Since 1987, over 400 faculty and fellows from regional medical schools and teaching hospitals have participated in the longitudinal programs. They have found the experience deeply rewarding. Participants have enhanced their skills in teaching and curriculum development, gained increased confidence and satisfaction as clinicians and educators and have grown personally and professionally in the process.
A. TEACHING SKILLS
(L. Randol Barker and Karan A. Cole, Co-Directors) Part I: Weekly, 8:30 to 11:30 a.m.
September through December (prerequisite for Part II) Part II: Bi-weekly, 8:30 to 11:30 a.m.
January through May Part I: Core Concepts and Skills Course Objectives
-Participants will increase their knowledge and skills related to the following: Content Areas
- Adult learning concepts
- Critical reflections and skills of dialogue
- Relationship-centered communications with patients and learners
- Influencing learners (motivation and empowerment, being a role model, mentoring)
- Providing and eliciting effective feedback
- Small group leadership, participation and process
- One-on-one precepting
- Presentation skills
- Educational portfolios Recurring Themes
- Personal awareness and growth
- Professionalism and the "hidden" curriculum
- Multicultural applications
-Participants will increase their understanding of the following approaches to learning and facilitation: - Building relationships
- Taking an appreciative stance
- Promoting active responsibility for one's own learning
- Learning through experience through reflective practice, using "real time" personal and professional material
- Utilizing the small group approach for learning
- Fostering a supportive, collegial and collaborative learning environment
Part II: Advanced Concepts and Application
The specific learning objectives of Part I participants who wish to continue in Part II are the basis for a highly individualized curriculum in Part II. Course Objectives
-Participants will deepen and synthesize the knowledge and skills that they have obtained about the content, themes and learning/facilitation approches introduced in Part I. - Cultural competence
- Conflict management
- Leadership
- Formalized brainstorming
- Utilizing audio and video-tape review with learners
Learning Methods
Individuals work in small, interdisciplinary groups with highly-trained and committed faculty facilitators in a supportive, stimulating and collegial environment. Participants play a vital and active role in their own learning by identifying learning needs, developing learning plans, regularly assessing their progress and applying learnings to daily experiences. Facilitators and members of the small groups quickly become important resources for each other's learning, while employing such methods as didactic presentations and demonstrations, reading, discussion, personal reflection, writing and storytelling, observation and feedback (audio and videotape review), and skills practice (role play with co-learners, application at one's work setting).
B. CURRICULUM DEVELOPMENT
(David E. Kern, Director) Weekly, 8 a.m. to noon
September through June Course Objectives
-Participants will increase their knowledge and skills related to the steps of curriculum development: - Problem identification and general needs assessment
- Needs assessment of targeted learners
- Goals and objectives
- Educational strategies
- Curriculum implementation
- Evaluation and feedback
-Participants will develop the formal presentation and writing skills necessary to present their work to the academic community.
Learning Methods
Participants identify a curricular project that is both important and possible to implement in their clinical or academic setting. Groups of two to five participants develop and implement curricula. Each group meets regularly with a highly-trained, committed faculty facilitator, who provides written feedback after each session on material submitted by the group. Small group work is supplemented by work-in-progress, didactic and experimental learning sessions with the total group. Individuals pilot their curricula and present plans for full implementation by the end of the program. | 
