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Upcoming Workshops



Session 13. TBD, September 28, 2017, 2:00-3:00 PM

TBD

Session 14. TBD, October 26, 2017, 2:00-3:00 PM

TBD

Session 15. TBD, November 16, 2017, 2:00-3:00 PM

TBD


Archived Workshops



Session 1. Active Learning February 25, 2016, 2:00-3:00 PM

PROCEDURES TO ENHANCE ACTIVE LEARNING:
Video Archive of Workshop 1
Workshop 1 Recap
  1. Includes:
    1. Stakeholder perspectives on active learning by participants, instructors, and coordinators
    2. Teaching/learning interactions
    3. Relation to actual improved professional performance and external influences

    Learning content, along with participant experience and expectations, vary, but the process of guiding effective adult learning activities is widespread.

  2. Suggested Discussion Questions on Active Learning
    1. Why is active learning important? What can it contribute?
    2. What is an example of effective active learning?
    3. By contrast, what are widespread examples of learning activities that could be improved?
    4. What concepts and procedures would enhance typical professional learning activities?
    5. How should we help enhance active learning in various learning sessions?

  3. Pre Reading

  4. Suggested Guidelines for Guiding Active Learning
    1. In the learning sessions that you lead or coordinate, assess how interactive participants are with the instructor and each other. Determine if there are any aspects of session activities that should be enhanced, what they are, and what the pertinent concepts are regarding such transactions.
    2. Determine what more you might do to strengthen transactions (such as opportunities for practice, understanding context, and provision for evaluation feedback) to enhance the learning activity.
    3. Decide which types of active session learning might be enhanced, such as self-direction, mentoring, interaction, reading, educational technology, and case examples.
    4. Determine how session activities will contribute to supporting and challenging participants through discussion, questions, and examples. Assess appropriate enhancements to active learning during and after sessions, such as modeling, pacing, use of subgroups, simulations, reflections, technology, and self-directed learning.

    Additional Resources:
    Caffarella, R. & Daffron, S (2013) planning programs for adult learners: a practical guide (3rd ed) San Francisco,CA: Jossey-Bass.
    Knox,A. (2016) improving Professional Learning: 12 strategies to enhance performance. Sterling,Va. Stylus Publishing.
    Pratt, D. (1998) Five Perspectives on Teaching in Adult and Higher Education. Malabar, FL: Krieger


Session 2. Program Evaluation Feedback March 24, 2016, 2:00-3:00 PM

EFFICIENT PROGRAM EVALUATION FEEDBACK:
Video Archive of Workshop 2
Workshop 2 Recap
  1. Includes use of ongoing feedback conclusions by coordinators, instructors, and participants

  2. Learning content, along with participant experience and expectations, vary, but the process of including efficient evaluation includes concepts and procedures that are widespread.

  3. Suggested Discussion Questions on Evaluation Feedback
    1. Why is ongoing program evaluation feedback important? What can it contribute?
    2. What are some examples of effective and efficient program evaluation?
    3. By contrast, what are widespread examples of learning activities that could be improved?
    4. How could typical program evaluation procedures and uses be improved?
    5. What could an evaluation specialist contribute, and what are some sources?

  4. Pre Reading

  5. Suggested Guidelines for Use of Evaluation Concepts
    1. Session stakeholders can use experience and conclusions from previous similar sessions to prepare useful indicators of enhance proficiency and performance.
    2. Have program coordinator, leader, and evaluation specialist decide on satisfactory evaluation scale, resources, future directions, and ways to increase stakeholder use of conclusions.
    3. Use findings about stakeholder preferences and benefits to guide decisions about participants interactions and cooperation.

Additional Resources:
Hutchings.P, Huber,M, Ciccone,A (2011) The Scholarship of Teaching and Learning Reconsidered. San Francisco: Jossey-Bass.
Knox, A. (2016) Improving Professional Learning: 12 strategies to enhance performance. Sterling, Va: Stylus Publishing.
Patton,M.Q. (2008) Utilization-focused Evaluation (4th ed). Thousand Oaks, CA: Sage.


Session 3. Interprofessional Education April 28, 2016, 2:00-3:00 PM

INTERPROFESSIONAL EDUCATION:
Video Archive of Workshop 3
Workshop 3 Recap
  1. Suggested Discussion Questions on Interprofessional Education
    1. What are some successful examples of interprofessional learning activities?
    2. What are some unsatisfactory examples, and why?
    3. What concepts and examples could help guide progress on such cooperation?
    4. What are some implications for professional learning session leaders and coordinators?

  2. Pre Reading

  3. Suggested Guidelines for Interprofessional Education
    1. Consider an analysis of occupational features, trends, and quality improvement conclusions to contribute to guidelines for enhanced cooperation.
    2. Take into account interactions among participants, session leaders, and resource people to yield additional guidelines for a specific session.
    3. Use ongoing evaluation to form pertinent conclusions that can help participants understand situational influences.

Additional Resources:
Kegan, R. (1994) In Over Our Heads: The Mental Demands of Modern Life. Cambridge, MA: Harvard University Press.
Knox, A. (2016) Improving Professional Learning: Twelve Strategies to Enhance Performance. Sterling, Va: Stylus Publishing.
PMoore,D., Green,J., Gallis,H. (2009) Achieving desired results and improved outcomes: Integrating planning and assessment throughout learning activities. Journal of Continuing Education in the Health Professions, 29 910, 1-15


Session 4. Collaborative Leader Teams May 26, 2016, 2:00-3:00 PM

COLLABORATIVE LEADER TEAMS:
  1. Suggested Discussion Questions on Collaborative Leader Teams
    1. What has been your experience with two or more people working together to conduct a professional learning session?
    2. What might contribute to the effectiveness of such collaborative efforts?
    3. How might a program coordinator decide on a combination of a content expert and someone with expertise regarding planning and conducting learning activities that are effective and responsive to diverse participants?
    4. What are efficient ways to estimate session participants’ experience and mastery, to guide session leaders’ efforts to provide responsive learning activities?
    5. How well are likely potential co-leaders to understand the aspects of professional performance that participants’ learning activity should enhance?

  2. Pre Reading

  3. Suggested Guidelines for Collaborative Leader Teams: The following guidelines can help the coordinator, content experts, and instructional designer, to gradually become an effective team
    1. Recognize that interaction can lead to trust and then to cooperation.
    2. For progress by participants, along with a content expert and an instructional designer, people in all three roles should understand that learning and change entails a combination of knowledge, skills and attitudes. Overemphasis on transmittal of organized knowledge by a content expert, and neglecting related skills and attitudes, can reduce progress toward excellent profession performance.
    3. Because content experts and instructional designers typically use different concepts and words to think about a professional learning session, a coordinator can encourage each of them to talk about and display their terminology in order to improve communication and cooperation.
    4. Collaboration is more likely to be sustained when a content expert and an instructional designer have a shared purpose, make complementary contributions, and enjoy equitable benefits. Their gradual appreciation of the value of each other’s contribution to their joint effort can contribute to explicit guidelines, gradual improvements in the plan and materials, a planning process of successive approximations, and optional learning activities for the participants.
    5. Ongoing evaluation feedback can benefit the relationship between the content experts and the instructional designer, as well as contribute to such assessments to guide learning activities for the participants.
    6. The coordinator can help the other program planning team members with decisions about timing, efficient use of resources, and effective activities for participants’ learning and change.

Additional Resources:
Aleckson and Ralston-Berg (2011) MindMeld. Madison: Atwood. http://mindmeldbook.com/
Knox (2016) Improving Professional Learning. Sterling, Va.: Stylus Publishing.
Pratt (1998) Five Perspectives on teaching in Adult and Higher Education. Malibar, Krieger.


Session 5. Assessment Simulation June 23, 2016, 2:00-3:00 PM

ASSESSMENT SIMULATION
  1. Includes:
    1. The use of a simulation or questionnaire to enable ongoing self-assessment of gaps between current and desired proficiencies
    2. STEM teaching self-assessment website tool - serves as a simulation and enables users to rate a series of teaching practices regarding both their current perceived proficiency to perform, and their desired proficiency


  2. Suggested Discussion Questions on Assessment Siumulation
    1. How useful might it be for guiding professional learning activities, to have efficient estimates of major gaps between participant’s current and desired proficiencies? How could you use such estimates by learners and peers?
    2. What are sources of help for you to make and use such estimates?
    3. What could be done with a modified simulation/ questionnaire that would yield ongoing assessments to enable each learner to make self-assessments, to guide their self-directed learning activities? How might this contribute to cooperation and quality improvement?

  3. Session 5 Pre Reading, including STEM teaching self-assessment tool


  4. Additional Resources:
    Davis, D. A., Mazmanian, P. E., Fordis, M., Van Harrison, R. T. K. E., Thorpe, K. E., & Perrier, L. (2006). Accuracy of physician self-assessment compared with observed measures of competence: a systematic review. JAMA, 296(9), 1094-1102.
    Frederickson, B. L. (2009). Positivity. New York, NY: Three Rivers Press/Random House.
    Knox, A. (2016) Improving Professional Learning: 12 strategies to enhance performance. Sterling,Va. Stylus Publishing.
    Moore (2009) Achieving desired results and improved outcomes: Integrating planning and assessments through learning activities. Journal of Continuing Education in the Health Professions, 29(1), 1-15.
    Savoy, J. N., Connolly, M., Lee, Y.-G., & Hill, L. (2015) STEM College Teaching Proficiency Self-Assessment Tool. Madison, WI: Wisconsin Center for Education Research. Available at http://lsfss.wceruw.org/ and in pre reading.


Session 6. Participation Reasons and Motivation July 28, 2016, 2:00-3:00 PM

PARTICIPATION REASONS AND MOTIVATION
  1. Suggested Discussion Questions
    1. From your experience, what combinations of various personal preferences and external expectations/ standards help explain why people choose to engage in professional learning sessions?
    2. How can concepts about reasons for participation in learning activities suggest questions that can help discover influences that are important to actual participants?
    3. What greater understanding of reasons for participation, could result from ongoing program evaluation, self-assessment, and combinations of intrinsic (personal) and extrinsic (external) influences?
    4. How might we create environments that shift learners from reliance on extrinsic motivators to generation of intrinsic drivers of professional development?

  2. Session 6 Pre Reading


  3. Additional Resources:
    Boshier (1985),The Houle Typology..AEQ 35 (3)
    Deci (1975) Intrinsic Motivation. NY: Plenum; Houle (1961/1988) Inquiring Mind. Norman, OK: Oklahoma RCCPHE
    Houle (1980,Ch. 3) San Francisco: Jossey-Bass; Knox (2016,Ch 3) Sterling: Stylus
    Wlodkowski (2008) Enhancing Adult Motivation to Learn. San Francisco: Jossey-Bass


Session 7. Program and Organizational Change August 25, 2016, 2:00-3:00 PM

PROGRAM AND ORGANIZATIONAL CHANGE
  1. Suggested Discussion Questions
    1. What are examples of educational program change or curricular revision in the helping professions?
    2. What are major influences on changes and resistance regarding organizational change?
    3. Compared with various examples of influences on learning and change, what is distinctive about the current UW SMPH curriculum revision?
    4. What concepts help explain to faculty and staff members, influences that help and hinder such progress?
    5. What are promising faculty and staff development strategies and proficiencies to consider in various departments?

  2. Session 7 Pre Reading


  3. Additional Resources:
    Institute of Medicine of the national academies, 2015 report, especially IPLC Model IM figure.
    Pratt (1998) five perspectives on teaching in adult and higher education. Malabar, Krieger
    Moore, Green, Gallis (2009) achieving desired results and improved outcomes. JCEHP, 29,1-15
    Knox (2016) Improving Professional Learning. Stylus
    Davis, Barnes, Fox (2003) Continuing Professional Development of Physicians, AMA Press


Session 8. Using TED-Style Talks for Health Care Professional Education September 22, 2016, 2:00-3:00 PM

TED-STYLE TALKS FOR HEALTH CARE PROFESSIONAL EDUCATION:
Video Archive of Workshop 8

As educators, we are always looking for something different and effective in medical education. The explosive popularity of TED Talks has made educators take notice. These micro-presentations showcase well-formed ideas, or new or surprising ideas, or they challenge a belief, presenting a new argument within the context of an established issue. They tend to draw large audiences and became popular among the general public. But what is the appeal for educators? Are TED-style micro-presentations effective?


  • This Session Includes:
    1. Demonstration of a traditional lecture and a TED-style presentation on nutrition
    2. Discussion of differences between traditional lecture and TED-style presentation
    3. Overview of TED-style presentation critique and connection to adult learning principles
    4. Sharing experiences of preparing a TED-style presentation
    5. Examples of educational impact of TED-style continuing medical education presentations

  • Suggested Discussion Questions
    1. Why are TED Talks popular?
    2. What are some reasons for why TED-style presentations could be criticized?
    3. How might a TED-style presentation format be used in undergraduate, postgraduate, and continuing education for health care professionals?
    4. Who may be a good presenter of a TED-style talk?

    Pre Reading

    Additional Resources:
    TED-style Presentation Guide (Forefront Collaborative; used with permission)


    Session 9. Evaluation of Continuing Interprofessional Education November 17, 2016, 2:00-3:00 PM

    EVALUATION OF CONTINUING INTERPROFESSIONAL EDUCATION

    Session 9 Presentation Slides

    Continuing education practitioners and researchers recognize that there are limited assessment approaches and tools for interprofessional education and, in particular, for continuing interprofessional education (CIPE). Participant surveys, observations with use of rating scales, and simulations are being explored in this respect, and a number of validated instruments have been published. But the measurement properties of many instruments are weak, and the instruments are not comprehensive. There is uncertainty about how to assess team performance and lack of objective assessment of higher level outcomes. But the CIPE evaluation methods continue to evolve as well as lessons learned from CIPE evaluation. For example, evaluators suggested that a single comprehensive tool is not feasible; an evaluation questionnaire with standardized and tailored items may be most appropriate to address different contexts; and evaluations that measure before and after change but miss observations of the intervening process are not sufficient.


  • This Session Includes:
    1. Overview of existing approaches and tools for assessment of individual learners and teams and evaluation of CIPE
    2. Sharing of examples of CIPE evaluation from literature and practice
    3. Discussion of the opportunities and challenges related to evaluation of CIPE

  • Suggested Discussion Questions
    1. What is your experience evaluating or using the results of evaluation of CIPE?
    2. What evaluation questions about CIPE program or activity are of interest to you?
    3. Think of a method and/or tool to measure CIPE outcomes that you are familiar with based on the literature or your experience. What are the strengths and limitations of this tool/method?

    Pre Reading
    Canadian Interprofessional Health Collaborative. An Inventory of Quantitative Tools Measuring Interprofessional Education and Collaborative Practice Outcomes. A Report by the Canadian Interprofessional Health Collaborative (CIHC). 2012. http://rcrc.brandeis.edu/pdfs/Canadian%20Interprofessional%20Health%20Collaborative%20report.pdf

    Gillan C, Lovrics E, Halpern E, Wiljer D, Harnett N. The evaluation of learner outcomes in interprofessional continuing education: a literature review and an analysis of survey instruments. Med Teach. 2011;33(9):e461-470.

    Owen JA, Schmitt MH. Integrating interprofessional education into continuing education: a planning process for continuing interprofessional education programs. J Contin Educ Health Prof. 2013;33(2):109-117.

    Reeves S. An overview of continuing interprofessional education. J Contin Educ Health Prof. 2009;29(3):142-146.

    Additional Resources:
    Examples of CIPE Evaluation: Cohen EV, Hagestuen R, Gonzalez-Ramos G, et al. Interprofessional education increases knowledge, promotes team building, and changes practice in the care of Parkinson's disease. Parkinsonism Relat Disord. 2016;22:21-27.

    Phillips CB, Hall S, Irving M. Impact of interprofessional education about psychological and medical comorbidities on practitioners' knowledge and collaborative practice: mixed method evaluation of a national program. BMC Health Serv Res. 2016; 16:465. doi: 10.1186/s12913-016-1720-z.


    Session 10. A PubMed Refresher and a Peek at Scopus, January 19, 2017, 2:00-3:00 PM

    Have you ever felt you are not getting what you want out of PubMed? PubMed is a powerful literature database that includes tools most educators and researchers seldom use. Learn about some of the new and often unknown features and tricks that can help you obtain or stay on top of the health literature efficiently, including the MeSH hierarchy (and when to use it), topic-specific search filters, how save searches or specific results, how to create alerts and RSS feeds, and some of the new PubMed additions such as the PubMed Commons, PubMed Health and more. We will end the session by introducing Scopus, an essential literature database that includes EMBASE.


    Session 11. Exploring the Transformative Potential of Weekly Conferences (RSSs), February 23, 2017, 2:00-3:00 PM

    Might Regularly Scheduled Series (RSSs) Be the Most Effective CPD Modality for Facilitating Interprofessional Learning and Patient Care? Exploring the Transformative Potential of Weekly Conferences



    In the hospital setting, one challenge of aligning continuing professional development (CPD) with quality is the high level of uncertainty involved in providing care to many hospitalized patients. In low uncertainty situations (e.g., the patient’s problem is known and well-understood), care can be guided by standardized guidelines and routinized processes. In high uncertainty situations (e.g, the patient is acutely ill with an unusual manifestation of illness), an adaptive approach is needed, which in turn requires effective relationships between the professionals, patients, and families.
    The principles and practices of quality improvement can be applied to standardizable processes. However, highly uncertain situations require individual and team capabilities that are arguably less “taught” than “caught.” That is, they result not from training in QI methods but rather through co-creation of and socialization into different ways of thinking and being. Most commonly-used CPD modalities do not lend themselves to this kind of socialization. A noteworthy exception is regularly scheduled series (RSS), many of which occur weekly.
    Facilitator: Curtis Olson, PhD
    Assistant Professor, Geisel School of Medicine at Dartmouth
    Editor-in-Chief, The Journal of Continuing Education in the Health Professions (published by Wolters Kluwer)

  • This Session Includes:
    1. A brief presentation on an RSS study conducted at the Geisel School of Medicine at Dartmouth.
    2. An exploration of the potential of RSSs to transform workplace culture and patient care.

  • Suggested Discussion Questions:
    1. How are RSSs currently being used in your institution? Which might have transformative potential?
    2. What are some characteristics or models of RSSs that might contribute to building more effective relationships among health care professions?
    3. What theoretical and empirical works are available to understand how RSSs might contribute to these aims?

    Links to prereading:
    Leykum, L. K., et al. (2014). "Manifestations and implications of uncertainty for improving healthcare systems: an analysis of observational and interventional studies grounded in complexity science." Implement Sci 9(1): 165.

    Heifetz, R. A. (2010). "Adaptive work." The Journal [Kansas Leadership Center] Spring: 72-77.


    Session 12. Program Logic Model Approach to Educational Program Planning, Implementation, and Evaluation, March 30, 2017, 2:00-3:00 PM

    Session Presentation

    A program logic model (PLM) describes what the educational program is intended to accomplish and the mechanism linking the program to desired end result through a series of steps, each being simultaneously a means and an outcome. Many educators and evaluators find it helpful to use PLM in education planning, implementation, and evaluation.

    Facilitator: Marianna Shershneva, MD, PhD
  • This Session Includes:
    1. Overview of the PLM approach.
    2. Sharing of examples of PLMs used in continuing professional development of health professionals.
    3. Discussion of how education planners and other stakeholders may work together to develop PLM.

  • Suggested Discussion Questions
    1. Why may PLM better position an educational program or activity for success?
    2. Under what circumstances may using PLM be most beneficial for planning, implementation, and evaluation purposes?
    3. How are you using or may be using PLM in your practice?

    Links to prereading:
    W.K. Kellogg Foundation. Using Logic Models to Bring Together Planning, Evaluation, and Action: Logic Model Development Guide. Battle Creek, Michigan: W.K. Kellogg Foundation, 2004.

    Additional Resources:
    E-learning Course
    Logic Models. University of Wisconsin-Extension.

    One-page resource
    Van Melle EV. Using a logic model to assist in the planning, implementation, and evaluation of educational programs. Acad Med. 2016;91(10):1464.

    Guide
    Using a Logic Model. The Pell Institute for the Study of Opportunity in Higher Education, the Institute for Higher Education Policy, and Pathways to College.




    Other Resources


    Coursera: Instructional Methods in Health Professions Education





    QUESTIONS? CONTACT ocpd@ocpd.wisc.edu.