Submitting a Workshop Proposal - PowerPoint Presentation

1. Submitting a Workshop ProposalCDIM Survey and Scholarship CommitteeScholarship PearlsWorkshop Series Part 1 of 2

2. OutlineWhy do it?What are you doing?How to do it? (Workshop Series Parts 1 and 2)Part 1Select a topicAssemble your teamWrite learning objectives and a workshop summaryPart 2 Plan and develop workshop contentPresent an effective workshop

3. Why present a workshop?Teach on a topic you are passionate aboutAddress emerging areas in medicine and education (may be very little literature on the chosen topic)CollaborateAt home and at other institutionsBuild your academic reputationLeads to additional scholarly work Perspective piecesInvitations to speak at other institutionsNew ideas from your audience at workshop

4. What are you doing?Workshops = work will be done during the session!Interactive component is critical piece of the proposalUse the power of having many people in room together to work through problems and formulate solutionsBest if participants can leave with a take-away product or readily-implemented tools/ideas

5. How to do it?Select your topicSomething that excites youSomething you have already lectured onOngoing research projectEmerging or rapidly changing area (e.g. cancer screening guidelines, new teaching methodologies)

6. How to do it?Assemble your teamConsider inclusion of junior faculty/chief residents with medical education interestCross-institution collaboration is richMay appeal to selection committee if not blindedIncrease participant interest in attendingHelps ensure material is generalizableBuild your academic profileFuture source letters of recommendationMuch of the work can be done by email/conference call

7. Where to send it?Consider meetings you and your potential collaborators already attend regularly (regional and national meetings)AAIM, Society of General Internal Medicine, American College of Physicians are all good places to startCheck on meeting theme: is your workshop a particularly good fit (or could be modified to fit better)?Review prior workshops presented at those meetings (if available online) to see if topic fits (or may have been done very recently)If topic is an area with broad application (e.g. direct observation, giving feedback, survey question development), would other specialties find this of interest? Check online and with your colleagues about other conference venues that might be appropriate.

8. Example WorkshopChoosing a topic: go with what you know (or want to know!)Workshops are a chance to work with people you’ve wanted to collaborate with, but perhaps don’t see every dayStudent Education in Ambulatory Internal Medicine Education: Current Best PracticesOur team: 3 clerkship directors/core faculty from each site of a multi-site clerkship, and 1 faculty member from another institution in same stateWhy we chose this topic: We feel we are experts!

9. Example WorkshopSelecting a venueDoing your homework: is this the right fit?Where to submit it:Similar workshop had been presented by 2 of the faculty members at a regional Society of General Internal Medicine conferenceAll the faculty involved also go to CDIM conference regularlySeemed like the right venueChecked CDIM website; this topic seemed to “fit” well but had not been presented in recent years

10. How to do it?Workshop structureWorkshop summaryLearning objectives

11. Workshop Structure

12. How to do it?Write summaryConsult submission guidelines and follow them exactly (may vary by conference)Tell them why this workshop is importantDiscuss what will happen during sessionDiscuss take-aways

13. Learning ObjectivesUsually between 3-5 (depends on submission guidelines)Should be S.M.A.R.T.SpecificMeasurableAttainableRelevantTime-framed

14. Learning Objectives: Action WordsBest (active)Avoid (passive)DefineLearnDemonstrateUnderstandDescribeKnowExplainRealizeIdentifyPerceiveListBe aware ofSummarize

15. Example: StructureInteractivity is why people come to workshops!Emphasize the use of the interactive format in your structureIntroductionsOverview of ambulatory internal medicine education for students (10 min)Case discussions (60 min)Struggling learner (faculty role-play)Struggling preceptor (small group discussion of case)Going from good to great: helping our students achieve excellence (large group discussion of case)Large group discussion and wrap-up (15 min)

16. Example: SummaryThis summary is often published online, or in conference guides, so be sure you attract the desired audience with your summary (e.g. if your workshop is for UME educators, be sure to mention focus on student training)“The increasing emphasis on generating interest in primary care careers and in preparing students for outpatient residency experiences has placed great importance on providing medical students with high-quality ambulatory medicine training. In addition, many teaching sites are primary care practices now undergoing transformation to the patient centered medical home model. Accommodating the needs of student learners in a rapidly changing environment requires creative solutions for optimal ambulatory medicine training. This workshop will provide participants an update on the state of ambulatory internal medicine education, a review of current best practices in student education, and an opportunity to learn from colleagues about student education practices at their home institutions. In addition, this workshop will give medical student educators an overview of the processes and challenges involved in teaching students in outpatient internal medicine practices and assist them in generating solutions to overcoming the most common challenges. The workshop directors will provide a review of the current literature on effective teaching of medical students in the office setting, and offer strategies for accommodation of student learners in office practices and building a community of office-based student educators.”

17. Example: Learning ObjectivesRemember – action oriented words!Avoid passive voice (understand, learn, realize)Educational Objectives:Define best practices in student education in the ambulatory setting, with specific attention to the changing environment of practices in process of transformation to patient-centered medical homes.Practice teaching with tools for the learner and for the educator to enhance office-based teaching.Develop and refine goals for improvement in student education in the ambulatory setting at their home institutions.

18. ReferencesSpagnoletti C, Spencer A, Bonnema R, McNamara R, McNeil M. Workshop preparation and presentation: a valuable form of scholarship for the clinician-educator. J of Grad Med Educ 2013; 5:155-156.Spagnoletti C, Bonnema R, McNeil M, Spencer A, and McNamara M. Workshop preparation and presentation. Association of American Medical Colleges Group on Women in Medicine and Science (AAMC GWIMS) Toolkit Chapter 3. https://www.aamc.org/members/gwims/toolkit/343518/toolkithometsr.html

19. Please send any feedback or ideas for future topics to Leigh Simmons (LHSIMMONS@partners.org)Thank you!