Retreat summary, best practices, and pitfalls
| Category | Description |
|---|---|
| Objective | (1) Ensure engagement |
| (a) Active Learning | |
| (2) Specifically crafted activities | |
| (a) Emphasis on quantitative literacy | |
| Action | (1) Buy-in through personalized project |
| (a) Experimental design and statistics workshop | |
| (b) Poster presentation with quantitative emphasis | |
| (2) Retreat activities | |
| (a) Alternate active learning with passive lectures | |
| (3) Reflection and follow-up | |
| (a) Postretreat trainee meeting | |
| (b) Satisfaction survey | |
| Best practices | (1) Breakout rooms |
| (a) Enables direct engagement between speakers and trainees | |
| (b) Provided safer space for involvement of everyone | |
| (2) Breakup of passive and active learning | |
| (a) Schedule lectures before and after breakout rooms with a small group format | |
| Potential pitfalls | (1) Overwhelming and/or impromptu activities |
| (a) Preretreat data workshop requires a lot of organization and familiarity between trainees and the quantitative literacy expert | |
| (2) Breakout rooms functioning as lectures | |
| (a) Breakout rooms not designed around active learning principles were rated much lower with less buy-in | |
| (3) End of retreat panel discussion | |
| (a) Minimized audience participation | |
| (b) Incentivized only the most senior/extroverted to speak | |
| (4) Lack of diversity | |
| (a) Retreats missing gender, racial, and patient diversity lack critical perspectives |
A summary of the objectives we had for the retreat, the actions we took to achieve those objectives, and what we found to be the best practices and potential pitfalls.