Tufts Health Care Institute (THCI) asked faculty members to address specific themes and topics. The following are guidelines we applied to engage individual presenters in the context of the overall course and to aid them in developing their presentations.
Share the overall course goals and agenda, and help each faculty member to identify the learning objectives of his or her session.
If the attendees were surveyed about their health care system knowledge and attitudes before the course, then share the results with the faculty.
Invite presenters to address their topics both broadly—from the perspective of the overall health care system—and more specifically—from the perspective of their roles and organizations. For example, regarding quality improvement, what are the major strategies and initiatives being proposed nationally, and what is the presenter’s organization doing locally?
Note that presenters from different sectors and organizations are likely to frame the larger issues (cost, quality, access) in similar terms, with similar data. While this results in some duplication during the program, it reinforces major challenges and goals in the U.S. health care system, and it highlights common concerns among all health care stakeholders and sectors.
Ask presenters to consider the perspectives and needs of the learners, i.e., residents who will soon be entering practice. Presenters, who may or may not be care providers, should discuss how the content and conclusions of their presentations may impact practicing physicians, now and in the future.
Have presenters speak briefly about their own career paths, which led to their present positions, especially if they are physicians.
THCI’s four-day course included a lunch roundtable with several physician managers. These physician leaders spoke about their career paths, their evolution from patient-based practice to population-based health care, and their current responsibilities. Several resident attendees indicated that they either came to the Mini-Rotation with some interest in health care management roles, or they left the course seeing this as a potential option.
Remind presenters to leave time in their sessions for questions and discussion.
Work with faculty on their presentations as necessary. THCI worked with faculty on their presentation slides if requested. We included hard copies of presenters’ slides in the coursebook.
Invite faculty to bring relevant materials (e.g., brochures about their organizations; sample, de-identified patient handouts; provider reports).
Ask faculty for recommendations on articles or reports relevant to their topic. THCI included both a general bibliography and session-specific readings in the coursebook.
Collect a biosketch from each presenter to give to the attendees. If presenters were willing, their direct contact information was also provided.
Begin the speaker recruitment process early, to allow enough lead time both to get on busy professionals’ schedules and to manage the required dialogue with them, related to their presentations and requested materials. For a program that took place in August, we lined up the speakers in March and April. We created and circulated a schedule with due dates for their materials (slides, bios, etc.) that took into account the necessary steps for review, revisions and coursebook preparation.
Manage logistics: e.g., contact information; location of the course and parking; release forms for photos and/or videos.