ALBERT EINSTEIN COLLEGE of MEDICINE
EDUCATIONAL SKILLS DEVELOPMENT
INTERACTIVE WORKSHOP
PLANNING GUIDE
Plan for Learning: skills workshops, like all learning situations, benefit from a systematic approach. Complete
this table as
Identify the learners: Workshops should be
Who?
appropriate to knowledge and skill of the audience.
Identify an appropriate time: Schedule
When?
workshops at times that minimize competition for the
attention of participants.
Identify an appropriate location: Interactive
Where?
workshops require a space and configuration that allows
for flexibility and movement.
Identify the objectives: Learning objectives define
What?
how the learner should behave after completing the
learning experience.
 Be Specific
 Use “action” terms (table 1)
 Define Knowledge, Skills and Attitudes
 Relate to measurable outcomes
Identify the teaching methods:
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Plan for Evaluation:
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How?
Teacher-focused
Learner Centered (table 2)
Assessment of process evaluates teacher and
methods.
Assessment of outcome involves measurement
of achievement of learning objectives by
learners.
What happened?
Table 1: Writing Measurable Objectives
Examples of “Action Concepts”
Know
Analyze
Knowledge
 Describe
 Appraise
Cognition involves a hierarchy of
 Recognize
 Differentiate
abilities ranging from the simplest, to
 Identify
 Organize
know, which can be accomplished by
Understand
Synthesize
rote, through much more complex
 Contrast
 Generalize
intellectual activities that require the
 Explain
 Integrate
ability to organize, apply and abstract.
 Interpret
 Manage
Apply
Evaluate
 Solve
 Measure
 Calculate
 Compare
 Demonstrate
 Choose
Communication
Skill
 Obtain (information)
Skills involve a multiple psychomotor
 Convey (bad news)
functions. Learning objectives pertaining
 Discuss (complicated results)
to skill acquisition usually relate to
 Interact (colleagues and co-workers)
complex activities containing several
Procedural
separately measurable elements.
 Identify (risks and benefits)
 Prepare (initiate properly)
 Perform (steps and sequence)
 Follow-up (post-procedure)
Professionalism
Attitude
 Timeliness
Learning objectives pertaining to
 Demeanor
attitudes are generally couched in
 Interaction
behavioral terms, since attitudes can
Compassion
only be inferred from observed
 Rapport
behaviors.
 Cultural competence
 Empathy
Dimension
Table 2: Learner-Centered Learning
Educational Skill
Being a facilitative teacher
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Expressing values that facilitate growth
Demonstrate action and reflection
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Applying group learning approaches
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Managing learner resistance
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Faculty responsibility
Assure that the learning group is “safe”
Acknowledge what you don’t know
Encourage students’ active involvement
Allow students to assume responsibility
for their own learning
Create conditions and suggest resources
to allow learners to grow independently
Challenge learners limited perspectives.
Genuineness…an atmosphere of honesty
Acceptance and respect…including
accepting the students’ responsibility for
their own learning
Empathic Understanding
Knowing students as individuals
Learning takes place in the context of
daily activity
Learning is reinforced and solidified
through reflection on experience
Reflection must include knowledge,
feelings, values and habits
“Praxis” (habitual or established
practice) evolves through a reiterative
cycle of performance--- reflection --performance
Instrumental Learning…problem solving
(the common standard)
Dialogic Learning…learning about
others through sharing experiences,
values, perspectives and beliefs
Self-reflective Learning…learning about
ourselves by reflection
Dialogic and Self-Reflective Learning
are based on incorporation of feedback
and require learners to interact in group
settings
Group learners should rely on each other
as resources
Learners may resist accepting
responsibility for learning
Facilitating learner confidence is
prerequisite to learner-centered
acceptance of responsibility