Office of Faculty Development
Workshop Handouts and Presentations
11/18/2011 Strategies That Work for Successful Mentoring: A Faculty Development Course for Mentors
2011 Mentoring Course Outline.pdf
Presentations from the 11/18/2011 Strategies That Work for Successful Mentoring Course:
Edward Benz, Jr., MD: Some Reflections on Mentoring_Benz.pdf
Jonathan Borus, MD: Mentoring Trainees_Borus.pdf
Maureen Connelly, MD: Mentoring and Promotion_Connelly.pdf
John Halamka, MD, MS: Mentoring Technologies_Halamka.pdf
Rochelle Walensky, MD: Mentoring Tips_Walensky.pdf
Mary Walsh, PhD: CV Preparation and Mentoring Efforts_Walsh.pdf
Keynote Address by David Roberts, MD: Mentoring Across Generations_Roberts.pdf
2011 Breakout Sessions: Breakout Descriptions.pdf
11/19/2010 New Paradigms for Effective Mentoring: Mentoring Across Differences - A Faculty Development Course for Mentors
Presentations from the 11/19/2010 New Paradigms for Effective Mentoring Course:
Edward Benz Jr., MD: IntergenerationalMentoring.pdf
Anne Klibanski, MD: TopTenMentoringTips.pdf
Mary Walsh, PhD: HowDoesMentoringCountInPromotion.pdf
Nancy Rigotti, MD: MakeTheMostOfYourMentor.pdf
David Roberts, MD: WorkingwithMillennials.pdf
11/20/09 Expand Your Mentoring Horizons: Developing New Paradigms for Academic Medicine
Presentations, Handouts, and Worksheets from the 11/20/2009 "Expand Your Mentoring Horizons" Course:
Edward Benz, MD - Models of Effective Dyadic Mentoring Across Career Trajectories
Lisa Leffert, MD - Planning a Hospital-Wide Mentoring Program
HMS Statement on Plagiarism
Maureen Connelly, MD, MPH - How Does Mentoring Count in Promotion Criteria?
Recommended Readings - Kathy Kram, PhD
Elliot Antman, MD, - Harvard Postgraduate Educational Program in Clinical/Translational Science
Jean Emans, MD, - Junior Faculty Mentor Checklists
Leadership Development for Physicians and Scientists: a 3-day session preparing junior leaders for additional leadership roles in academic medicine
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Medical Education Workshops In 2006 - 2007 the Office of Faculty Development introduced an initiative on medical education, highlighting innovative practices (such as the use of simulator models), teaching and learning strategies in the clinical setting, and web-based training. Please consult the The Academy at Children's Hospital Boston link, as well as the OFD homepage, for medical education courses and information. Previous Workshops and Resources: Presented by Peter Weinstock, MD, Instructor in Anesthesia, How Doctors Learn: The Role of Simulation in Modern Medical Education: (October 2006) "The on-site simulator creates a realistic, interactive experience that can be readily adapted to teach a host of learning objectives to a wide range of health care professionals," according to Peter Weinstock, MD, PhD, Associate Director of the Simulator Program, Division of Critical Care Medicine. He explained that adult learners prefer to use past experience to problem-solve scenarios and want to apply what they learn to everyday life. The adult experiential learning cycle begins with the incorporation of new knowledge through experience followed by reflection, conceptualization, and ends with experimentation. Dr. Weinstock showed how the simulation experience maps perfectly onto this cycle. This increased understanding and appreciation of how adults learn is driving physician educators such as Dr. Weinstock to develop hospital-based simulator programs as new paradigms in post-graduate medical education. Presented by Elizabeth Rider, MSW, MD, Scholar, Academy at HMS; Co-Director, Communication Skills Teaching Program; Coordinator of Faculty Development; Resident as Teacher Program; HMS Office of Educational Development; and Assistant Professor of Pediatrics, HMS. Elizabeth Rider, MD, MSW Assessing Interpersonal and Communication Skills: (March 2005)This interactive workshop was designed to provide participants with a framework for teaching and assessing communication skills and includes seven principles on physician-patient interaction. The model provides trainees with a communications framework that encourages listening skills and the ability to engage the patient in a meaningful and productive conversation. See also the Essential Element of Communication in Medical Encounters: the Kalamazoo Consensus Statement (Academic Medicine 2001; 76:390-93) Giving Reflective Feedback to Trainees: What to do when you only have 5 minutes (April 2005)This interactive workshop provided participants with a model that enhances self-reflection in the learner, strategies to help learners improve interactions with patients, and practical guidelines for giving feedback and facilitating reflection. The guidelines, which include eight basic steps and a suggest script, are available from Dr Rider. For more information on this workshop, go to Perspectives, May-June 2005, p2. Resources from these workshops are linked on the right. |
Essential Elements of Communication in Medical Encounters Kalamazoo article in Academic Medicine 2001; 76:390-93 |
Professional and Academic Skills -- Links to Online Training Tools
2010 Common Sleep Problems in Teenagers - Dennis Rosen, MD
2010 Getting Your Clinical Research Funded - by Isaac Kohane, MD, PhD
Using Online Social Networks and Blogging for Collaboration and Career Growth - 1/7/10 Tips Sheet
2009 How to Prepare an NIH Budget - by Chad Restrick, Office of Sponsored Research
2009 How to Get Your Clinical Research Funded - Dr. Kohane's Diagrams
Stress Management - by David DeMaso, MD
Digital Imaging Essentials - Beth Beighlie's presentation
Guides to Productive Communication - by Linda Wilcox, HMS Ombudsperson
How to Combat "Writer's Block" - by S. Jean Emans, MD
Effective Presentations - by Claudyne Wilder, of Wilder Presentations
Tips for a Successful Presentation -- by Celeste Wilson, MD
Digital Imaging Essentials - by Beth Beighlie, HMS Digital Imaging Coordinator
A Note on OFD Programs and Workshops
Our workshop facilitators are faculty members and administrators from Children's and Harvard Medical School, as well as professional consultants, who have excellent track records in leading discussions. For announcements of new programs, watch your email, check the internal homepage, and read Perspectives.
Our recent programs and workshops include:
Promotion: sessions by Children's senior faculty and HMS administrative leaders on advancing within the clinician-teacher and investigator criteria
Orientation Luncheon for New Faculty with senior leaders
Faculty Development Month to highlight annual career conferences and work/life balance, among other support mechanisms
Scientific Writing: tips on writing journal articles and ending writer's block
Programs for URM Faculty and Fellows: quarterly lunch topics of interest; discussion of ongoing diversity initiatives; speakers; and networking
Medical Education Workshops: HMS Academy faculty sessions on teaching reflective practices and evaluating communications skills
Getting Funded Through the K Series: Clinical Research and Basic Science faculty focus on strategies and tips for applying to the NIH's K series grants
Preparing Your NIH Budget: Clinical Research Program discusses tips and techniques for managing the financial component of an NIH grant proposal
Leadership Development for Physician and Scientists: a 3-day session preparing junior leaders for additional leadership roles in academic medicine
Designing Surveys and Questionnaires: how to design an effective instrument
Restoring Work Life Balance: Consultant presents techniques and strategies
Mentoring Courses: mentoring skills, relationships, and systems
Scientific Innovation: Intellectual Property Office discusses how to turn an idea into a product and ethical standards
Running Effective Meetings: how to guide a meeting to reach its goals
Child-care Options: nanny or day care?
Family and Career Network: monthly lunches to discuss concerns and issues specific to families in academic medicine
Time Management: consultant presents strategies to reduce chaos by focusing on priorities, daily practices and preferences, and cultivating change
Negotiation: HMS Ombudsperson presents successful communication techniques in difficult professional situations
Presentation Skills: key components of strong scientific presentations
