Difficult Conversations in HealthCare: Teaching and Practice in an Interprofessional World

Workshop Dates

Saturday, November 2, 2019
9:00 am - 5:00 pm

Continuing Education:CME/IPCE, RM, MOC credits

Cost

General Tuition:  $495.00

  • BCH Physicians, MD's, and DO's (20% discount): $396.00
  • BCH Nurses, Social Workers, Psychologists, Physician Assistants (40% discount): $297.00

Group Rates: 

  • 10% off total for institutions that send 3 people
  • 15% off total for institutions that send 4 or more

To register with a group rate, please contact the CME Department via emai:
CMEdepartment@childrens.harvard.edu

A light breakfast, lunch and snacks are included.  All payments need to be received prior to the start of the program.

Traveling from out of town

Take a look at our Boston Accommodations and Attractions page for some local recommendations.

 

Course Details

Course Overview

Difficult Conversations in Healthcare: Teaching and Practice in an Interprofessional World is a 1-day interprofessional faculty development course that offers the opportunity to learn about a variety of innovative concepts, methods and strategies for teaching and enhancing relational capacities, communication skills, attention to values and ‘everyday ethics’, professionalism, and interprofessional teamwork, collaboration and practice.

Course participants will have the opportunity to learn about and experience a variety of innovative relational teaching methods, and will also learn about the International Charter for Human Values in Healthcare (italics), a teaching framework created by an interprofessional global collaborative to enhance attention to values and communication in healthcare globally.

We will create a safe environment for relational learning, experience a variety of teaching methods, and integrate patient / family, and interprofessional perspectives in innovative ways.

The course provides a rich opportunity for participants to observe and experience a variety of teaching methods and strategies including:

  • Realistic enactments (simulation) with professional actors, collaborative learning, reflection and feedback (The PERCS model)
  • Use of narratives for learning and reflection
  • Interprofessional collaboration and teamwork
  • Values and everyday ethics
  • Appreciative inquiry
  • Videotape and discussion
  • Interactive presentation
  • Small group team-based learning
  • Large group discussion
  • Facilitated reflections

We will pause at several junctures, ask participants to step back from the learning process, and reflect together on our experience as learners and as medical / healthcare educators and clinicians. We will discuss the central teaching principles, outline their ethical and conceptual rationale, and consider how participants might usefully integrate the pedagogy (i.e., the method and practice of teaching) into educational and practice endeavors in their home institutions.

The small course size–– 20 to 30 participants––allows for a rich, learner-centered experience.

The course is designed for physicians in all specialties, interprofessional and multidisciplinary healthcare professionals, medical / healthcare education leaders, and clinicians and practitioners who work with patients of any age across the lifespan in a variety of academic and clinical healthcare settings.

Faculty

Clinicians watching a live simulation of a difficult conversation.
Elizabeth Rider, MSW, MD, FAAP, FACH

Director of Academic Programs
Course Director

David Browning, MSW, LICSW

Senior Scholar Emeritus
Psychosocial Faculty
Co-founder, IPEP

Meg Comeau, MHA

Family Faculty
Faculty Associate

Robert D. Truog, MD, MA, FCCM

Executive Director

Pamela Varrin, PhD

Psychosocial Faculty
Family Faculty

Erin Ward, MsEd, CAS

Family Faculty
Faculty Associate

Who Should Attend?

The course is designed for physicians in all specialties, multidisciplinary healthcare professionals, medical / healthcare education leaders, and clinicians and practitioners who work with patients of any age across the lifespan in a variety of academic and clinical healthcare settings. This includes, but is not limited to:

  • Physicians in all specialties
  • Residency Program Directors, Clerkship Directors,
  • Department Chairs, Medical School Deans
  • Training Program Directors in a variety of healthcare professions
  • Medical / Healthcare Educators and Leaders
  • Individuals and teams involved in interprofessional education and/or practice
  • Social Workers
  • Psychologists
  • Nurse Practitioners /Advanced Practice Nurses
  • Dentists

  • Chaplains
  • Pharmacists
  • Physical Therapists
  • Occupational Therapists
  • Speech-language Pathologists
  • Physician Assistants
  • Veterinarians
  • Harvard-Macy Institute Program Scholars and Faculty
  • Others interested in the course topics

Learning Objectives

Upon completion of this course, participants will be able to:

  • Identify and discuss educational strategies and facilitation skills in order to learn about and teach communication skills, professionalism, ‘everyday ethics’, interprofessional collaboration and teamwork, and relationship-centered healthcare
  • Discuss the philosophy and components of relational learning including those of the Program to Enhance Relational and Communication Skills (PERCS)
  • Develop and explore strategies to promote and implement relationship-centered teaching and learning within one’s home institution

We will pause at several junctures, ask participants to step back from the learning process, and reflect together on our experience as learners and as medical/healthcare educators and clinicians. We will discuss the central teaching principles, outline their ethical and conceptual rationale, and consider how participants might usefully integrate the pedagogy (i.e., the method and practice of teaching) into educational and practice endeavors in their home institutions.

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Course Agenda

Difficult Conversations in Healthcare:
Teaching and Practice in an Interprofessional World

9:00 – 9:15 Welcome and Check-In
9:15 – 9:50 Introductions
Creating a Safe Learning Environment
Objectives: Relational Learning, Reflection and Action
9:50 –10:15 Values: The Foundation of our Work
10:15 –10:55 “Speaking the Same Language” - Videotape and Discussion
10:55 –11:05 Break
11:05-11:20 Pedagogy: What We Have Learned
11:20-12:10 Narrative and Reflection: Sharing Our Experience
12:10-12:40 Lunch and Discussion
12:40-1:40 Difficult Conversation I
Debriefing & Feedback
1:40-2:40 Difficult Conversation II
Debriefing & Feedback
2:40-2:50 Break
2:50-3:10 Introduction to Appreciative Inquiry
3:10-4:30 Next Steps: Strategies for Implementation
4:30-5:00 Reflections and Take Home Lessons
Evaluation

 

Accreditation

In support of improving patient care, Boston Children’s Hospital is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team

  • Physician

Boston Children’s Hospital designates this live activity for a maximum of 7.5 AMA PRA Category 1 Credits ™. Physicians should claim only credit commensurate with the extent of their participation in this activity.

AAPA accepts AMA category 1 credit for the PRA from organizations accredited by ACCME.

  • Nurse

Boston Children’s Hospital designates this activity for 7.5 contact hours for nurses. Nurses should only claim credit commensurate with the extent of their participation in the activity.

  • Pharmacy

This activity (0008063-0000-19-003-L05-P) carries a maximum of 7.5 contact hours

  • MOC Part II

Successful completion of this CME activity, which includes participation in the activity, with individual assessments of the participant and feedback to the participant, enables the participant to earn

7.5 MOC with the American Board of Anesthesiology (ABA) MOC) Maintenance of Certification (MOC) program

7.5 MOC point in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program,

7.5 with the American Board of Internal Medicine’s (ABIM) Maintenance of Certification (MOC) program, 7.5 with the American Board of Ophthalmology (ABO), Maintenance of Certification (MOC) program

7.5 with the  American Board of Otolaryngology-­‐ Head and Neck Surgery (ABOHNS) Maintenance of Certification (MOC) program

7.5 with the American Board of Anesthesiology Maintenance of Certification in Anesthesiology Program® (MOCA®).

It is the CME activity provider’s responsibility to submit participant completion information to ACCME for the purpose of granting MOC credit.

  • Risk Management

Difficult Conversations in Healthcare: Teaching and Practice in an Interprofessional World meets the requirements for 7.5 Risk Management Credit as proscribed by the Massachusetts Board of Registration in Medicine and defined in 243 CMR 2.06(5)(d) I.

  • Psychology

Boston Children’s Hospital is approved by the American Psychological Association via Joint Accreditation to sponsor continuing education for psychologists. Boston Children’s Hospital maintains responsibility for this program and its content. This program offers 7.5 hours of continuing education credit(s).

  • Social Work

This program has been approved for 6.5 Continuing Education hours for re-licensure, in accordance with 258 CMR 31.00 Collaborative of NASW-MA and the Boston College and Simmons College Schools of Social Work.  [ I think this is the correct language - we used it in 2018; Andy will likely know].

  • Physician Assistants

Boston Children’s Hospital has been authorized by the American Academy of PAs (AAPA) to award AAPA Category 1 CME credit for activities planned in accordance with AAPA CME Criteria. This activity is designated for 7.5 AAPA Category 1 CME credits. PAs should only claim credit commensurate with the extent of their participation.

 

 

Registration

Workshop Tuition

A light breakfast and lunch are included.

Registration is through the Department of Continuing Education.

All payments need to be received prior to the start of the program.

 

Refund / Cancellation Policy

Refund requests must be received by postal mail or email one week prior to this activity. No refunds will be made thereafter, although tuition can be used for future offering of this course.