course planners: course faculty: anne klibanski, md eugene ... · 11/7/2012 · • use powerpoint...
TRANSCRIPT
The following planners, speakers, and content reviewers, on behalf of themselves and their spouse or partner, have reported no relevant financial relationships with any entity
producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients.
Course Planners:Anne Klibanski, MDDonna Lawton, MSNancy Rigotti, MDAnn Skoczenski, PhDTheodore Stern, MD
The following planners, speakers, and content reviewers, on behalf of themselves and their spouse or partner, have reported financial relationships with an entity producing, marketing,
re-selling, or distributing health care goods or services (relevant to the content of the activity) consumed by, or used on, patients:
CME Committee Members and Reviewers:Name Company RelationshipSusan O’Brien Johnson & Johnson Stock
Course Faculty:Eugene Beresin, MD
CME Committee Members and Reviewers:Sanjiv Chopra, MD
Clinician Teacher Skills Development Series
Session II: Building an Academic Productas a Teacher
Gene Beresin, MDTed Stern, MD
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
Today’s Outline• Framework for curriculum development• Creating a curriculum
– Adult Learning Styles– Interactive exercise to shape your ideas into a
curriculum• Turning your curriculum into an academic
product
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
Framework• Determining what is important to teach and to
whom:Curriculum*– The aggregate of courses of study; the regular or a particular
course of study
Syllabus*– An outline of a course of studies or a text: a document that
lists subjects and states how the course will be assessed.
• Creating a schedule to make your project do-able
*From dictionary.com 10/31/12
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
Gene Beresin, MD Complete Disclosures
• 1998: Wyeth: Editor of The Resident Reporter. Edited 6 resident papers written from session summaries of the American Psychiatric Association Annual Meeting; wrote the Introduction. $500
• 1999: Wyeth: Editor of The Resident Reporter. Edited 6 resident papers written from session summaries of the American Psychiatric Association Annual Meeting; wrote the Introduction. $500
• 2002: HBO: Consultant three Children’s shows: Goodnight Moon, Twas the Night, Through a Child’s Eyes: September 11, 2001 (2 awarded Emmys): $1500
• 2002: Universal Studios: Consultant to two Law and Order Special Victims Unit television shows: $1000
• 2003: Phillip Morris: Consultant to a Smoking Prevention Brochure for Teens and Parents. Paid with Tobacco Settlement funds: $5000
• 2003: Universal Studios: Consultant to a Law and Order Special Victims Unittelevision show: $500
• 2004: HBO: Consultant to Emmy Award winning Children’s show Classical Baby: $4000
“We become teachers for reasons of the heart.But many of us lose heart as time goes by.
How can we take heart, alone and together, so wecan give heart to our students and our world –
Which is what good teachers do.”
Parker J. Palmer
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
Adult Learning• Links developmental tasks and social roles
• Favors immediate application vs. future use of
knowledge, skills and attitudes
• Favors a self-directed and self-motivated focus
• Uses personal experiences as a resource
Merriam SB, Caffarella RS: Learning in Adulthood: A Comprehensive Guide. San Francisco: Jossey-Bass, 1999, p 272
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
Adult Learning
• Favors problem centered vs. subject centered learning
• Uses internal vs. externally driven approaches
• Considers the balance between work and life
• Emphasizes the importance of environment and situation
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
Adult Learning
• Associates new material with familiar patterns
• Places an emphasis on performance in real time
• Connects affect with intellect
• Maintains interest through novelty coupled with excited uncertainty
From Concept to Production• Paper: About what? For Whom? What Time?
• Chapter/Book• Workshop/Symposium/Residency
Curriculum/CME Course• Lecture:
– Large group with discussion– Large group with breakouts
• Small Group: – Discussion– Problem-based
Case-based Role Play
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
Tools to Motivate Learners• Prepare with readings• Establish a relevance: Clinical/personal vignettes• Use experiential methods: Video clips• Employ online modules • Use PowerPoint with or without embedded
video• Incorporate flip charts• Develop Team-based learning• Provide instant feedback and audience response
Where do we go from here?
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
Before you get started:
• Determine…….
– For whom?
– By whom?
– Which mentors and consultants can be involved?
– What environmental and other external demands exist?
Appreciating Your Personal Style
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
An Example from First Year On the Faculty
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
What to think about:
• What do you want to teach?• Whom do you want to teach?• How extensive will the work product need to
be? (e.g. four talks/chapters or 90 talks/chapters)
• What media/modalities (e.g. audio, video, interactive) do you want to incorporate?
• What types of work products (e.g. texts, electronic, interactive) do you envision?
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
What to think about:
• When should you embark upon the project?• Whom should you collaborate with?• How will you determine what is best to
include?• How can you assess the efficacy of the
curriculum?
Sample worksheet: Clinical Domain
Treatment
Work Up
Differential DX
Pathophysiology
Epidemiology
Clinical features
History
Introduction
Validation of methods used
Variables considered
Medium employed
Time/space allotted
Potential topics:
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
Sample Worksheet: Clinical Domain
Derm
Endocrine
GU
Immune
GI
Musc-Skel
CNS
Pulmonary
CV System
Treatment
EvaluationDifferential DX
Clinical features
HistoryPotential topics:
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012
Sample Worksheet: Global Health
Etc.
Malaria
HIV Infection
TB
SolutionsChallenges (e.g. attitudes)
EconomicsEpidemiologyClinical Features
HistoryPotential topics:
©Eugene Beresin, MD and Theodore Stern, MD
Massachusetts General Hospital 2012