School of Medicine

Wayne State University School of Medicine

Events

Calendar of Events

Full List
Conflict Resolution
November 21 2017 at 10:00 AM
Margherio
Conflict is an unavoidable part of our work environment. Employees can learn how to resolve conflict and make it work positively for them by attending this session.
Instruction in Proposal Writing
November 28 2017 at 8:30 AM
McGregor Memorial Conference Center (495 Gilmour Mall) conference
The Office of the Vice President for Research is pleased to host a full day research grant writing proposal seminar for WSU faculty, post-docs, and space permitting, advanced doctoral students. The Office of the Vice President for Research is sponsoring the cost to bring AtKisson Training Group to campus. There will be two incidences of this seminar with similar content and the same presenter, one on main campus (November 28, 2017) and one on medical campus (March 7, 2018). Both seminars will be presented by Dr. Peg AtKisson of AtKisson Training Group. Instruction in Proposal Writing – must register by November 16, 2017: November 28, 2017, 8:30 a.m. to 5 p.m. McGregor Memorial Conference Center (495 Gilmour Mall) conference room J Seminar Information: Light morning refreshments and lunch will be served. This session will combine lecture format and engagement activities, and will be customized based on potential funding targets indicated by registrants. This full day session is designed to convey the fundamentals of proposal writing, with concepts backed up with concrete tips and operational strategies. A combination of didactic presentation, “in-classroom flipped classroom”, and audience participation to engage participants will be used throughout the day. Targeted learning outcomes include understanding of the preparation steps before writing, techniques for creating a strong argument for the proposed project, techniques for communicating the approach clearly, and understanding how these techniques connect to the process by which a grant proposal is reviewed. This will be a fairly broad-based training, with some emphasis on key agencies determined by registrant interest. Integrated into the session will be ways to make the proposal process part of the everyday academic process, and to strategically plan for longer-term funding. Registration is limited! Registration and requested information needs to be completed by November 13, 2017 for the seminar on November 28, 2017. The Office of the Vice President for Research is covering the full costs for the seminar and refreshments. Registrants must be nominated by a university official – department chair for faculty members, faculty researcher for postdoctoral fellows, and graduate advisor for graduate students. Please provide the name and email of your nominating official at the time of registration.  
Stress Here, Stress There, Stress Everywhere!
November 28 2017 at 3:00 PM
Margherio
Stress has a hefty price tag for employers. Billions of dollars are spent annually dealing with employee absenteeism, turnover, low morale and losses in productivity. While stress is a normal part of our lives, excessive stress can have a devastating effect at both work and home. Give your employees the tools they need to manage stress in a healthy way, reducing workplace issues and improving their overall quality of life.
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Background on Stanford Program in Medical Teaching

Since 2007, the School of Medicine has invited teaching faculty members to participate in an intensive faculty development program in teaching. Designed to help faculty enhance versatility in teaching, better analyze and improve teaching encounters, and engage in collegial discussions about approaches to teaching, the Stanford Faculty Development Program in Medical Teaching is a longstanding nationally-recognized teaching improvement effort. The course, which is held on the WSU SOM campus is facilitated by an instructor who has been trained at the Stanford Faculty Development Center.

In 2-hour seminars, faculty are introduced to a seven-category framework for analyzing the teaching process:

  • Establishment of a positive learning climate
  • Control of the teaching session
  • Communication of educational goals
  • Promotion of understanding and retention of knowledge
  • Evaluation of learners
  • Provision of feedback to learners
  • Promotion of self-directed learning

Seminars incorporate didactic presentations, group discussions, analysis of videotaped reenactments of teaching encounters, role play exercises, videotaped review of the role plays, and individual and institutional goal setting. A culminating session allows participants to reflect upon their learning in the course and set individual goals for enhancing teaching and learning. Together, they agree on several goals for improving the climate for learning across settings in the SOM.

As a result of participating in the program, faculty report several changes in their teaching:

1. Faculty are more explicit to students about the organization of teaching sessions:

Providing overviews of how the teaching encounter will be organized
Announcing and clarifying session objectives
Pausing at transition points
Summarizing at the session’s end and offering suggestions for self-directed learning related to the topic

2. They more consciously promote understanding and retention through:

Creating more opportunities for interactive teaching, including more frequent question-and-answer periods, both in lectures and lab
Explicitly pointing out connections between what is taught in lecture and in lab
Illustrating more frequently how physicians apply the material in clinic

3. They report more sensitivity to the students’ experience during learning encounters – they “read the audience better.” For some, this has resulted in less formality in their lectures and a feeling of greater connection with students. Several faculty have begun using name tags so that they can call the students by name during discussions and question and answer periods.

4. They report an increased ability to identify with the students’ point of view. As one result, they stated that they are more aware of students’ needs for resources for self-directed learning.

5. Faculty agree that they are connecting more with other faculty who teach in their courses or whose courses relate to their own.

To further develop their own and their colleagues’ teaching, Stanford course alumni have committed to work within and across their departments. In particular, a number of faculty have begun to implement faculty development sessions within their courses and to conduct peer observation and feedback to their colleagues.

To learn more about this course, visit the Stanford Faculty Development Center website.