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AACH 29 th Annual ENRICH Course

AACH 29 th Annual ENRICH Course. Changing the Conversation in Healthcare: Appreciative Practice in Action Course Directors Calvin Chou Julie Haizlip Natalie May. Introduction to AACH: American Academy on Communication in Healthcare. AACH: mission.

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AACH 29 th Annual ENRICH Course

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  1. AACH 29th Annual ENRICH Course Changing the Conversation in Healthcare: Appreciative Practice in Action Course Directors Calvin Chou Julie Haizlip Natalie May

  2. Introduction to AACH: American Academy on Communication in Healthcare

  3. AACH: mission AACH improves healthcare through education, research, and practice that focuses on communication and relationships with patients, families, and healthcare teams. .

  4. AACH: activities Education • Faculty development courses – training faculty and/or trainers • Continuing education programs – skills based workshops • E-learning / doc.com Research • Annual Research Forum in even # years • International Conference on Communication in Healthcare in odd # years • Putnam Scholars

  5. AACH: history 1978 - Task Force on Physician-Patient Communication – formed 1982 - First Annual Faculty Dev Course 1980’s - Facilitator in training (FIT) program 1980’s - First Research Forum 1992 - American Academy on Physician and Patient – non-profit 2007 - Name change - American Academy on Communication in Healthcare

  6. AACH: people • 28 years of faculty development: over 3000 total participants • Members - 500 • FITs (Facilitators in Training) – 13 • FIT-1: co-participants with additional tasks, learning goals that include eventual facilitation • FIT-2: co-facilitators • FIT-3: advanced co-facilitators • Faculty – 75

  7. Orientation to ENRICH Enriching Relationships and Communication in Healthcare

  8. Our goals for this course • To enrich your knowledge of, and facility with, communication and interactive skills that will: • Enhance your clinical practice and teaching • Improve performance of teams on which you participate, as member or leader

  9. Approaches • Cognitive (Knowledge) • Affective (Attitudes) • Behavior (Skills)

  10. Knowledge • Increase knowledge of approaches and theory

  11. Attitudes • Enhance awareness through self-reflection and hearing common experiences of colleagues

  12. Skills • Practice new approaches, particularly those that may not feel particularly comfortable, in a safe environment

  13. Daily announcements and check-ins: 8:30 am

  14. Assembly Sessions (K, A)

  15. Workshop Tracks (K, A, S)

  16. Four Workshop Tracks • Relationship-centered communication • The art of communication and the electronic medical record • An appreciative approach to effective team building • Wisdom through adversity: Professional renewal and learning from medical errors

  17. In all workshop tracks: Each session builds on the previous: we ask your commitment to stay with one track Content & approaches of workshops are similar; applying different lenses

  18. Learning Groups (K,A,S)

  19. Objectives of learning/ personal awareness groups • To clarify strengths as a clinician, colleague, teacher, teammate, leader • To learn how to manage emotions and maintain appropriate boundaries with patients, team members and/or learners • To increase awareness of our impact on others, and of others’ impact on us • To work on skills of communication and interaction that enhance professional practice

  20. Types of personal awareness groups • Integrated • Leadership • Case-based • Narrative • Family of Origin

  21. Process of Learning Groups • Self-directed learning: you will set your own learning goals • Learning group will help you achieve those goals • Increase personal awareness through the process

  22. Resources in learning groups • Faculty / FITs: create safe environment for experimentation and growth for your unique learning needs • Videotaping • Fellow participants

  23. Project Groups (K, A, S)

  24. Project groups • Open-space / self- defined learning activity • Presentations on Tuesday, 10 am

  25. Homework: Write learning goals Consider your professional roles: clinician, teacher, team member, leader. By the end of the course: • What do you want to know that you do not currently know? • What do you need to be aware of so you can respond constructively to emotions - yours and others’? • What behaviors do you want to do that you currently are not?

  26. Homework Some prompts to help develop objectives: • What feedback you have received from patients, learners, team members, etc? • What strengths would you like to bolster? • What challenges and frustrations would you like to work on? • How do the assembly and workshop topics identify what you could work on?

  27. Example • To find and practice a more effective approach to patients who do not adhere to their medical treatment regimen

  28. Who to contact with questions • Course faculty • UVA staff

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