Available Workshops
The following workshops are available to any group in the CORE system. The workshops can be given as 1, 2, 3 or 4 hour (half-day) sessions. One hour sessions will "cover" essentials of the topic while longer sessions will involve more depth accompanied by learning activities that involve the participants in applying the content. Descriptions below are for the one hour sessions. Following the descriptions please see a form which can be completed to request one or more workshops.
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Effective Strategies for Providing Feedback to Learners
Students, interns, and residents universally agree that feedback designed to improve their knowledge and skills is often lacking. If you ask them to complete the following sentence, --"The only time I get feedback is .........."-- The answer is always the same and is, -- "when I do something wrong." In this session we will look at specific strategies for giving feedback that have been show to be practical and effective.
Using Questions to Elicit Higher Levels of Thinking
Research in medical education gives us clear evidence that most questions asked of trainees elicit only the lowest levels of thinking (e.g. memorization). In this session participants will learn strategies for asking questions that will stimulate higher levels of thinking such as analysis, synthesis, evaluation which are all important to clinical reasoning.
One Minute Preceptor: 5-Step Microskills Teaching Model
The 5-step micro-skills model is a teaching strategy for one-on-one clinical teaching. The five steps are: 1) Get a commitment, 2) Probe for supporting evidence, 3) Reinforce, 4) Teach a general principle and 5) Correct errors. These steps can be incorporated into a one minute time-frame for efficient teaching and learning. Each step will be explained and an example sequence of the steps will be demonstrated.
Writing/Setting Meaningful Learning Objectives
Learning objectives(aka behavioral objectives, enabling objectives, etc.) are statements that specify what trainees are to accomplish. Such statements are often vague and do not effectively serve to guide the teaching and learning process. In this session participants will learn strategies for writing clear objectives and how to utilize them to guide teaching, learning, and evaluation activities.
Evidence Based Medicine (EBM): How Clinical Teachers Can Help Learners Acquire EBM Skills
This session will focus on how to encourage learners to bring evidence to bear on their clinical decisions. Evidence Based Medicine (EBM) will be defined and EBM Internet sites will be demonstrated. Suggestions for how to conduct journal clubs to facilitate EBM will be discussed.
Dealing With Difficult Learners and Difficult Learning Problems
"Difficult learner" can imply many things. In this session we will review the literature on this topic and propose strategies for working with learners who may be having difficulties for a variety of reasons. Additionally, prevention strategies will be discussed.
Strategies for Creating the Ideal Clerkship
In this session we will describe the components of an ideal clerkship and how those components can be developed.
Leading Case Based Discussions: An Alternative to the Lecture
The case discussion is an excellent way for trainees to learn from each other. In this session we will explore how to lead a case discussion to maximize learning not only in the knowledge domain but to also use the case discussion to influence attitudes. Leading a case discussion is a great alternative to the traditional lecture and there is research to indicate it can be more effective.
Objective Structured Clinical Exams (OSCEs): What They Are All About
The OSCE is an evaluation methodology in which a clinical trainee goes through a series of time limited stations and performs a task at each of the stations. Usually a station is an exam room in which the trainee has to do something with a simulated patient such as take a focused history. The trainee is evaluated by an evaluator using a structured checklist. OUCOM is currently conducting OSCEs throughout the CORE at the student level and will soon be doing them at the residency level. This workshop will describe a typical OSCE and give participants the opportunity to develop an OSCE station.
Basic Skills in Using PowerPoint
This workshop will be a demonstration of PowerPoint skills if given in the 1-hour format. A hands-on PowerPoint workshop can be given upon request and and can be done in a 3 hour period. A PowerPoint manual is provided with this workshop.
The New Clinical Presentations Curriculum (CPC) at OUCOM: Implications for Teaching Students When They Arrive at the Hospitals
OUCOM has embarked on an exciting new curriculum that helps the students integrate the basic science, clinical sciences and social sciences beginning in the first week of medical school. The curriculum utilizes small group learning, interactive presentations, and early clinical experiences to create an exciting new learning context. Implications for how themes and innovations of the the new curriculum can be incorporated into the clinical training will be explored.
Locating Teaching Resources on the Internet
This presentation will demonstrate existing web sites which physicians have found as useful teaching resources and useful learning resources for their students.
Videoconferencing Teaching Skills
OUCOM and all of the CORE teaching hospitals are connected via the exciting technology of videoconferencing. The utilization of good teaching skills on the system are essential to its continued success. Tips for making successful presentations will be provided in addition to the sharing of ideas from participants.
Web Page Development: An Overview
The session will attempt to demystify the process of web page development. Various web page formats and designs will be explored.
Designing Effective Instruction
Even experienced clinical teacher frequently do not develop instruction in a systematic fashion. In this session we will describe a practical model for preparing instruction that has proven to be effective.
Presentation Skills
Everyone know what they should do when making a presentation but not everyone actually does it. This session will be a review and also a fresh look at presentation basics.
The Myers-Briggs Type Indicator: A Tool for Enhancing Communication and Personal Development
The Myers-Briggs Type Indicator (MBTI) is a questionnaire developed by Isabel Briggs Myers based on Carl Jung's theory of type preferences. The essence of the theory is that variations in behavior that may seem random are actually consistent and orderly when one understands differences in the ways people prefer to take in information and make decisions. Participants are asked to take the questionnaire prior to the workshop. Results are then returned as part of the workshop. Participants will learn about their own type preferences and about the type preferences of those in the group that are different than theirs. The MBTI is a wonderful source for personal development and provides strategies for more effective communication. It also has practical implications for clinical teaching.
Request one of these workshops