate to working in academia.Issues to be covered will include: having the right attitude for influencing, preparing for negotiations and how to get unstuck when negotiations stall. Participants will practice sample negotiations, discuss ideas for improving negotiation outcomes, explore negotiation "style" and review additional resources for their development. As a result, participants should be better able to more actively engage in "push back" when people or circumstances impose on their preferences and seek to negotiate their preferred outcome while maintaining relationships and seeking to collaborate effectively with others.
Speak Like A Pro II
Talent Management and Organization Development, Karen Storey, Instructor,Interactive Training
6/8/09, 9:00 am - 4:00, Eastern Room B101
Registration: trainingjhuform
Participants who have attended Speak Like a Pro may attend this advanced class. Each participant is asked to prepare in advance a 10-minute presentation. Focus on managing stage fright and maintaining composure in front of any size audience. Voice and body language are explored as an effective communication tool. Key ways of adding maximum impact to any presentation are discussed along with ways of preparing quickly and confidently for any presentation. Each participant is videotaped in order to provide instant feedback on his or her strengths and areas that need improvement.
ONLINE RESOURCES
Outpatient Teaching - A Primer and Panel Discussion Video
Part 1(video) - A Primer
In the first half of this session, Pat Thomas, MD from Ambulatory Medicine
and Associate Dean for Curriculum at the School of Medicine opens with a
primer on the "the one minute teacher" for enhancing bedside teaching in
busy clinical settings like the outpatient arena.
Part 2 (video) - Panel Discussion
In the second half, Pat Thomasjoins three of the Department of Neurology's top-rated outpatient clinical teachers,
Drs. Crawford, Kossoff, and McArthur for a panel discussion on tips and tricks for how to engage and involve medical students
in the outpatient setting while still handling a busy clinic load.
Giving Feedback Online Course- 30 minutes
Faculty:
David Nichols, MD, Vice Dean for Education, Professor of Anesthesiology and Critical Care Medicine L. Randol (Randy) Barker, MD, ScM, Professor of Medicine, Division of General Internal Medicine, Johns Hopkins Bayview Medical Center David E. Kern, MD, MPH, Director, Division of General Internal Medicine, Johns Hopkins Bayview Medical Center,Professor of Medicine Patricia A. Thomas, MD, Associate Dean of Curriculum, Associate Professor of Medicine
The Giving Feedback online course (30 minutes) provides faculty and resident supervisors with the knowledge and skills they need to provide effective feedback to a learner, whether in the laboratory, classroom or clinic. Without effective feedback, mistakes go uncorrected and good performance is not reinforced. In this workshop, you will observe and identify both poor feedback performance and effective feedback skills in lively demonstrations. You will learn about common barriers to providing feedback and how to surmount them, and can download additional background material, references, and tips for giving feedback to your students, residents, postdoctoral fellows and other trainees.
- Giving Feedback
- Giving Feedback within the Context of a Relationship
- Confronting Individuals About Performance Problems
- Eliciting Feedback
- Eliciting Feedback within the Context of a Relationship
- References for Giving and Eliciting Feedback
GTS IS COMING! ARE YOU READY?- SOM FACULTY ONLY
Office of Faculty Development, Dr. Patricia Thomas, Instructor
Video Presentation & PP Handout: GTS Is Coming ! Are you Ready?
The transition to the Genes to Society curriculum has begun with a number of pilot programs in this academic year.Full implementation will begin in August 2009 with the move to the new Armstrong Education Building.This workshop is designed to provide an overview of the new curriculum for faculty who currently teach,emphasizing what is new and how your teaching will change in the new curriculum.This will include guidelines for creating lectures, designing and running small group activities,and how to access information and important contacts for the new curriculum.Participants will receive a Resource Manual for Teachers in the JHUSOM Curriculum."
COMING ATTRACTIONS:
Coming in the Summer:
** How to Use the Simulation Center
**Becoming Proficient at the Smart Board
**Scientific Presentations
**Team Based Learning
Team-Based Learning (TBL) is an educational strategy developed in the business school environment, and only in the past five years has medical education begun to tap its potential. It can be used with classes as large as 200 (e.g., UME) and as small as 12 (e.g., GME), transforming instruction into active learning and promoting the development of professional competencies in interpersonal skills, teamwork, and peer feedback. Unlike Problem-Based Learning (PBL), TBL does not require a multitude of faculty to facilitate small groups, and it can either replace or supplement lectures that occur in the traditional lecture hall.
Interest in TBL continues to grow, along with publications on its effectiveness in various settings and courses. It is an instructor-led, learner-centered strategy best learned in an experiential format.
This workshop will provide participants with a real TBL module, specially designed for health professions educators who have little or no knowledge about it. They must complete an advanced reading assignment, take a ten-minute Individual Readiness Assurance Test (IRAT), a ten-minute Group Readiness Assurance Test (GRAT) as team members, and participate in a thirty-minute Group Application Exercise. There will be little sidebar commentary until it is completed, thereby ensuring that participants best understand the process from the learner's perspective. There will be no PowerPoints or introductory lecture!
Objectives: By the conclusion of this workshop, participants will be able to:
1) explain the key components of a successful TBL module.
2) outline how they would construct a TBL module from a set of objectives.
3) describe how they might convert a course/lecture they already teach into a TBL module.
4) illustrate how to transform a small group into a productive learning-team.
*Developing a Formal Lecture and Lecture Notes for Preclinical Lectures
