School of Medicine

Wayne State University School of Medicine

Events

Calendar of Events

Full List
Negotiation Skills
September 25 2017 at 3:30 PM
Margherio
Are your employees sufficiently prepared when they take part in negotiations? This session takes participants through the negotiation process, starting with the planning stages and through the conflicts which typically arise while staying focused on mutual benefits for all involved. Participants will emerge with a greater awareness of how to present their needs and ideas to others while using effective listening skills, so as to achieve win/win situations and build relationships for future interactions.
SoM Office of Diversity and Inclusion Speaker Series
September 26 2017 at 4:00 PM
Scott Hall
Join us for an interactive discussion on the ethical dilemmas in surgical transplantation when the science is easy and the decision-making challenging. Jason E. Denny, M.D. is living his dream as a transplant surgeon at Henry Ford Hospital in Detroit, Michigan. Born in Georgetown Guyana, South America and raised in Long Island, New York. He earned a B.S. degree in biology from State University's New York at Stony Brook; graduated from Mount Sinai School of Medicine in New York; and spent his seven-year residency in cancer research and transplant procedures. He completed his fellowship in transplantation at The Ohio State University. Currently, Dr. Denny is the Senior Staff Surgeon Henry Ford Transplant Institute, Clinical Assistant Professor of Surgery, Wayne State School of Medicine, Surgical Director-Living Donor Kidney Transplant Program Henry Ford Transplant Institute, and Chair-Detroit MOTTEP (Minority Organ Tissue Transplant Education Program) Foundation.At age 47, Dr. Denny is making history as 1 of approximately 50 African American transplant surgeons in the nation.
Effective Communication
October 2 2017 at 3:30 PM
1358 Scott Hall
One of the biggest indicators of success in the workplace is the ability to communicate appropriately and in a timely manner. Effective communication is a process that involves both speaking and listening. Employees must be able to adapt with different organizational levels and types of people within their workforce. Participants attending this session will not only identify their own communication style, but those of their co-workers as well, leading to a more efficient, productive and pleasant workplace.
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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.