Workshop in a Box: Project Management for Faculty and Learner Development
|Reference||8304||1||October 26, 2011|
The purpose of this resource is to aid instructors in facilitating a workshop on project management for diverse audiences including those who mentor others, mentees, and those engaged in projects themselves. Ideally, this approach should provide a common language and set of tools for both advisors and advisees, to increase the likelihood of project success. Secondarily, 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; 2011. Available from: www.mededportal.org/publication/8304
- To plan and implement a project management workshop.
- To enhance the quality of projects and project outcomes.
- To provide faculty development for those who oversee projects and mentor others.
- To empower learners by providing a standard framework for advisor/advisee interactions.
- To provide guidance, structure, and insight for anyone working on a project.
- To map the distinct phases in a project and, for each phase, identify key activities that need to be accomplished.
- To outline a reasonable set of actions that can be taken to ensure that the project is on track.
- To identify common project challenges and strategies to overcome them.
- Project Management, Advising, Education (MeSH)
- Interpersonal & Communication Skills
- Practice-based Learning & Improvement
- Professional & Faculty Development
- Professional School
- Medical Student
- Professional School Post-Graduate Training
Authors & Co-Authors
Christian Burke, BA
UCSF, School of Medicine
Tracy Fulton, PhD
University of California San Francisco
Huiju Carrie Chen, MD, MSEd
University of California San Francisco
Effectiveness and Significance
This workshop was initially conceived as a faculty development workshop to help faculty new to advising scholarly projects work with student and resident collaborators. Over the past 3 years, we have successfully run this workshop in multiple local settings for groups ranging from 8 to 25 participants. 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 (5 point scale, 5 being best).
Special Implementation Guidelines or Requirements
In addition to the workshop materials, workshop leaders will need a room, a means of recording group work (blackboard, flipchart, or editable PowerPoint slides), and ideally moveable furniture to allow small group and large group configurations.
We have targeted both project advisors and advisees, which has proved advantageous in providing a shared language. Flexibility in understanding and meeting the specific needs of different audiences will enhance the usefulness of the workshop for the participants. Though there are some didactic elements, the workshop is most successful when workshop leaders allow maximal time for small group discussion and encourage active participation in the larger group using the workshop handouts.
This information is made available under the Creative Commons license.
Publications, Presentations, and/or Citations for this Publication
- Kuo AK, van Schaik S, and Chen HC. Are your projects managing you? Key skills to effective project management. Workshop, Pediatric Academic Societies, Vancouver, Canada, 2010.
- Fulton T.B., Burke, C., and Chen, H.C. (2010) Helping Learners (and Yourself!) Manage Projects. Workshop at Association of American Medical Colleges Western Group on Educational Affairs annual meeting, Asilomar, CA.
- Chen H.C., Fulton T.B., and Burke C. (2008, 2009, 2010) Helping Learners (and Yourself!) Manage Projects. Workshop at UCSF Office of Medical Education Key Educational Skills Faculty Development Series. As well as numerous additional workshops for individual programs.