Clinical Project Management

Taking class room training to the next level

Learning is more than receiving information in a class room setting. With the new Diploma in Clinical Project Management Atrium has joined forces with IMPLEMENT Consulting Group. Different learning styles are taken into consideration and a good balance between theory, practice, discussion and reflection has been built into the programme. Come along for a day at our Clinical Project Management and experience how.

The energy in the room is high and there is a friendly and relaxed atmosphere with conversations and laughing going on. It’s right after lunch which is normally the low-energy time of day, but not here. It’s the first day of the second module of the Diploma in Clinical Project Management.

Extended Focus on ”the Flow”

This programme has been designed with extended awareness of the flow of each session throughout the day. In close cooperation with IMPLEMENT, we have developed this programme with an ambition to challenge the ordinary and take class room training to the next level.

“We already have much focus on teaching skills. Learning new things is so much more than being presented to new information. The experts who teach at our courses know that, and we also host workshops for them as an inspiration and invitation for them to learn and develop as a teacher. However, with the Clinical Project Management Programme we decided to take it one step further. As we challenge our trainers we also challenge ourselves. We stretch to always become better and deliver on our promise to offer valuable learning experiences that help our participants advance professionally. That’s why we decided to team up with IMPLEMENT on the Diploma in Clinical Project Management,” Gitte Hornemann Møller Programme Director at Atrium explains.

Close Cooperation With External Experts

Gitte has worked closely with Louisa Menne Martini, Director in IMPLEMENT Learning Institute, on designing the Diploma in Clinical Project Management. Louisa also has an active role as one of the Course Leaders of the two consecutive Project Management modules.

Back in the classroom: People are now seated, and Louisa introduces the afternoon programme. This module addresses the softer aspects of project management and on the agenda right now is different ways of thinking depending on personal preferences. Louisa introduces a relevant model and spices up the theory with a personal story. The participants laugh, and some share their stories with the rest of the group. There are no powerpoint presentation, so Louisa uses flip charts and having gone through the basics of the model, she hands out stickers with illustrations and key-take-aways for people to stick in their personal notebooks and add their own comments.
 

 
Learning with Impact

Even if there is a relaxed atmosphere, everything that happens is very well orchestrated. Louisa relates the material to her own life, the participants join in, the writing on posters and the personal note taking. It’s all part of a plan to ensure learning with impact.

“When I share a discussion, I had with my husband during Christmas break, it’s not because the participants need to know about my personal life. Or when I reference an experience I had with a colleague. My reason for doing that is to both make a safe space – when I’ve shared it’s easier for everyone else to share – and to make the theory relatable. When I share and people in the group share, everyone starts to reflect on how the theory and the model relates to their own experiences. Also, we know from research that people cannot take in information for more than 20 minutes. An engaging and varied training method is key,” Louisa explains.

Training rather than teaching

Back in the classroom: Now that the participants know the theory and the dynamics of the model it is time to get up and start practicing. A set of exercises take them through the process of experiencing how the model applies to themselves individually, leading to grouped discussions of the various personality types and how they play out in project constellations. Each group gives a short presentation in plenum which inspires more questions and new insights.    

“We always leave room for personal reflection. The better people can relate the theory to their daily lives the stickier their new knowledge will be. And then we plan a mix of presentation in plenum, group and plenary discussions, case exercises and exchange of experience. In IMPLEMENT we have a clear distinction between “teaching” and “training.” In “training,” there is an element of something active and the participants’ learning is in focus.  All activities – the training - throughout the day are planned to assure applicable learnings for the participants,” Louisa explains.

Before and after class room training

Undoubtedly the training in the classroom is important. However, research shows that what happens before and after the class room training is even more essential for the impact of what is being taught. Therefore, the participants have been engaged with inspirational e-learning, articles and questions even before the programme started. Between the two modules the participants are encouraged to apply the new tools and reflections in their daily work. Finally, a home assignment a month after the second module invites the participants to revisit their learning and share how they have applied the hard and soft skills in their clinical project management routines.

Learn more about our Diploma in Clinical Project Management Click here