The following planners, speakers, and content reviewers, on behalf of themselves and their spouse or partner, have reported no relevant financial relationships with any entity

producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on, patients.

Course Planners:Anne Klibanski, MDDonna Lawton, MSNancy Rigotti, MDAnn Skoczenski, PhDTheodore Stern, MD

The following planners, speakers, and content reviewers, on behalf of themselves and their spouse or partner, have reported financial relationships with an entity producing, marketing,

re-selling, or distributing health care goods or services (relevant to the content of the activity) consumed by, or used on, patients:

CME Committee Members and Reviewers:Name Company RelationshipSusan O’Brien Johnson & Johnson Stock

Course Faculty:Eugene Beresin, MD

CME Committee Members and Reviewers:Sanjiv Chopra, MD

Clinician Teacher Skills Development Series

Session II: Building an Academic Productas a Teacher

Gene Beresin, MDTed Stern, MD

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

Today’s Outline• Framework for curriculum development• Creating a curriculum

– Adult Learning Styles– Interactive exercise to shape your ideas into a

curriculum• Turning your curriculum into an academic

product

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

Framework• Determining what is important to teach and to

whom:Curriculum*– The aggregate of courses of study; the regular or a particular

course of study

Syllabus*– An outline of a course of studies or a text: a document that

lists subjects and states how the course will be assessed.

• Creating a schedule to make your project do-able

*From dictionary.com 10/31/12

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

Gene Beresin, MD Complete Disclosures

• 1998: Wyeth: Editor of The Resident Reporter. Edited 6 resident papers written from session summaries of the American Psychiatric Association Annual Meeting; wrote the Introduction. $500

• 1999: Wyeth: Editor of The Resident Reporter. Edited 6 resident papers written from session summaries of the American Psychiatric Association Annual Meeting; wrote the Introduction. $500

• 2002: HBO: Consultant three Children’s shows: Goodnight Moon, Twas the Night, Through a Child’s Eyes: September 11, 2001 (2 awarded Emmys): $1500

• 2002: Universal Studios: Consultant to two Law and Order Special Victims Unit television shows: $1000

• 2003: Phillip Morris: Consultant to a Smoking Prevention Brochure for Teens and Parents. Paid with Tobacco Settlement funds: $5000

• 2003: Universal Studios: Consultant to a Law and Order Special Victims Unittelevision show: $500

• 2004: HBO: Consultant to Emmy Award winning Children’s show Classical Baby: $4000

“We become teachers for reasons of the heart.But many of us lose heart as time goes by.

How can we take heart, alone and together, so wecan give heart to our students and our world –

Which is what good teachers do.”

Parker J. Palmer

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

Adult Learning• Links developmental tasks and social roles

• Favors immediate application vs. future use of

knowledge, skills and attitudes

• Favors a self-directed and self-motivated focus

• Uses personal experiences as a resource

Merriam SB, Caffarella RS: Learning in Adulthood: A Comprehensive Guide. San Francisco: Jossey-Bass, 1999, p 272

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

Adult Learning

• Favors problem centered vs. subject centered learning

• Uses internal vs. externally driven approaches

• Considers the balance between work and life

• Emphasizes the importance of environment and situation

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

Adult Learning

• Associates new material with familiar patterns

• Places an emphasis on performance in real time

• Connects affect with intellect

• Maintains interest through novelty coupled with excited uncertainty

Where do you Start?

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

From Concept to Production• Paper: About what? For Whom? What Time?

• Chapter/Book• Workshop/Symposium/Residency

Curriculum/CME Course• Lecture:

– Large group with discussion– Large group with breakouts

• Small Group: – Discussion– Problem-based

Case-based Role Play

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

Tools to Motivate Learners• Prepare with readings• Establish a relevance: Clinical/personal vignettes• Use experiential methods: Video clips• Employ online modules • Use PowerPoint with or without embedded

video• Incorporate flip charts• Develop Team-based learning• Provide instant feedback and audience response

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

Where do we go from here?

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

Before you get started:

• Determine…….

– For whom?

– By whom?

– Which mentors and consultants can be involved?

– What environmental and other external demands exist?

Appreciating Your Personal Style

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

Three Things to Remember

Don’t worry alone

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

An Example from First Year On the Faculty

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

What to think about:

• What do you want to teach?• Whom do you want to teach?• How extensive will the work product need to

be? (e.g. four talks/chapters or 90 talks/chapters)

• What media/modalities (e.g. audio, video, interactive) do you want to incorporate?

• What types of work products (e.g. texts, electronic, interactive) do you envision?

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

What to think about:

• When should you embark upon the project?• Whom should you collaborate with?• How will you determine what is best to

include?• How can you assess the efficacy of the

curriculum?

Sample worksheet: Clinical Domain

Treatment

Work Up

Differential DX

Pathophysiology

Epidemiology

Clinical features

History

Introduction

Validation of methods used

Variables considered

Medium employed

Time/space allotted

Potential topics:

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

Sample Worksheet: Clinical Domain

Derm

Endocrine

GU

Immune

GI

Musc-Skel

CNS

Pulmonary

CV System

Treatment

EvaluationDifferential DX

Clinical features

HistoryPotential topics:

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

Sample Worksheet: Global Health

Etc.

Malaria

HIV Infection

TB

SolutionsChallenges (e.g. attitudes)

EconomicsEpidemiologyClinical Features

HistoryPotential topics:

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

©Eugene Beresin, MD and Theodore Stern, MD

Massachusetts General Hospital 2012

Summary

What have we learned about creating a curriculum and turning it into an

academic work product?