From our combined experience over many years in training doctors and  healthcare professionals, working in healthcare, and training actors, we have discovered that there  are progressive techniques that are extremely useful in training the ‘performativity’ of doctors and healthcare professionals. In this workshop we propose to creatively outline and share some of these techniques and ideas.

Participants attending the workshop will be introduced to performance techniques that they can adopt in their professional lives. Participants will also have the opportunity to theorise and practise theory through active discourse and the introduction to actor training techniques such as the 'Six Directions of Space'. These techniques engender embodied empathetic skills as lived experience and provide a greater facility and ease in interacting as a health care professionals.

We contend that this ‘new’ work provides an effective means for training doctors and healthcare practitioners to relate to, and support their patients, and to meet 21st century demands.

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The ability to take ethical decisions appropriately (i.e. ethical reasoning ability), is perhaps as important as the ability to take clinical decisions (i.e. clinical reasoning ability), in delivering patient-centred, comprehensive healthcare.  This is so, not only for medical professionals, but also for allied health professionals.
Although health professions education has extensively researched into the teaching, learning and assessment of clinical reasoning, proportionately scant attention has been paid to ethical reasoning. Since the cognitive processes involved in both clinical and ethical reasoning have distinct similarities, the current advances in clinical reasoning could be utilized to strengthen the teaching, learning and assessment of ethical reasoning. As assessment drives learning, sound assessment of ethical reasoning is, arguably, a potent method of ensuring that the students learn and practice the art and science of ethical reasoning.
The Script Concordance Test (SCT) has been used in the past mainly to assess the clinical reasoning ability. To assess ethical reasoning, however, there is no universally accepted, valid and reliable tool. This workshop explores the possibility of using the SCT to assess ethical reasoning.
During this interactive, learner-driven workshop, the participants, in small groups, will be taken through the steps of developing an SCT item to assess ethical reasoning. Thus, as the main outcome, the participants, at the end of workshop, would have developed at least one complete SCT item that assesses ethical reasoning. As such, following are the objectives of the workshop.
At the end of the workshop, the participant should be able to:

1. Define ethical reasoning.
2. Compare clinical reasoning with ethical reasoning.
3. Analyze how best ethical reasoning could be assessed.
4. Explain the key steps of developing an SCT item.
5. Develop an SCT item that assesses ethical reasoning, together with its scoring rubric.

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Blueprint or the table of specification is the only feasible way of ensuring content validity of an examination. Systematic approach to blueprint development ensures examination questions represent curriculum outcomes and competencies adequately and logically. It also ensures that the examination captures the intention of curriculum. Yet, there is no one prescribed way of developing blueprint. Each blueprint is unique for that particular examination.

In this hands-on workshop our intention is to recognize the importance of blueprint as an essential tool in examination development and quality assurance and to develop blueprint for a given examination. This will be a practical oriented workshop with group participation. Kindly bring an example of course specifications that you are involved. In addition, it is recommended that you bring your own laptop for the group work.

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Creativity can fuel our field to new heights and help us find new strategies to effectively manage the challenges in a forever changing world.  It is an important quality of individuals as well as institutions, and we need to be more fully aware of what helps and what hinders creativity in our daily work.

This workshop will start out with a reflection exercise, a trigger tape and a brief presentation about some theoretical concepts.  Subsequently participants will engage in a creativity exercise to explore thought processes and the influence of teams on creativity.  The second half of the workshop will focus on individual and institutional facilitators and barriers to creativity, and participants will engage in a mentoring exercise to apply the new insights and skills to their daily work.

By the end of the workshop participants should be able to:

• Describe some key elements of the creative process
• Identify personal and institutional factors that help and hinder creativity
• Mentor a colleague to become more creative
• Plan some actions that can enhance their creativity within the following 6 months

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Two of the essential elements of a world class education system are recruiting great people and training them well (human capital) and having “effective, enabling central department and agencies” (ref Sir Michael Barber’s Building Blocks of World Class Education Systems).  The objective of the workshop is to expound these two elements for education administration and how they have made a difference and will continue to make a difference to NUHS and NHG Education.

Program

Part 1 (45mins) – sharing of how NUH and NHG have built up/progressed their teams of Program Coordinators who support graduate medical education in the respective institutions. This covers developing the job description, job analysis, recruitment, reporting structure, performance management, etc… 

Part 2 (45 mins) – break up into groups to discuss & share common challenges that institutions  face with regards to education administration and how we have overcome it

Tea-Break – 30mins

Part 3 (30mins) – sharing by 2 Program Coordinators of their experience

Part 4 (30mins) – sharing by 2 Program Directors of how their Program Coordinators have supported them

Part 5 (1 hour) – how NUH and NHG have put in place a proper career structure and path for our Program Coordinators.

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The delivery of present patient-care is often multi-disciplinary in nature and involves close collaboration between different healthcare professionals. However, the training programs at present are mostly still focused on individual professional training rather than leveraging on Interprofessional collaborative learning. Interprofessional education (IPE) programs aim to increase the collaborative abilities of practitioners. This workshop introduces participants to the core concepts, principles, challenges and opportunities of IPE. It also provides a platform for participants to use an innovative model to develop IPE activities that address complex issues of curriculum development and achieve the goals of interprofessional education and those of individual professional training.

At the end of this workshop, participants will be able to:

1. Discuss the fundamental concepts, principles, challenges and opportunities related to interprofessional education (IPE)
2. Identify innovative ways to develop teaching-learning activities that focus on effective IPE learning among students.
3. Develop a contextual model to design IPE activities framed in terms of multi-disciplinary healthcare teams, patients, communities and health systems.

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A common teaching method adopted by many medical schools to teach the physical examination to their medical students is to begin by teaching them some 140 or so physical exam manoeuvres. Although students can master each examination manoeuvre through this learning process, it is not uncommon for them to have difficulty associating the manoeuvres with the meaning of specific clinical findings while sorting out a differential diagnosis. We developed a model teaching session for a Hypothesis-Driven Physical Examination (HDPE), in which the technical and cognitive aspects of physical examination are better integrated.

Intended outcomes
At the end of this workshop, participants will be able to facilitate a HDPE teaching session to teach the physical examination, along with clinical reasoning, to medical students.

Structure
First we will introduce the concept of a Hypothesis-Driven Physical Examination (HDPE). Second, the participants will watch a video for tutors in which a model of a small-group teaching session is described. Third, the participants will write a scenario for their own context and reflect on its application during a plenary. Finally, the preliminary HDPE-OSCE we developed will be introduced for student assessment.

Intended audience
Faculty members who teach and assess physical examination to medical students

Reference

• Nishigori H, Masuda K, Kikukawa M, Kawashima A, Yudkowsky R, Bordage G, Otaki J. A model teaching session for the Hypothesis-driven Physical Examination. Medical Teacher. 2011; 33: 410-417.
• Yudkowsky R, Otaki J, Lowenstein T, Riddle J, Nishigori H, Bordage G. A hypothesis-driven physical examination learning and assessment procedure for medical students: initial validity evidence. Medical Education. 2009; 43: 729-740.

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Mindfulness, based on eastern meditative practices, was first introduced in the health care setting to help patients with a variety of chronic disorders associated with pain, stress or anxiety. Instead of rejecting, ignoring or pushing away their difficulties, patients were trained to develop mindfulness i.e. being in the present moment to embrace bodily sensations, feelings and thoughts as they arise and to recognize them as transient phenomena. By doing this and also to paying attention mindfully to the daily activities which are normally taken for granted e.g. eating, walking, driving, patients were able to cope better with their illnesses, and importantly enhance quality of daily living by being more aware of the simple things which are normally taken for granted.

In recent years, the benefits of mindfulness have been seen in health care professionals who have undergone training in mindfulness. The results show health care professionals who engaged in mindful practice were more empathetic and able to develop well being and resilience thus leading to less stress, less burnout in clinical practice.
  
As a mindful practitioner myself, I am delighted to learn that mindfulness training is also being introduced in the educational sector in particular in both primary and secondary schools in the US.  Mindful teachers are more able to handle situations which otherwise would have caused worry or stress i.e. embracing and making best to what is out there, and students who have learnt mindful practice exercises are able to pay more attention and engage more fully in learning.

In this workshop, I will discuss the concept of and present some key literature on the benefits of mindfulness training, and share my experience in using mindfulness in teaching and learning activities.  I will also give a taster of mindfulness exercises which have been shown to help patients with chronic disorders, enabled health care professionals to be better carers, and make for better teachers and learners.

This workshop is suitable for anyone without any previous experience of mindfulness training - all is required is for participants to come with an open mind and a curiosity to explore on one's own and as part of the group in the workshop.

References

Baer, R.A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10, 125-143.

Chan, L.C. (2013). Mindfulness to Enhance Teaching and Learning. Cases on Quality Teaching Practices in Higher Education (Edited by Salter, D.J.) IGI Global.

Krasner, M.S., Epstein, R.M., Beckman, H., Suchman, A.L., Chapman, B., Mooney, C.J. & Quill, T.E. (2009).   Association of an educational program in mindful communication with burnout, empathy, and attitudes among primary care physicians.  JAMA, 302, 1284-1293.

Schoeberelin, D. with Sheth, S. (2009). Mindful teaching and teaching mindfulness: a guide for anyone who teaches anything. Boston, USA: Wisdom.

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¹ Faculty of Pharmacy, University of Surabaya, Indonesia
² Faculty of Health, Medicine, and Life Sciences, Maastricht University, The Netherlands

Although inter-professional collaboration is important for patient safety, effective collaboration can be difficult to achieve, especially in settings with a strong hierarchical or blame culture such as Southeast Asia. Hierarchy among professionals makes communication often challenging, especially if one needs to negotiate with one from a higher level of social hierarchy. Leary’s Rose is a model to map different positions that people can take in the negotiation process. It gives insight on how to create collaboration instead of opposition and to maintain equality and mutual respect in relationships among professionals. The assumption behind this tool is that the default reaction we intuitively choose is not always the most effective. Becoming aware of this default reaction makes it possible to choose to behave differently, in a more effective way.

This workshop will introduce the use of Leary’s Rose in a communication skills training session for health professionals. Participants will get opportunity to practice as teachers of communication skills training. Role-plays will be used to illustrate the negotiation process among professionals, for example between a young pharmacist and a senior doctor. The young pharmacist will play the role of patient advocate who has to negotiate patient’s interest to the senior doctor. During feedback, we will use Leary’s Rose to illustrate what goes on in the negotiation process and to find alternative approaches.

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Teaching and learning neurology can be intimidating for both teachers and learners. 'Neurophobia', a fear of clinical neurology, is a well-characterised phenomenon in undergraduate and graduate medical education.

This workshop is targeted towards those who teach clinical neurology, whether as part of neurosurgery, general medicine, or primary care / family medicine.

During this half day workshop, participants will learn about challenges in teaching and learning neurology. They will also learn and understand techniques that enhance learning of neurology. The workshop will also cover learning and assessment of the skill of neurological localization. This half-day workshop will be conducted interactively, and facilitators and participants will be invited to share their experiences.

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It has frequently been said that “the only constant is change”.  This is especially true in health professions education, as teachers, course directors, and other educational leaders attempt to promote change in undergraduate and postgraduate education. The goal of this session is to introduce participants to principles and notions of leadership1,2 as well as a framework for leading change3 that can be applied to the design and implementation of educational initiatives across the continuum of health professions education.  The framework for leading change incorporates eight steps: establishing a sense of urgency; forming a powerful guiding coalition; creating a vision; communicating a vision; empowering others to act on the vision; generating short-term wins; consolidating gains and producing more change; and anchoring new approaches in the culture.  Following an interactive plenary on leadership and change management, workshop participants will discuss several case studies and reflect on their leadership styles and skills prior to applying the framework for leading change to one of their own educational change initiatives (e.g., implementing a novel assessment strategy at the undergraduate level; incorporating core competencies into postgraduate education; developing new opportunities for continuing professional development). They will also discuss some of the challenges encountered in leading educational change and design an “action plan” that is relevant to their own contexts.  

1Kouzes JM, Posner BZ.  What Leaders Really Do.  San Francisco: Jossey-Bass, 2002.
2Bolman LG, Deal TE.  Reframing Organizations: Artistry, Choice and Leadership. San Francisco: Jossey-Bass, 1997.
3Kotter JP.  Leading Change.  Boston, MA: Harvard Business School Press; 1996.

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This ethics learning workshop will be held in conjunction with the launch of the Lien Foundation-supported, open-access online casebook entitled Making Difficult Decisions with Patients and Families: the Singapore Experience. This is a unique web-based teaching and learning resource collaboratively created by CBmE with Singapore healthcare practitioners and academic consultants from The Hastings Center, New York and The Ethox Centre, University of Oxford. The case-based method will be particularly useful for training junior clinicians, but can also be used in a variety of other settings. Cases are drawn from acute and community settings, and span a range of challenges of ethical decision-making relating to the care of young, adult and older patients.

Participants at this session will engage with the ethics of approaching difficult cases from the Making Difficult Decisions casebook, by discussing three examples in facilitated small groups.

Three themes will be covered:

• Healthcare decision-making involving seriously ill children
• Decisions involving patients with seriously impaired cognitive and/or communicative capacities
• Making long-term care decisions with chronically ill patients

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Background
Team-Based Learning (TBL) is gaining popularity in medical education, having been adopted as an instructional strategy by over 60 schools of medicine, dentistry, veterinary medicine and the allied health professions [1].  According to the TBL literature, designing a TBL course requires instructors to “think backward” or in other words, employ backwards design, an outcomes-based method of instructional design first popularized by Wiggins and McTighe [2]. However in reality course design in medical education does not usually start from a tabula rasa, but begins with an existing curriculum where content experts and accreditation bodies have already defined the topics to be covered and the learning outcomes to be achieved.  The Lee Kong Chian School of Medicine (LKCMedicine), Singapore’s newest medical school, has been developed jointly by Imperial College London (ICL) and Nanyang Technological University (NTU), Singapore. It has adapted the successful traditional  lecture-based curriculum at ICL and converted it to a TBL-based format.  This workshop will focus on how to design an innovative TBL course from the starting point of a traditional lecture-based curriculum. We will also discuss this from the perspective of international collaboration, both the additional opportunities that this brings, as well as the complexities and challenges. 

Intended outcomes

• To critically examine situational factors that influence course design and course goals
• To identify appropriate knowledge resources and tools to support students’ learning
• To identify and overcome barriers to implementation
• To engage with and apply a pragmatic course design framework for TBL to your own course
• To reflect on and learn from LKCMedicine’s experience of converting a traditional lecture-based curriculum to TBL

Structure (duration - 4 hours)

• Participants will be strategically grouped so that they can hear diverse views on course design from the other team members
• A brief introductory presentation on TBL, LKCMedicine and approaches to course design
• Teams will discuss the key challenges of designing a TBL course and the strengths and weaknesses of different approaches.
• Teams will propose course design frameworks and facilitators will refer to the experience of TBL course development at LKCMedicine

Who Should Attend
All medical educators considering implementing TBL can benefit from attending this course. The educational principles presented could be applied to designing a whole course curriculum, a course module or even a lecture.  It will be useful for workshop participants to have a basic understanding of the classroom processes and nomenclature of TBL.

References

• Parmelee D, Michaelsen LK, Cook S, Hudes PD. Med Teach. 2012; 34(5): e275-87 Team-based learning: a practical guide: AMEE guide no. 65.
• Wiggins G, McTighe J. 1998. Understanding by design. (Merrill Education/ ASCD College Textbook Series), ASCD, Alexandria, VA.

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This workshop will help participants acquire foundation knowledge and practice the basic facilitation skills needed to conduct an effective post-simulation debriefing. It will introduce the principles of post-simulation debriefing, the processes involved and the various techniques and approaches to debriefing learners. Brief lectures and video clips will complement small group practical sessions to allow participants to reflect, evaluate and receive feedback on their own performance during debriefing. Participants will be encouraged to discuss issues and share their ideas on post-simulation debriefing during the workshop.

Learning Objectives:

1. Describe the processes involved in effective post-simulation debriefing
2. Explain the barriers and factors involved achieving debriefing objectives
3. Practice the different approaches to debriefing learners in post-simulation sessions

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Collaborating on research seems like the obvious thing to do. Yet it is very hard to institutionalise and certainly to keep it going. Collaboration can take place at many levels and with many different purposes. In this workshop we will focus on three facets of collaboration: between theory and practice, between researchers of different backgrounds and between institutes and/or cultures. The workshop format will be a short presentation, discussion and three exercises.

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Teamwork in professionalism entails the effective performance of healthcare workers in various team roles to deliver patient or population-centred care that is safe, timely, efficient, effective and equitable. Quality care requires every member of a patient’s healthcare team to be committed not only to professionalism, but also to teamwork among different healthcare professions. However, effective teamwork depends on a number of pre-conditions, including clear definition of roles and expectations, as well as means by which they could be negotiated and moderated, among other conditions. Teaching of professionalism in nursing and in medicine has often adopted a relatively insular focus on the relationship between nurse or physician and patient, thereby underplaying the more complex array of relationships that constitute the healthcare context. There are four objectives to this workshop: (1) To explicate on the attitudes, beliefs and behaviours of nursing and medical students towards teamwork across professions; (2) To evaluation some of the ways in which professionalism have been defined or conceptualised, particularly in relation to teamwork; and (3) To consider means of integrating professionalism (and teamwork) as a core competency within the nursing and medical curriculums, drawing specifically (and comparatively) on the experiences of National University of Singapore (NUS) and University of Oxford. For objective (1), findings from surveys and focus-group discussions conducted with nursing and medical students at NUS will be reported.

Learning outcomes:

After the workshop, participants should be able to:

(a)        Articulate one or more ways by which professionalism could be defined or understood, particularly in relation to teamwork, and from an ethical and legal viewpoint;

(b)        Discuss some of the obstacles that a nursing or medical student may encounter in working collaboratively; and

(c)        Formulate ways of integrating professionalism (and emphasis on teamwork) as a core competency within the curriculum.

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- Proposed duration: 4 hours

- Type of activities and form of interaction proposed
Based on several brainstorm exercises and actual experiences from the audience, the presenters will provide tips and recommendations.

- Abstract:
In publishing scholarly work, not only the writing skills of the author are of importance. At least as important is choosing the right strategy in submitting the work to the most appropriate journal. It is also useful to know how the Editorial Office and Editorial Board of a journal handle the manuscripts received. Knowledge of these last two aspects can significantly increase the chances for acceptance of the manuscript.

The workshop will give the attendees more insight in the editorial processes of a journal and several concrete strategies to increase the chances of acceptance of their work. First an overview of several journals for Medical Education will be presented and the differences in focuses will be discussed. As an example, the presenters will showcase the internal procedures of one of those journals to explain the attendees what is happening behind the scenes of a journal. Some general advice will be given in order to make the process of submission as successful as possible. At the end of the workshop the participants will have a better understanding of scientific publishing and the way in how a manuscript should be submitted.

The workshop is intended for those with no or little experience in submitting manuscripts to international journals.

Bios of the facilitators:

Peter G.M. de Jong, PhD
Peter de Jong is an E-Learning staff adviser at the Leiden University Medical Center in The Netherlands. In this position at the Center for Innovation in Medical Education, he has been managing several major programs within Medical School in the field of development, application and evaluation of educational technologies. Peter has a Master degree in Medical Technology from Eindhoven University and a PhD in Biophysics/Physiology from Maastricht University. He has been a member of the Board of Directors and Executive Committee of the Netherlands Association for Medical Education (NVMO), he has been Chair of their national Special Interest Group on E-learning in Medicine and he chaired the 2000 NVMO Annual Meeting.

For over five years now, Peter is involved in the International Association of Medical Science Educators (IAMSE), an international organization with a focus on advancing medical education through faculty development while ensuring that the teaching and learning of medicine continues to be firmly grounded in science. He has served the organization as Vice President, and in 2009 as Program Chair and Site Host for the first IAMSE Annual Meeting outside North America. Currently he holds the position of Editor-in-Chief of Medical Science Educator, the online journal of IAMSE.

Julie K. Hewett
Julie Hewett, owner of JulNet Solutions, is a graduate of Rochester Institute of Technology with a Bachelors Degree in Entrepreneurial Management. She has over 25 years of office management experience working with small organizations in the services and manufacturing industries. This broad work experience allowed Julie to develop JulNet Solutions, offering management support services to small businesses, entrepreneurs, and eventually professional non-profit associations.

Since 1998 Julie has been involved in IAMSE for Association Management and Meeting Planning. Since 2010 JulNet Solutions also took over the production of IAMSE’s online journal Medical Science Educator.

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Background
Traditionally, the predominant mode of delivering instruction to students is through lectures which focus primarily on the teacher (as the content provider or sage-in-centre stage) and teaching, and not on student learning. In this instructional paradigm, students are mainly passive listeners and recipients of abundant content knowledge which has already been criticised as “…information that taxes the memory, but not the intellect.” (GMC, UK, 1993) As a consequence, student learning is highly teacher-dependent, mainly discipline-specific (or compartmentalised) and often by rote (memorise, recall and regurgitate factual knowledge in exams!). Today, however, students must learn beyond just lectures alone to enhance their power of reasoning so essential to medical and health professional practice in the 21st century. It is now an imperative of medical and health professional education that students be actively engaged in the teaching-learning process to optimise the educational outcomes of student learning, especially in the acquisition of higher-order learning outcomes in the cognitive domain (e.g. acquisition of intellectual or critical thinking skills) and also in the acquisition of “soft” skills in the attitudes (or affective) domain (e.g.  communication, interpersonal, and teamwork skills).
 
A commonly used design to engage students actively in the teaching-learning process is that of collaborative learning in small groups, a learning strategy in which ‘all teach and all learn’. In such a learning environment, the teacher essentially takes on the role of facilitator (or tutor) “…to expedite the intellectual and interpersonal process for the group.” (Gresham and Phelp, 1996). However, an important factor contributing to the success of the group performance and, therefore, the educational outcomes of student learning, is the active engagement of students in the group learning process. Thus teachers, as facilitators, need to acquire facilitation skillswhich will enable them to optimise student engagement in collaborative small group learning. In this context then, it is critical for teachers to have a clear understanding of the different tutor facilitation styles and to know when to apply the right style at the right time for the right group of students in order to optimise student engagement in the group learning process.

Intended Outcomes

General Goal

• Overview of the key features of collaborative small group learning 
• Clear understanding of various tutor facilitation styles (TFS)
• Knowing when to apply the appropriate style to optimise student engagement 

Specific Learning (Educational) Outcomes
On completing this workshop participants should be able:

• To classify  the  stages of group formation (group dynamics) in small group learning
• To  distinguish between the outcomes expected from the different TFS
• To explain  how the stages of group formation can influence the use of  TFS
• To reflect on how to use the “right style, at the right time, for the right group of students”
• To apply appropriate TFS to optimise student engagement in small group learning

Structure
This workshop is designed primarilyon the basis of sharing and learning of experiences, including:

• Short  Presentations (Overviews) by the workshop facilitators
• Hands-on  activities for participants working in small groups
• Presentations of work done by various groups
• Discussion Sessions (Sharing and Learning Together)
• Reflection on feasibility of applying TFS in participants’ own learning environment

Who Should Attend
All participants who conduct small group tutorials who wish to acquire the necessary pedagogical skills to optimise student engagement in the small group learning process.

Level of Workshop
This workshop is aimed at providing participants with basic understanding on how to apply appropriate tutor facilitation styles in order to optimise student engagement in the small group learning process. No pre-requisites are needed to participate in the workshop.

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Background: Situational Judgment Tests (SJTs) are becoming a popular method of selection for evaluating non-cognitive attributes across many high stakes settings, and more recently in medical education and training. SJTs have been used across a range of occupational groups internationally, ranging from the civil service through to the military. This workshop explores approaches to designing SJTs for the healthcare professions.  Meta-analytic validation studies have shown SJTs to have predictive validity over IQ tests and personality tests.  This workshop explores the research evidence underpinning the reliability and validity of SJTs and how best to develop SJT items for selection purposes.  

Intended outcomes: By the end of the session, participants will:

• Understand the features important in developing an SJT (eg, designing items and response formats)
• Recognise the advantages and limitations of using an SJT for selection into medical education and training
• Understand the research evidence on the reliability and validity of SJTs

Structure: Presenters will share their experience of developing and evaluating SJTs for selection and participants will be invited to practice item writing and item reviewing procedures.  The session will consist of several short presentations on aspects of using the SJT, with a taster session on item writing with lively discussion and some small group work.

Intended audience: All those interested in selection into medical training, undergraduate or postgraduate.

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Program

This course uses SPSS to understand the statistical analysis for research data. Setting up a database in SPSS and importing Excel files will be discussed. Basic applications using SPSS commands to compute new variables, selecting subsets, subgroup analysis and recoding will be illustrated. Basic and intermediate statistical techniques will be discussed, pertaining to proper result presentation for publications.

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This ethics learning workshop will be held in conjunction with the launch of the Lien Foundation-supported, open-access online casebook entitled Making Difficult Decisions with Patients and Families: the Singapore Experience. This is a unique web-based teaching and learning resource collaboratively created by CBmE with Singapore healthcare practitioners and academic consultants from The Hastings Center, New York and The Ethox Centre, University of Oxford. The case-based method will be particularly useful for training junior clinicians, but can also be used in a variety of other settings. Cases are drawn from acute and community settings, and span a range of challenges of ethical decision-making relating to the care of young, adult and older patients.

Participants at this session will

• Explore a variety of reasons for setting up online open access teaching and learning resources, and explain the distinctive rationale of setting up this type of open access ethics teaching resource for the support of busy junior clinicians in training
• Learn about the process of making a web-based ethics casebook: how patient and family confidentiality and privacy should be handled in case-teaching, how to construct richly complex cases that authentically present some of the most difficult decisions that healthcare professionals commonly encounter, how to incorporate tools for in-depth ethical reflection on interpersonal, team, professional, legal and systemic issues that influence healthcare decision-making       
• Experience a demonstration of the key features of the casebook and ways that it can be used in teaching and learning, including independent learning

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Assessment is moving from standardized testing in the classroom to unstandardised assessment in the authentic learning environment (educational and clinical). This workshop provides and overview of work-based assessment instruments and an opportunity to practice with some of these instruments. This experiential learning activity will reveal why work-based assessment may or may not work effectively.

Assessment is moving from standardized testing in the classroom to unstandardised assessment in the authentic learning environment (educational and clinical). This workshop provides and overview of work-based assessment instruments and an opportunity to practice with some of these instruments. This experiential learning activity will reveal why work-based assessment may or may not work effectively.

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