Forum Session Types
The Forum aims to create a learning community that fosters scholarship, interprofessional collaboration, and the advancement of relationship-centered care.  The educational activities offered include oral abstract sessions, a poster session, special interest groups, workshops, and Meet the Professor sessions.

Oral Presentations: Accepted oral presentations will be grouped into 90-minute sessions based on topics/themes*. Unless you are notified otherwise, oral presentations will be 15 minutes, divided into a 10-minute presentation with 5 minutes for questions and comments. A moderator will facilitate each session. Laptops and LCD projectors will be available to support PowerPoint presentations.

Poster Presentations: Poster sessions are designed for focused interaction between presenters and other delegates. All posters will be presented during a designated session. While you are encouraged to view other posters during the session, we request that at least one author staff your poster for most of the session, so that you can interact with Forum attendees visiting your poster.

Workshops: Workshop are 90-minute interactive sessions requiring active participation.  Participants should be expected to actively contribute and have the opportunity to practice ideas or skills within the workshop, and didactic portions of the workshop should be limited. Workshops should promote experiential learning through application, practice, feedback and peer interaction. Group activities and handouts are used to engage participants and enable them to apply the skills acquired in the workshop in their own institutions. 
Laptops and LCD projectors will be available to support PowerPoint presentations.

Interest Groups: Interest groups are 60-minute gatherings of individuals with similar interests and needs for sharing ideas and/or resources or to initiate or continue collaborative work (established groups are welcome). Interest groups provide opportunities for open discussion and creativity in a more informal and less structured setting. 

*Topics at this year’s Forum will include:
  • Teaching and evaluating clinical communication skills
  • Patient education and health behavior change
  • Shared decision-making and patient/family engagement
  • Patient-Centered Medical Home
  • Community-based research
  • Humanities, ethics, and professionalism
  • Research methodology
  • Technology and social media
  • Risk communication and medical decision-making>
  • Underserved populations and health disparities
  • Diversity and cross-cultural communication
  • Linguistics and sociolinguistics
  • Communication in quality and safety
  • Implementation science and knowledge translation in health communication
  • Team and inter-professional communication
  • Other communication-related topics
ENRICH Session Types
June 16-19, 2016 Yale University  |  New Haven, CT

ENRICH is a unique course featuring a variety of learning activities designed to enhance knowledge, skills and attitudes needed to practice and teach relationship-centered communication skills and appreciative inquiry for clinical quality, patient safety, and patients' experience of care.

The primary design is a learner-centered model in which participants choose individual and collective objectives and develop a means of achieving them with the guidance of course faculty.

Learning Groups

Because our skills are indelibly linked to what we bring to interpersonal interactions as unique individuals, personal awareness work is a unique learning opportunity offered at this course.  A significant portion of the course (four sessions totaling 11.75 hours) is dedicated to learning group time, in which attendees are placed in small groups facilitated by AACH faculty. Attendees remain in the same learning group for the entire course, so relationships are formed the absence of any group member can negatively affect the cohesion of the group.  Skipping sessions or leaving early has proven to dramatically take away from an individual's experience at the course, and also the experience of their group members.  For this reason, all attendees are strongly encouraged to attend and full participate in ALL sessions for the entire course.  

The goal of these learning groups is to provide a learner-centered venue where each participant will clarify her/his own learning goals in interpersonal and communication skills, personal awareness, and reflection. Trained AACH facilitators and fellow group participants will collaborate to fashion exercises that will help accomplish those goals. These goals may involve enhancing one’s relationships with patients, colleagues, or other team members; processing through challenges in interpersonal relationships and formulating approaches for further management; or, for intact teams that may come to the course, understanding and improving the team‐building process and team function. These groups have low learner to faculty ratios and present a unique opportunity to address challenging communication scenarios, to practice skills learned in course workshops, and to receive feedback from faculty and peers.  In the learning groups, learner safety is key to support learning. 

We offer several options for personal awareness learning, so that you may choose one that meets your learning needs and style.  A basic description of each learning group is provided below.
For first-time attendees to ENRICH, we recommend the integrated groups, since these are the most flexible, adaptable, and fundamental groups we offer. Groups of people from the same organization should register for the 'intact team' groups (minimum 5 participants).

Combined exploration of personal awareness and skills learning The Medical Interview Teachers Association (MITA), a British group whose mission is similar to that of AACH, developed this model, whose working assumption is that personal awareness issues are best addressed in the context of daily work, rather than at specified times in a curriculum. As an example, imagine that during a discussion of an interview, the interviewer comments on the frustration s/he feels when coping with patients who somatize. This “integrated” group might decide to not only discuss and/or role play useful skills for helping with patients who somatize, but also choose to reflect on the source of the interviewer’s frustration and how to cope with such feelings. Since emotions frequently arise when working with patients and learners, there are plentiful opportunities to explore this domain throughout the week. This group has the flexibility to divide into whatever configurations and for whatever length of time it determines will properly balance the skills learning goals of the participants with the personal awareness goals.AACH integrated groups are composed of 6-7 course participants, a faculty facilitator, and up to 2 co-facilitators.

Why pursue personal awareness?
Personal awareness (PA) is central to effective teaching and clinical practice. Self‐reflection is the basis of both personal growth and practice improvement. Clinicians solve problems by applying learning from previous experiences to current clinical dilemmas “automatically,” without conscious direction of thought. We know little about whether the same process occurs when we face relational, psychosocial or affective dilemmas. Feelings evoked by work with patients and students are among the most intimate and exhilarating or difficult that people face. We are all aware of barriers to self‐reflection, such as time pressures, predominance of the biomedical model, physicians’ and educators need for compartmentalization for survival, and burnout. It is becoming increasingly clear that if we leave feelings unexamined, they can become additional barriers to effective patient care or to competent teaching. One cornerstone of professionalism is to integrate our affective experiences in order to foster personal learning with subsequent benefits to our patients and students. Few chances for this kind of exploration and integration exist in traditional medical education.

Personal awareness groups are opportunities for conversation about meaningful events (either from work at home with patients and students or from events within the course), and the effect of the feelings these events evoke on the work of health care provision, teaching, job satisfaction, and learning within the course. All AACH personal awareness groups use as their essential model the teachings of Carl Rogers (widely recognized as the founder of the person‐centered approach, the basis of many applications in education, group/organizational
work, and counseling) and follow three group principles to create trust and safety that support personal discussion:
  • the conversation of the group remains confidential ‐ what is said in the group should remain within the group
  • each participant decides how much or how little to say, and says as much or as little as s/he wishes
  • each participant speaks for him/herself, not for others

Workshop Tracks

Workshops are structured as tracks consisting of four 90-minute sessions.  Because the workshop content builds on previous sessions, participants select one track to attend for the duration of the course.  We realize it can me challenging to select just one track, but participants will get access to the materials shared in all of the tracks and there are plenty of opportunities for cross-talk with others who are attending different tracks.

Workshops include presentations, as well as active skills practice in the form of role-plays and many times as small group break outs.

Workshop topics include: Relationship-centered Communication, Interprofessional Teams, Coaching and Remediation, and Share Decision Making.

Click here for a detailed description of each workshop. 
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