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Abstract
Workshops are a common educational format for transmitting information and promoting skill acquisition. However, they frequently fall short of their teaching potential. Many workshops do not seem like workshops at all. Participants are often quiet, passive onlookers; the workshop coordinator gives a 'lecture' to the group; and questions and discussion are frequently absent. A workshop has been defined as:
... In order to make learning personal and effective, the number of attendees per workshop should be limited to 15, to answer all key practical and relevant questions. As put it by Steinert, active participation via questions and group discussion is one of the key ingredients of any successful workshop [21]. A group size exceeding the 15 threshold makes active participation less feasible, as it becomes increasingly difficult for trainers to manage questions and make the training personal. ...
... As to the "ennemis du photovoltaïque" [9] doubting today its technical and economic feasibility, as their ancestors did in the late 1970s after visiting the first solar-powered pumps in Mali, updated education in solar energy of young professionals from companies and other sectors of the civil society, based on the same "practical and relevant information" invoked by Steinert [21], will overcome obstacles and open the route to general uptake of solar energy for all end energy uses. ...
Almost fifty years after the first installations, I identify the main lessons learned from fighting drought and poverty in Africa with direct solar-powered pumps, thanks to Father Bernard Verspieren and Mali Aqua Viva. Six main findings and three main recommendations emerge from the present analysis. They are of direct relevance to all the countries in Africa whose population has gone from 438 million in 1977 to 1308 million in 2019, with about 600 million still having no access to electricity. In place of “awareness campaigns” and extraordinary courses held by international organizations, I recommend the establishment of national solar energy institutes whose task will include the education of solar energy professionals and giving practice-oriented workshops on solar-powered drip irrigation and rainwater harvesting throughout each of Africa’s countries. This education will critically include the economic and social aspects of distributed “generation” of energy and water from sunlight and rainfall.
... This eventually leads to higher participation and engagement from the workshop members. Steinert has proposed twelve tips for running effective workshops for medical practices (Steinert, 1992). These twelve are: While planning for the workshop, defining the objectives, studying the audience, determining the teaching method, and designing the appropriate workshop activities. ...
Technological advancements are pushing new simulation and analytical tools, driving the research fields in design forward. In this environment, for introducing new modeling, simulation, and analytic tools, the pre-training aspect becomes important, presenting the ideas behind the tools and preparing the students to structure their already grasped knowledge and future learnings. This study aims to address the potential of efficient workshops for pre-training activities via active learning methods for introducing new concepts and tools in advanced computer-aided design. The students participate in the workshops after lectures and before their exercise session to enhance learning and reduce the ambiguity of the newly introduced topics and tools. For performing the study, a design research methodology is followed to design an efficient workshop based on research clarification, descriptive, and prescriptive study phases. The study results are assessed by direct student feedback and quantitative analysis of the student performance followed by a qualitative teacher evaluation compared to previous years. The results show that active learning workshops support pre-training, impacting the students’ performance on comprehension of the utilized tools and reducing ambiguity on the related topics.
... While the impact of CME on physician clinical practice has been described [6,7], the literature about how workshops impact educational and teaching practice is limited to best practice recommendations [8]. Furthermore, medical educators attend meetings, which often require substantial resource commitment in terms of time, money, and travel. ...
Medical education conferences offer practical workshops to facilitate physicians' lifelong learning. Little is known about integration of workshop material after conferences. We sought to evaluate the application of workshop content focused on scholarly publication preparation. We developed an email survey to examine participants' progress preparing a publication in 2019, administered 4, 9, and 15 months post-conference. The survey included scaled items and open-ended questions. Thirty-three participants attended the workshop. Participants continued to develop their projects, but noted time, adequate evaluations, and no writing partners as barriers. Following up with workshop participants offers insights into effective application of workshop content.
... The vast majority of the work on developing successful workshops has been performed by Steinert and colleagues. [5][6][7] In 2008, Steinert and her team published a short communication on the results of a workshop for educators on this topic. 4 Beyond self-perceived efficacy data, 64% of participants had conducted a workshop in their own setting by 9 months after the session. ...
Introduction:
Workshops are commonly used in higher education, although faculty often have little or no training in how to develop and deliver this type of teaching methodology. This publication can be used to deliver a 1-hour active learning session to faculty utilizing experiential learning as a framework.
Methods:
An hour-long workshop on developing and implementing effective workshops was given to five cohorts of participants in the Academic Pediatric Association's Educational Scholars Program (ESP) between 2010 and 2018, following a 2008 pilot. After a brief didactic presentation, participants developed their own workshop plans. A unique reflection in action was utilized to model effective workshop facilitation techniques. Written surveys were used to evaluate the effectiveness of the workshop. Data from the ESP graduates were used to report the percentage of respondents who conducted their own workshop postgraduation.
Results:
A total of 116 faculty participated in this workshop over the course of 5 years. One hundred and fourteen participants stated they found the session to be useful. The role modeling/reflection by the facilitators and the opportunity to work with others on a workshop plan were described as the most valuable aspects. Approximately 70% of scholars who responded to postgraduation surveys had conducted at least one regional, national, or international workshop.
Discussion:
This faculty development session implements active and adult learning principles to model and teach participants how to develop and lead an effective workshop. It also provides a mechanism for collaboration among participants to develop a workshop based on shared interests.
... The workshops also provided a forum for promoting climate literacy (by informing the municipalities about how and why the high-resolution modeling was required), and more generally for the practitioners to exchange experiences with colleagues who were "in the same boat." But too many of the participants at the workshops were "passive onlookers" (Steinert 1992) and did not get an opportunity to share their experiences and needs with the researchers. This problem could obviously have been mitigated by employing more skilled facilitators. ...
Climate change yields both challenges and opportunities. In both cases, costly adaptations and transformations are necessary and desirable, and these must be based on realistic and relevant climate information. However, it is often difficult for climate scientists to communicate this information to decision-makers and stakeholders, and it can be equally difficult for such actors to interpret and put the information to use. In this essay, we discuss experiences and present recommendations for scientists producing climate services. The basis is our work in several climate service projects. One of them aimed to provide local-scale climate data for municipalities in western Norway and to explore how the data were interpreted and implemented. The project was first based solely on climate science expertise, and the participants did not have sufficient competence on co-production and knowledge about the regulatory and political landscape in which municipalities operate. Initially, we also subscribed to an outdated idea of climate services, where knowledge providers (climate scientists) “deliver” their information to knowledge users (e.g., municipal planners). Increasingly, as stressed in the literature on co-production of knowledge, we learned that climate service should be an iterative process where actionable information is co-produced through two-way dialogue. On the basis of these and other lessons learnt the hard way, we provide a set of concrete recommendations on how to embed the idea of co-production from the pre-proposal stage to beyond the end of climate service projects.
... The workshops also provided a forum for promoting climate literacy (by informing the municipalities about how and why the high-resolution modeling was required), and more generally for the practitioners to exchange experiences with colleagues who were "in the same boat." But too many of the participants at the workshops were "passive onlookers" (Steinert 1992) and did not get an opportunity to share their experiences and needs with the researchers. This problem could obviously have been mitigated by employing more skilled facilitators. ...
Climate change yields both challenges and opportunities. In both cases, costly adaptations and transformations are necessary and desirable, and these must be based on realistic and relevant climate information. However, it is often difficult for climate scientists to communicate this information to decision-makers and stakeholders, and it can be equally difficult for such actors to interpret and put the information to use. In this article, we discuss experiences and present recommendations for scientists producing climate services. The basis is our work in several climate service projects. One of them aimed to provide local-scale climate data for municipalities in western Norway and to explore how the data were interpreted and implemented. The project was first based solely on climate science expertise, and the participants did not have sufficient competence on co-production and knowledge about the regulatory and political landscape in which municipalities operate. Initially, we also subscribed to an outdated idea of climate services, where knowledge providers (climate scientists) "deliver" their information to knowledge users (e.g., municipal planners). Increasingly, as stressed in the literature on co-production of knowledge, we learned that climate service should be an iterative process where actionable information is co-produced through two-way dialogue. On the basis of these and other lessons learnt the hard way, we provide a set of concrete recommendations on how to embed the idea of co-production from the pre-proposal stage to beyond the end of climate service projects.
... When participation is poor and participants are not engaged in learning process, and questions and answers, debate and feedback are not provided, the workshop is not actually educational and lectures are wasted. An important point in learning through educational workshop is reflection on new subjects for in-depth learning, which happens in small groups [2]. Hamann et al. (2016), in their before/after assessment of an educational workshop on diagnosis and treatment of depression, concluded that the educational workshop provided a practical guide about mental health in a clinical setting [3]. ...
Group discussion teaching technique for small groups and encouragement of critical but constructive and creative thinking for finding new and efficient solutions can lead to provision of better health and medical services that is defined in clinical setting, as the clinical psychology finds a way for curing and education. The present study was conducted with the aim to compare the effects of creative group teaching and educational booklet on interpersonal skills of midwives in a clinical setting. The present study was conducted on 97 midwifery graduates working in hospitals in Kerman Province, in two groups of educational booklet (49 midwives) and educational workshop (48 midwives) who participated in a 3-day creative teaching workshop in summer 2015. Creative problem-solving teaching intervention group was taught through educational workshop method, including small group and team working, group discussion and mini lectures. Midwifery 1 intervention group was provided with an educational booklet validated by professors of Nursing and Midwifery School for independent and individual study by midwives working in Kerman Province hospitals. The two groups were matched in terms of personal details. Hospitals were randomly selected, and midwives were selected by quota sampling. Interpersonal communication skills of both groups were assessed before and after intervention, and two months later using Interpersonal Communication Skills Test. The results obtained were analyzed in SPSS-16 using descriptive statistics, including frequency and percentage, mean and standard deviation, and inferential statistics including U-Mann-Whitney, paired t, independent t, repeated measures ANOVA tests at significance level of P P P P P < 0.001). Both teaching methods improved midwives’ interpersonal communication skills. Therefore, standardized educational booklets which produce cost-effective similar results are recommended.
... To ensure the success of any site-specific activity, faculty development program planners would need to: conduct a multi-faceted needs assessment of their teachers and students; develop clearly defined objectives that would determine the choice of content; utilize a variety of instructional methods to achieve individual and institutional objectives; and evaluate effectiveness and outcomes (Steinert, 1992). Faculty development initiatives for teachers of IMGs could also be integrated into ongoing faculty development activities or become "stand alone" sessions. ...
... Workshops should be organised around an overall goal and specific learning objectives (Steinert, 1992). We were determined that these objectives would be grounded in concrete needs. ...
We assess the needs of faculty and researchers for conducting participatory research at a major institution and translate the results into development workshops. This mixed model study used an initial qualitative design to inform survey development, and quantitative results to inform workshop development.
Workshops are very useful tools that allow participants to gain new knowledge and to promote selfdevelopment. However, most workshops tend to be presented in a way that isolates the workshop and the material being discussed and be more like a lecture than a workshop. The aim of this qualitative study was to learn more about how to design effective workshops for leaders. Saudi Arabia has set a clear vision for 2030 to change in education and learning. Simultaneously, the country seeks to increase the female workforce by 8%. To bridge the gap between work-shops and workshop efficacy and come closer to the Vision 2030’s objectives. This study showed how trainers could re-design workshops to be more productive and meaningful. This qualitative study used a hermeneutic phenomenological research approach. Purposive sampling of 36 educational leaders from different departments. Two theories provided a rich foundation and framework for this qualitative study: social constructivist and transformational learning. This qualitative study revealed themes; the implementation of different learning strategies, use of reflection, and the assurance of a safe learning environment. Based on emerged themes and subthemes, tips that workshop professional developers should incorporate when planning and giving a workshop where extracted. The study shed some light on how trainers can transfer the core component in learning that relates to both process and outcome
A faculty training workshop on problem-based learning (PBL) methods was provided to educators at a public medical school in Brazil. Wprkshop activities were designed to address specific knowledge, skill and attitudinal objectives that had been defined beforehand. Participants completed a structured questionnaire before and after the workshop to document attainment of the objectives. Twelve participants completed the 20-hour workshop, and questionnaire results. Though there were certain limitations on interpretation of the pre/post questionnaire, it does provide some assurance to program organizers and sponsors that objectives are attained. Participants' responses also help organizers improve their delivery techniques.
Educators frequently learn together in cross cultural settings such as at international conferences. Cultural differences should influence how educational programs are designed and delivered to effectively support learning; cultural sensitivity and the competence to deal with such differences are important skills for health professions educators. Teaching without this approach may lead to lost learning opportunities. This article provides twelve tips for educators to consider when planning and delivering formal presentations (e.g. lectures and workshops) in cross cultural settings. The tips were constructed based on a literature review, the authors’ experience, and interviews with international educators who frequently deliver and receive education in cross cultural settings. The tips are divided into three phases: (1) preparation for the session to optimize learners’ experience (2) interaction when delivering the session and (3) reflection on the experience.
Workshops and seminars are well-known and frequently used formats for faculty development, characterized by their formal nature and short-term activities. However, what is meant by these formats is not always clear and their learning potential is not always realized. This chapter outlines the main characteristics of these formats and their potential contribution to faculty development programs. After a brief review of the literature on the effectiveness of workshops and seminars, we recommend a new framework for their design. This framework is based on theories about learning for teachers and combines learning outcomes, learning activities, and instructional methods. Case examples of a teach-the-teacher workshop and a seminar series on the integration of technology tools in a problem-based learning curriculum are given. Factors that enhance the transfer of learning from workshops and seminars to practice are discussed, as are suggestions for improving this format, based on evidence and new developments in this field.
• Les auteurs distinguent trois types d’ateliers pédagogiques en fonction de leurs cibles respectives : a) l’atelier de production a comme cible une réalisation commune ; b) l’atelier de formation, type apprentissage, vise l’acquisition d’habiletés et c) l’atelier de formation, type exploration, a comme objectif des prises de conscience ou des changements d’attitudes. • Les adultes apprennent de façon plus efficace lorsqu’ils identifient, explicitement et d’emblée, l’utilité, à court terme, de ce qu’ils ont à acquérir ou la tâche précise qu’ils pourront mieux accomplir au terme de leur apprentissage. • Le corps de l’atelier de formation consiste à faire vivre aux participants une expérience pertinente, en lien avec les apprentissages ou les changements visés, au moyen d’exercices minutieusement planifiés. • Cette expérimentation basée sur la pratique doit s’associer à la réflexion pendant et après l’action pour permettre une compréhension et une éventuelle modification des schèmes conceptuels préexistants et, ultérieurement, un changement de pratique. • Le déroulement de l’atelier doit allouer aux participants plus de temps de travail actif à résoudre des problèmes et à générer des solutions que de temps d’écoute des animateurs ; ceux-ci aident le groupe en partageant brièvement leurs expériences professionnelles en tant que modèles de rôle. • La planification d’un atelier par des novices dans le domaine requiert le soutien d’un consultant expert en conception d’ateliers. Cette démarche guidée est une excellente activité de formation professorale pour le planificateur de l’atelier. • The authors distinguish three types of educational workshops according to their respective goals: A) the production workshop aims at a common realization ; B) the learning workshop, as training, aims at developing skills ; C) the learning workshop, as experimentation, aims at awareness or change of attitudes. • Adults learn more efficiently when informed from the start of the short term usefulness of what they need to acquire or what specific task they will be able to better accomplish at the end of the learning. • The main part of the learning workshop allows the participants a significant experience linked to the skills or changes aimed through meticulously planned exercises. • This real practice-based experimentation must be associated to a reflexion during and after the action to allow an understanding and a possible modification of the pre-existing conceptual frameworks and, ultimately, a change in practice. • The planning of the workshop sequence must allow more work time for the participants in solving problems and generating solutions rather than listening to the facilitators ; they help the group in briefly exchanging their professional experiences as role models. • To plan a workshop, beginners in the field require the support of an expert consultant in workshop’s designing. Working with a consultant is an excellent faculty development opportunity for the workshop planner.
A 1-day workshop, consisting of five sections with small group discussions and opportunities for practical application of participants' knowledge, was developed to enhance the teaching skills of practicing surgeons. Immediate and long-term follow-up surveys were completed by the participants.
Post-workshop evaluations were obtained from all participants who took the workshop; follow-up surveys were mailed 4 to 6 months later.
Workshop quality was rated as good (25%) or excellent (75%) by all participants. Follow-up survey results indicated that many participants had rarely/never utilized cited references, looked for additional resources on specific topics, or referred to the section syllabus/handout materials provided during the workshop. However, 100% of the participant respondents reported that they had changed the way they teach as a result of their workshop attendance.
An abbreviated course on surgical education can result in long-term changes in the participants' perceptions of their teaching practices. Further study is required to determine if these perceived changes in teaching practices, which the participants have directly attributed to their workshop attendance, have resulted in measurable improvement in their effectiveness and efficiency as teachers.
One of the primary responsibilities of radiation safety officers and staff is to maintain a continuing learning environment for their businesses and institutions. In the current business climate, there continues to be a trend for shorter and shorter training classes for regulatory-required radiation safety training. The "workshop" has often been utilized to assist in providing information, required training, awareness issues, as well as a forum for question and answer periods in a shorter (e.g., 1-4 h) format. In an effort to facilitate more effective workshops, a literature review of basic adult learning theories and research was performed. This review identified four adult learning inquiry areas that encompass various assumptions, theories, processes, and practical approaches as well as research areas. Each of these areas of inquiry is discussed, compared, contrasted, and summarized. From this evaluation, key principles related to educating adults in a workshop environment are identified. This collection of concepts can be considered and practically applied when developing radiation safety learning workshops.
Many educators have had little or no preparation in the design, delivery or evaluation of workshops.
This faculty development intervention consisted of a faculty development workshop on Developing Successful Workshops; a workbook to guide independent study; and peer consultations. Program evaluation included immediate and delayed post-workshop evaluations, tracking of site-specific activities, and assessment of self-perceived efficacy.
Participants found the workshop very useful, highlighting the assessment of learner needs, goal-setting, "matching" of objectives to content and methods, and use of a structured framework as most beneficial. Nine months after the intervention, seven of eleven participants had conducted a workshop in their own settings. Self-assessment of skills in workshop design also increased.
A workshop on Developing Successful Workshops can help participants to understand the principles of workshop design and delivery.
Kayes considers the options C linical teaching is an integral part of the work-ing lives of medical staff in hospital and in primary care. Good Medical Practice outlines the obligation and commitment for all medically qualified practitioners to teach both postgraduate trainees and undergraduate medical students. 1 This principle can be extrapolated to include other medical professionals, from nursing staff and physiotherapists to pharmacists and biotechnicians. However, teaching is an unfamiliar skill and many will recall their reticence when asked to teach at short notice or the trepidation of standing in front of a group of strangers eager to learn (or not). We have to balance our clinical commitments with the responsibility of delivering high quality learning experi-ences. In this article I review the skills and techniques that can optimise learning and avoid the panic of last minute teaching sessions. Identifying learning objectives and the target audience Establishing a link with your students is crucial for developing and fostering a keen teacher-learner relation-ship. We all remember the woeful underperformers from our own undergraduate days, but too often we fall into the same trap delivering poor and uninspiring sessions. Understanding the basic curriculum and identifying the key learning objectives for a session will help establish the levels of teaching required, thus keeping the stu-dents involved in the learning tasks. By referring back to key objectives, we can help to reinforce the important facts and identify areas of misinterpretation or error.
Traditional theories about learning and teaching are described and contrasted with emerging theories about adult learning. The historical development of andragogy is outlined, and new appendices examine the life problems of American adults and Westinghouse Corporation's andragogical executive forum. Guidelines for the use of learning contracts and a core competency diagnostic and planning guide are also presented. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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