Jan Larsen, MD, was looking forward to the up-to-date information on current concepts and advancements in cardiovascular disease he would learn about at an upcoming cardiovascular conference. What he expected was spending a long day listening to lectures and participating in a few breakout sessions. Little did he know that, as he entered his first session, he would see a table with a collection of 150 objects and be asked to pick one that represented his background, history, or family heritage.

He walked around the table, examining the objects. He considered a pine cone, a seashell, a deck of cards, a small trophy, an army tank, and embroidery thread, before picking up an earring. He then joined the other participants, who rather than sitting in rows in front of the lecture podium, were seated in groups of eight at large round tables.

As the remaining attendees chose objects and found seats at the tables, the facilitator asked participants to take turns explaining why they chose their objects. Jan, who was the first to talk, explained that the earring reminded him of his grandmother who had emigrated to the United States from Denmark. She was an elderly woman when he was a little boy, and she loved telling him stories about the war.

One of the family stories he particularly treasured was about how her family had hidden Emile, a young Jewish man, in their barn for two weeks until he was able to flee Poland during World War II. Jan said that Emile later reconnected with the family and became a physician in the U.S. He then placed the earring in the center of the table.

The rest of the participants at the table took turns sharing their stories, placing their objects in the center of the table as they finished. The last person to share was George, a colleague of Jan’s, whom Jan had always thought of as being rather distant. George sat quietly for a few moments before beginning to tell his story; in his hands was a small piece of parchment paper. George took a deep breath, then told how his grandfather, who had recently passed away, had survived a concentration camp. He hadn’t planned on sharing that story, but Jan’s telling of his family’s bravery had moved him to tell it. Before the conference, there was no real connection between the two, but now they had discovered that they shared a common bond.

This is just one example of how stories allow participants to connect in ways that can be very powerful. When you begin a conference session using interactive experiences that engage participants, you provide a foundation where real learning, trust, and collaboration can happen. In fact, we believe engaging adult learners interactively is just as important to effective adult learning as is ensuring their safety and security.

While CME providers understand that interactive learning is preferred, it can be challenging to create stimulating activities. Here are four methods you can use to ramp up your offerings: films, live theater, hands-on learning activities, and clinical simulation.

Sidebars:
Film Sources
Step-By-Step Guide to Creating Micro-Scenarios