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

1-Day Course Offered Twice in 2017:
Saturday, May 13, 2017   •   Saturday, June 17, 2017
Boston, MA   •   9:00 am – 5:00 pm

Course Overview • Faculty • Who Should Attend • Course Agenda • Learning Objectives • Benefits to Participants • Accreditation • Registration

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 collaboration and practice.

Course participants will have the opportunity to learn about and experience an innovative relational learning model, known as the Program to Enhance Relational and Communication Skills (PERCS), developed by the Institute for Professionalism & Ethical Practice (IPEP) at Boston Children’s Hospital, Harvard Medical School.

Participants will also learn about the International Charter for Human Values in Healthcare that was 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 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.

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Faculty

Elizabeth Rider, MSW, MD Director of Academic Programs, Institute for Professionalism & Ethical Practice
Director, Faculty Fellowship for Leaders in Collaborative and Humanistic Interprofessional Education
Director, Faculty Education Fellowship in Medical Humanism and Professionalism
Division of General Pediatrics, Department of Medicine, Boston Children’s Hospital
Assistant Professor of Pediatrics, Harvard Medical School
Chair, Medicine Academy, and Carlton Horbelt Senior Fellow, National Academies of Practice
Senior Author, A Practical Guide to Teaching and Assessing the ACGME Core Competencies
Founding Member, International Research Centre for Communication in Healthcare
Meg Comeau, MHA Faculty Associate, Institute for Professionalism and Ethical Practice, Boston Children’s Hospital Senior Project Director, Center for Advancing Health Policy and Practice, Boston University School of Public Health

 

David M. Browning, MSW, LICSW Co-Founder, Institute for Professionalism and Ethical Practice Boston Children’s Hospital
Co-author, Talking with Patients and Families about Medical Error: A Guide for Education and Practice
Dr. Robert TruogRobert D. Truog, MD Frances Glessner Lee Professor of Medical Ethics, Anaesthesia, & Pediatrics, Harvard Medical School
Director, Center for Bioethics, Harvard Medical School
Executive Director, Institute for Professionalism & Ethical Practice
Senior Associate in Critical Care Medicine, Boston Children’s Hospital
Co-author, Talking with Patients and Families about Medical Error: A Guide for Education and Practice
Pamela Varrin, PhD
Faculty Associate, Institute for Professionalism & Ethical Practice, Boston Children’s Hospital
Clinical Psychologist and Coordinator of Family Support Services, Cotting School, Lexington, MA
Erin Ward, MsEd, CAS Faculty Associate, Family Faculty
Institute for Professionalism & Ethical Practice,
Boston Children’s Hospital
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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
  • Veterinarians
  • Dentists
  • Chaplains
  • Pharmacists
  • Physical Therapists
  • Occupational Therapists
  • Speech-language Pathologists
  • Physician Assistants
  • Harvard-Macy Institute Program Scholars and Faculty (this course is often scheduled right before Harvard Macy Institute Programs begin, to facilitate attendance for those interested.) and others interested in the course topics
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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 –10:30  “Speaking the Same Language” – Videotape and Discussion
10:30 –10:45 Pedagogy: What We Have Learned
10:45 –10:55 Break
10:55-12:10 Values: The Foundation of our Work
Sharing Our Experience: Narrative and Reflection
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

© 2016 Institute for Professionalism and Ethical Practice, Boston Children’s Hospital, Boston, MA USA

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 Learning Objectives

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

  • Identify and discuss educational strategies and facilitation skills in order to teach and learn about communication skills, professionalism, ‘everyday ethics’, interprofessional collaboration and teamwork, and relationship-centered healthcare
  • Discuss the philosophy and components of relational learning as practiced in the Institute for Professionalism and Ethical Practice’s (IPEP) 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
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Benefits for Participants

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

  • Identify and discuss educational strategies and facilitation skills in order to teach and learn about communication skills, professionalism, ‘everyday ethics’, interprofessional collaboration and teamwork, and relationship-centered healthcare
  • Discuss the philosophy and components of relational learning as practiced in the Institute for Professionalism and Ethical Practice’s (IPEP) 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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Accreditation

Find More Information About Continuing Accreditation Credits Here

Joint Accreditation

In support of improving patient care, Boston Children’s Hospital is 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.

Physicians

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

  • Risk Management Credits: This activity meets the criteria of the Massachusetts Board of Registration in Medicine for risk management study and is eligible for 7.5 risk management credits. This includes 7.5 Credits of End-of-Life Care Studies. Please check your individual state licensing board requirements before claiming these credits.
  • MOC (Maintenance of Certification) Part 2 points: 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 points in the American Board of Pediatrics’ (ABP) Maintenance of Certification (MOC) program, the American Board of Internal Medicine’s (ABIM) Maintenance of Certification (MOC) program, and the American Board of Anesthesiology Maintenance of Certification in Anesthesiology Program® (MOCA 2.0®). It is the CME activity provider’s responsibility to submit participant completion information to ACCME for the purpose of granting MOC credit.

Nurse CE 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.

Pharmacists Boston Children’s Hospital designates this activity (0629-0000-17-001-L05-P) for 7.5 contact hours for pharmacists. Pharmacists should only claim credit commensurate with the extent of their participation in the activity.

Social Workers –  This program has been approved for 7.5 Social Work Continuing Education hours for re-licensure, in accordance with 258 CMR. Collaborative of NASW and the Boston College and Simmons Schools of Social Work Authorization Number D 72538.

Psychologists – The Division of Psychology, Department of Psychiatry at Boston Children’s Hospital is approved by the American Psychological Association to sponsor continuing education for psychologists.  The Division of Psychology, Department of Psychiatry at Boston Children’s Hospital maintains responsibility for this program and its content. This program offers 7.5 continuing education credits.

Canadian Accreditation

The Royal College of Physicians and Surgeons of Canada recognizes conferences and workshops held outside of Canada that are developed by a university, academy, hospital, specialty society or college as accredited group learning activities.

European Accreditation

Through an agreement between the American Medical Association and the European Union of Medical Specialists, physicians may convert AMA PRA Category 1 Credit™ to an equivalent number of European CME Credits® (ECMECs®). Information on the process of converting AMA PRA Category 1 Credits™ to ECMECs® can be found at: www.eaccme.eu.

ABMS/ACGME Competencies

This course is designed to meet one or more of the following American Board of Medical Specialties and Accreditation Council of Graduate Medical Education competencies: interpersonal and communication skills, professionalism, and patient care.

IOM Competencies

This course is designed to meet the following Institute of Medicine Competencies: Patient-Centered Care, and Interdisciplinary Teams.

For questions regarding accreditation, please contact Sylvia Lewinstein, MPA, Program Administration Manager, at sylvia.lewinstein@childrens.harvard.edu or 617-355-5021.

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Registration

Click here to register

Workshop Fee:  $495.00 (A light breakfast and lunch is included). Upon acceptance into the workshop an invoice will be sent.  All payments need to be received prior to the start of the program.

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Refund / Cancellation Policy

A handling fee of $60 is deducted for cancellation. Refund requests must be received by postal mail, email, or fax one week prior to this activity. No refunds will be made thereafter, although tuition can be used for future offering of this course.

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