Workshop in a Box: Project Management for Faculty and Learner Development

Publication ID Published Volume
8304 October 26, 2011 7


Introduction: Faculty who serve as project advisors typically have a great deal of content expertise but may lack the experience and practical tools with which to manage these projects. This workshop was initially conceived as a faculty development workshop to help faculty new to advising scholarly projects work with student and resident collaborators. Methods: This 2-hour session uses a series of large- and small-group discussions, accompanied by handouts, to explore the various phases of project management and discuss possible pitfalls. Results: Over the past 3 years, we have successfully run this workshop in multiple local settings for groups ranging from 8 to 25 participants. Participants in this workshop have included college students, medical students, residents, fellows, and faculty. We have also run this workshop at a regional medical education meeting and a national pediatrics meeting. The workshop has been well-received; overall effectiveness ratings have ranged from 4.10 to 4.75 on a 5-point Likert scale (5 = best). Discussion: The workshop can be used to provide instruction on project management to diverse audiences such as mentors, mentees, and those engaged in projects themselves. Ideally, this approach should provide a common language and set of tools for both advisors and advisees in order to increase the likelihood of project success. In addition, the materials provided can also be directly accessed by advisors and advisees who may wish to independently utilize the structural guidelines and information about project management.


Burke C, Fulton T, Chen H. Workshop in a box: project management for faculty and learner development. MedEdPORTAL Publications. 2011;7:8304.

Educational Objectives

By the end of this session, learners will be able to:

  1. Enhance the quality of projects and project outcomes.
  2. Provide faculty development for those who oversee projects and mentor others.
  3. Possess a standard framework for advisor/advisee interactions.
  4. Provide guidance, structure, and insight for anyone working on a project.
  5. Map the distinct phases in a project and, for each phase, identify key activities that need to be accomplished.
  6. Outline a reasonable set of actions that can be taken to ensure that the project is on track.
  7. Identify common project challenges and strategies to overcome them.


  • Project Management, Advising, Education

Prior Scholarly Dissemination

  • Kuo AK, van Schaik S, Chen HC. Are your projects managing you? Key skills to effective project management. Workshop presented at: Pediatric Academic Societies; 2010; Vancouver, Canada.
  • Fulton TB, Burke C, Chen HC. Helping Learners (and Yourself!) Manage Projects. Workshop presented at: Association of American Medical Colleges Western Group on Educational Affairs Annual Meeting; 2010; Asilomar, CA.
  • Chen HC, Fulton TB, and Burke C. Helping Learners (and Yourself!) Manage Projects. Workshop presented at UCSF Office of Medical Education Key Educational Skills Faculty Development Series; 2008, 2009, 2010; San Francisco, CA.

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ISSN 2374-8265