Difficult Conversations in Healthcare Course Details

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

Course OverviewFacultyWho Should AttendCourse Agenda

 Learning Objectives • AccreditationRegistration

 


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.

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Faculty

Elizabeth Rider, MSW, MD Director of Academic Programs, Institute for Professionalism & Ethical Practice
Director, Boston Children’s Hospital / Harvard Medical School Interprofessional Leadership and Humanism & Professionalism Faculty Fellowships
Division of General Pediatrics, Department of Pediatrics, Boston Children's Hospital
Assistant Professor of Pediatrics, Harvard Medical School
Vice President, Partnerships and Networking, and Carlton Horbelt Senior Fellow, National Academies of Practice
Senior Author, A Practical Guide to Teaching and Assessing the ACGME Core Competencies
Founding Member, Institute for Communication in Health Care, ANU

Meg Comeau, MHA
Faculty Associate, Institute for Professionalism and Ethical Practice, Boston Children’s Hospital
Senior Project Director, Boston University School of Social Work
Center for Innovation in Social Work and Health
 

David M. Browning, MSW, LICSW

Co-Founder and Senior Scholar Emeritus, 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

Robert 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
Co-founder/VP TrachCare, Inc.
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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.)
  • 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 –10:15 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
© 2019 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 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.

Accreditation

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

Registration

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.

 

Register here

 

 

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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