8:30 a.m. to Noon | South Campus Center, Room 316-R

Sixteen billion dollars is the estimated amount that the pharmaceutical industry spends each year on marketing to influence the attitudes, knowledge and behaviors of physicians, nurse practitioners, physician assistants, and pharmacists in their prescribing for patients.

The goal of providers is to prescribe the most appropriate medication for patients. The goal of industry is to make sure that the medication prescribed is their product, whether or not it's the optimal choice. Most of us getting information from pharmaceutical industry or its representatives consider ourselves immune to its influence. But the CEOs of these businesses are neither philanthropists nor stupid.  The pharmaceutical industry conducts outcome studies on their advertising campaigns as they do now on their medications. 

Our greatest concern is not the marketing practices of the pharmaceutical industry or the lobbying for them done by the pharmaceutical (drug) representatives, who are just doing their jobs.  The question that we care most about is: how can we in the health care community become more aware of how our prescribing practices can be influenced by pharmaceutical marketing, in order to assure that we are practicing the best medicine for our patients?

The workshop will use slideshows, award winning videos and interactive exercises to relate information on direct to consumer adverting, direct marketing to health care professionals and industry sponsored research and continuing education. 

By the end of this program participants will be able to:

1. Define Direct to Consumer Advertising (DTCA) & its impact on clinical practice
2. Describe an intentional communication approach to convert DTCA into an opportunity for better clinical practice
3. Use patient education tools to help patients be more informed consumers of pharmaceutical marketing
4. List techniques of persuasion used in promotional material by the pharmaceutical industry including free samples as an example
5.  Explain the methods of influence by industry sponsored medical research including ghostwriting and seeding trials
6. Relate the approaches used in industry sponsored continuing education using the Vioxx information as an example

The material in this workshop is derived from the work of investigators funded by a grant from state Attorneys General Division of Consumer and Prescriber Education Grant Program which is funded by the multistate settlement of consumer fraud claims regarding the marketing of the prescription drug Neurontin.

Investigators included:

Internal  Medicine

• Linda Pinsky, Principal Investigator
• Rick Deyo

Pharmacy

• Tom Hazlet

Nursing & Ethics

• Sarah Shannon

Business

• Mary Anne Odegaard

Dean's Office

• Marge Weinrich
• Harry Kimball

Filmmaker

• Michelle Mansfield

UW faculty presenter:

Linda Pinsky, MD

8:30 a.m.to Noon | South Campus Center, Room 316-R

Although the Teachers Portfolio is an important document in the promotion process for clincian educators, there is little guidance available for clinician educators regarding the content or the preparation of the portfolio.  The purpose of our workshop is to address this problem and to develop and framework which clinician educations can use to enhance the usefulnees of thier teaching portfolios in the promotions process. We will discuss the current state of practice and knowledge about the teaching portfolio within the School of Medicine at the University of Washington.  Participants will leave with a portfolio template and enhanced skills in composing and assembling this important part of merit documentation and faculty promotion.

Participants will learn to:

• identify the purpose and importance of the teacher's portfolio.
• define "educational scholarship" and apply this concept to their portfolio.
• start constructing their own teacher's portfolio.
• craft an effective teaching philosophy statement.

Faculty Presenters:

Select members of the 2006-07 UW "Teaching Scholars" cohort:  Helen Emery, MD, Andrew Luks, MD, Gregg Meekins, MD, Mark Whipple, MD and Michi Yukawa, MD.

8:30 a.m. to Noon | South Campus Center, Room 316-L

"Good teaching cannot be equated with technique. It comes from the integrity of the teacher, from his or her relation to subject and students, from the capricious chemistry of it all." Parker J Palmer

Teaching can be a confounding mixture of demands and delights.  The pressure on an educator to keep up-to-date can obscure the importance of attending to the quality of the human interactions that are crucial to good teaching.  But even in the midst of the oft-times overwhelming demands placed on instructors, there is also the delight associated with a student's "Aha!"   When educators bring their heads, their hands and their hearts to the endeavour of teaching and learning, they will be more effective teachers.   Part of bringing all of oneself to the act of teaching involves a willingness to identify and honor one's gifts while at the same time acknowledging one's limits.

"Courage to Teach" is based on the work of Parker Palmer, author of A Hidden Wholeness and Courage to Teach.  Through small group dialogue, guided self-reflection, poetry and silence, this workshop will serve as an introduction to techniques that support one's Courage to Teach. It will allow time to reconnect who we are with what we do so that we can approach our lives and our work with renewed passion, commitment, and integrity.

The goals of this workshop are to:

• Reflect on the meaning of good teaching
• Explore connections between "who we are" and "how we teach"
• Help educators create trusting relationships with their students and colleagues
• Provide an opportunity to renew a professional educator's heart, mind and spirit

Invited Guest Speaker:

Karen Harding (from Pierce College) "Courage to Teach" from Parker Palmer's book/materials

8:00-4:00 | Center for Urban Horticulture

Please contact Barbara Mahoney for details and to sign up for part or all of this 2 day workshop at This e-mail address is being protected from spambots. You need JavaScript enabled to view it or 206-543-7718.

8:30 a.m. to Noon | South Campus Center, Room 316-R

Giving feedback to learners in difficulty presents challenges to virtually every teacher in the health professions.  In this interactive faculty development workshop, participants will explore different approaches to providing feedback, including the "INSIGHT" model studied in the Bringing Education & Service Together (BEST) randomized trial* at the University of California, Irvine School of Medicine.  Workshop leader, Elizabeth Morrison, M.D., M.S.Ed. will use her experience leading faculty development sessions across the U.S. and internationally to help attendees achieve their goals for working with a variety of medical learners.  Through small-group discussions and "hands on" exercises, participating teachers will have opportunities to try and discuss new approaches while receiving individualized feedback.

Upon completion of this educational activity, participants will be able to:

1. List the seven steps of the "INSIGHT" approach to giving feedback.
2. Apply these skills to clinical teaching encounters with residents and students.
3. Give detailed and constructive feedback to a variety of medical learners.

Invited Guest Speaker:

Elizabeth Morrison (former Associate Dean, UC Irvine School of Medicine.  Currently in private practice as a neurologist in Bellingham)

* Morrison EH, Rucker L, Boker JR, Gabbert CC, Hubbell FA, Hitchcock MA, Prislin MD. The effect of a 13-hour curriculum to improve residents' teaching skills: a randomized trial. Ann Intern Med. 2004;141:257-263.