USING SPSS FOR DATA ANALYSIS
Chan Yiong Huak
Singapore
Workshop Description
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 pulications.
AN EXPERIENTIAL EXPLORATION, OVERVIEW AND UNDERSTANDING OF THE MINDFULNESS-BASED-STRESS-REDUCTION (MBSR) PROGRAM
Jerry Adams
Sint Maarten
Workshop Description
Mindfulness is a state of being; a mental state achieved through focusing one's awareness on the present moment, while openly acknowledging and accepting one's feelings, thoughts, and bodily sensations. The list of potential benefits obtained from training the mind to be in the present moment with non-judgmental awareness is extensive and includes: Enhancements in concentration, clarity of thought, feelings of inner-peace, balance, calmness and well-being; improved quality of sleep and increased energy; enhanced efficacy in the overall adaptation to daily tasks and life’s demands. Mindfulness, in terms of both its practice and as an area of research, is expanding exponentially within mainstream society and specifically within the field of medicine. A major contributor to this worldwide interest and growth in the practice of mindfulness can be traced back to 1979 when Kabat-Zinn founded the Mindfulness-Based-Stress-Reduction (MBSR) Program at the University of Massachusetts/School of Medicine. MBSR is viewed as “pioneering the integration of meditation and mindfulness into mainstream medicine and health care” and has advanced the legitimacy of mind-body medicine. While MBSR has its roots as a hospital-based mind-body intervention, over the years it has become a popular practice for physicians, physician-in-training and other health-care professionals in regards to both the practitioner's self-care and clinical practice. Epstein (1999) concludes that “as a link between relationship-centered care and evidence-based medicine, mindfulness should be considered a characteristic of good clinical practice.” This workshop will provide an opportunity to learn more about mindfulness and mindfulness-based interventions via a direct hands-on experience with some of the methods and meditations practiced in the MBSR program. While primarily experiential, this workshop will also briefly review some of the scientific findings relevant to mindfulness in medicine. If the best way to really know something is through directly experiencing it yourself, then this workshop will provide that opportunity to be introduced to the methods, techniques, meditation practices and foundational intentions of the MBSR program.
Workshop Outcome
Participants will:
- Have the opportunity to experientially explore some of the methods and practices of MBSR
- Have the opportunity to engage in mindful meditations and to obtain a beginning understanding of the potential tranquility and well-being associated with moment-to-moment non-judgmental awareness.
- Have an enhanced comprehension and understanding when reading professional articles or hearing colleagues talk about mindfulness
- Begin to obtain some understanding of how mindfulness can enhance contentment and/or efficacy re: various aspects of a practitioner's professional endeavors, e.g., how a “mindful practice” can lead to a better quality of patient care. Or, how mindfulness can increase empathy and lower physician burnout/emotional exhaustion.
- Likely gain some self-awareness and insight into their own mental habits, thereby increasing options for adaptive change and more skillful living.
- Obtain the basics of a new option in stress management.
- Be able to make an experientially-informed decision if they want to pursue a mindfulness practice for themselves and/or to encourage their students and/or institutions.
Who Should Attend
Physicians, physicians-in-training, other health-care providers, educators and anyone interested in an experientially-based introduction to mindfulness and mindful meditation.
BECOMING A BETTER TEACHER THROUGH PEER-OBSERVATION OF TEACHING
Jayne Lysk, Justin Bilszta
Australia
Workshop Description
There is growing interest among health professionals in developing a deeper understanding of teaching methods in order to enhance student learning. Whilst clinicians utilise peer feedback to review clinical performance and competency, peer feedback to identify how to develop clinical teaching approaches or to identify areas where clinical teaching methods can be improved, is infrequent and opportunistic with the observer and the observee unsure of their ‘roles’, and in instances where feedback is overly negative or critical, resulting in a loss of confidence in teaching or reluctance to seek further feedback (Adshead et al 2006; Tighe and Bradshaw 2012). Peer Observation of Teaching (PoT) provides clinical teachers with the opportunity to engage with a colleague, within a structured framework, which clarifies the role of the observer and the observee and provides a format for the provision of constructive and insightful peer feedback. When coupled with video recording of teaching ‘in action’, the development of a peer observation partnership and a community of colleagues willing to participate in PoT results in a powerful mechanism to affect change in teaching approaches. This workshop will provide a brief introductory presentation in which key concepts of PoT will be discussed. Opportunities will exist for individual and peer assisted reflection on current teaching practice and the opportunities for peer observation. Participants will be invited to join group discussions of case vignettes that demonstrate issues, problems or successes that have utilised PoT and will plan their own peer observation process using their own teaching responsibilities as an example.
Workshop Outcome
By the end of this workshop participants will have a better understanding of the theory behind the use of PoT and will be able to identify the key elements in an effective peer-observation partnership. They will critically reflect on the challenges of observing a teaching activity in the clinical environment and using the example of their own teaching responsibilities and clinical discipline, participants will consider how to incorporate PoT into their workplace.This workshop is also designed to assist clinical teachers reflect on the impact of pedagogical practices on student outcomes and appreciate the importance of gaining feedback, support and assistance from colleagues.
Who Should Attend
This workshop is relevant for all health professional educators interested in employ procedures and strategies that enhance effectiveness in various clinical teaching contexts.
A NETWORKED APPROACH TO CREATING COMMUNITIES OF PRACTICE TO SUPPORT TEACHING AND EDUCATIONAL SCHOLARSHIP ACROSS A TEACHING HOSPITAL
Latika Nirula, Sophie Soklaridis, Ivan Silver
Canada
Workshop Description
Recent literature has called for the exploration of communities of practice in academic health sciences workplaces as an approach to faculty development to support the work of health professions educators (Leslie, Baker, Egan-Lee, Esdaile & Reeves, 2013; Warm, Logio, Pereira, Buranosky & McNeill, 2013; Steinert, 2012; O’Sullivan & Irby, 2011, Steinert, 2010). Communities of practice are defined as groups of people who share a concern, set of problems, or a common passion for a given topic, and deepen their knowledge and expertise though interacting on an ongoing basis (Wenger, McDermott & Snyder, 2002).
This interactive workshop will describe a community of practice approach for distributed faculty development across a large psychiatric academic teaching hospital. We will share our networked approach for tackling faculty development through deliberate fostering of multiple communities of practice in the workplace, with the aim of creating a multi-layer network of engaged educators within our hospital who provide leadership, mentorship, innovate, and contribute to educational scholarship. Therefore, the goal of this approach is to test the value of learning in the workplace and belonging to a community of practice as a relevant mechanism for not only building one’s role as educators but by also developing faculty members’ other roles (Steinert, 2014) that contribute to the academic mission of the hospital. Participants will be exposed to this model of a multimembership learning cycle or “double knit” structure of communities (Wenger, 2002) and how it may cultivate the development of a learning organization.
The workshop facilitators will map the creation of informal and formal faculty development activities at their hospital as part of the delivery of a faculty development curricula (Steinert, 2010), including workshops, consultations, simulation, work-based learning and communities of practice. Participants will explore the value of going for ‘early wins’ (Kotter, 1996) to meet the faculty development needs and generate interest across the organization. These ‘early wins’ are also illustrated as mechanisms for bringing faculty from the periphery of a community (Lave and Wenger, 1991) and moving them to full participation. Early stages of community development will be explored (Wenger et al., 2002), with participants identifying key considerations for growing and sustaining such communities. Based on our experiences, we will demonstrate how establishing communities of practice can be a critical step in starting a faculty development program and establishing its curriculum, design, and methods of delivery (Silver, 2014).
Participants in this workshop will explore principles guiding the formation and development of communities of practice through multiple interactive exercises to apply these principles. Using small group learning techniques including a novel icebreaker, a group card sorting exercise, and the use of bouncing balls to enhance discussion, participants will have opportunities to not only be exposed to practical strategies but to develop their own action plan for fostering such communities of practice in their settings.
Workshop Outcome
In this workshop, participants will:
- explore a network model of a multimembership learning cycle or "double knit" structure for communities of practice
- map informal and formal faculty development activities as they may contribute to the development of a work-based faculty development curricula
- explore principles guiding the formation, development, and sustainability of communities of practice through multiple interactive exercises in small groups
STEMS - A NON-LINEAR PEDAGOGICAL APPROACH TO DEVELOPING COMPETENCY AND CAPABILITY IN SYSTEMS BASED PRACTICE AND TEAM WORK IN JUNIOR SURGICAL RESIDENTS
Appasamy Vijayan, Loong Tse Han, Tan Ming Yuan, Seek Win Nie
Singapore
Workshop Description
Patient care is delivered in a complex and dynamic environment though team work. The delivery of effective patient care requires not only medical knowledge and skills but also the understanding and ability to work effectively in clinical systems as part of a multi-disciplinary and inter-professional heath care team. This requires the residents to develop expertise in a progressive manner, understand and utilise distributed intelligence in a dynamic and situated environment utilising multiple forms of knowledge and reasoning. Developing a curriculum that exploits these principles of learning, contextualising the learning to the clinical work environment and that which primes the junior residents’ further development, is challenging. The Systems and Team work in Emergency Management in Surgery (STEMS) Program was developed to address these challenges and provide the junior residents with a safe, standardised and comprehensive approach to developing their knowledge and skills in clinical systems, teamwork and critical decision making. The curriculum design uses non-linear pedagogical approaches as its primary mode of stimulating learning. Nurses in the various clinical areas participate in the program in both leaning and supporting the inter-professional learning environment. This design may be used as a template in any surgical or non-surgical subspecialty training.
Workshop Outcome
To present and discuss the design and effectiveness of the STEMS program as a multi-dimensional inter-professional interactive learning environment that provides a holistic learning experience for the junior residents, together with nurses, in developing competencies in clinical systems -human factors interactions, team work, effective communications and decision making.
At the end of the workshop, the participants will be able to;
- Identify areas in their program curriculum where similar non-linear multidimensional inter-professional educational curriculum may be initiated
- Plan for and identify resources required for organising a similar educational initiative in their residency program or other learning environment
- Assess the effectiveness of the curriculum.
Who Should Attend
Program Directors, Educators, Clinical and Nursing Faculty
FEEDBACK IN CLINICAL EDUCATION – HARD TO GIVE, HARD TO TAKE, HARD TO USE
Debra Nestel, Margaret Bearman
Australia
Workshop Description
Although feedback is considered critical to learning, it is often a significant source of dissatisfaction for learners and sometimes for their teachers/supervisors. In this workshop we explore the experience of feedback in clinical settings from perspectives of learners and teachers/supervisors including factors that facilitate and create barriers. We consider reasons as to why feedback is typically hard to give, hard to take, and hard to use. Participants will have an opportunity to reflect on their own feedback practices and consider these in the light of key conceptual frameworks outlined in the edited book by Boud and Molloy (2013). Strategies for enabling effective feedback in clinical education will be articulated.
Workshop Outcome
- Reflect on current approaches to feedback in clinical education
- Outline key conceptual frameworks that inform feedback practices
- Consider strategies for enabling effective feedback in clinical education
Who Should Attend
The workshop is designed for any health professional educator.
STRATEGIES FOR EFFECTIVE IMPLEMENTATION OF AN E-PORTFOLIO, LESSONS FROM A FACULTY DEVELOPMENT PROGRAM
Abbas Ghavam-Rassoul, Shirley Lee, Susanna Talarico, Helen Batty
Canada
Workshop Description
Use of e-portfolios is a growing trend in medical education, including in many faculty development programs. Our Health Practitioner Teacher Education Program uses an electronic portfolio as a part of the educational curriculum and as a strategy for assessment of our learners. During this workshop we will briefly share our experiences in the faculty development setting, then we will use interactive methods to facilitate a discussion about how to succeed at portfolio implementation. Our program has experience with various electronic platforms for housing portfolios, especially blogs. In addition we have developed and refined rubrics to aid faculty portfolio assessment standardization, which is a challenging area for teachers. We will review the current use of portfolios in medical education, the strengths and weaknesses of different electronic platforms, the utility of reflection support meetings and the use of rubrics for portfolio assessments. Participants will have an opportunity to explore an e-portfolio housed on a blog site and experiment with providing feedback to faculty learners using different rubrics. We will end with a discussion of the use of portfolios as a strategy for assessment of specific competencies.
Workshop Outcome
After the session participants will be able to describe the basic elements of portfolios; participants will be able to contrast the strengths and weaknesses of various electronic platforms; participants will value the use of a rubric for assessment of portfolios; participants will experience giving feedback after reviewing a segment of an actual e-portfolio.
Who Should Attend
This workshop will be of interest to a range of participants from novice to expert interested in developing their own portfolios or in implementation of an e-portfolio in their program.
ABE THE TUMMY DUMMY
Erle Lim
Singapore
Workshop Description
Abe the Tummy Dummy is an abdominal manikin designed to teach the steps of the abdominal examination, and to allow students and trainees to be tested. Abe features interchangeable plug and play organs, and a moving “diaphragm” into which the organs are plugged, for verisimilitude.
Invented in 2012/3, Abe is being launched for worldwide use, and we are seeking to collaborate in its use for teaching and assessment purposes. Attend the symposium to try Abe out.
FACULTY DEVELOPMENT - THE NHG WAY
Nicholas Chew, Tham Kum Ying, Serene Goh
Singapore
Workshop Description
The National Healthcare Group (NHG) Faculty Development Program for Health Professions Education is conceptualized to prepare clinicians to be effective teachers. This is necessary because of the rapidly changing education landscape for health professions – medical, nursing, pharmacy and allied health, at undergraduate and postgraduate levels. Given the diversity of learners and settings in our complex healthcare system whereby healthcare professionals are called upon to teach, it is imperative to enhance every faculty member’s ability to teach and engage learners and thereby build our institution’s organizational capabilities and shape its culture. During this interactive workshop, the participants will be presented with different faculty personas that are representative of the teachers and educators in a healthcare institution. They include junior faculty, experienced faculty who take up education leadership roles, and established faculty who are well-loved by students/trainees and are nearing retirement. Using the faculty personas as examples, the participants will be taken through the steps of the various aspects of putting in place a faculty development plan.
The following aspects will be covered:
- How to classify the different groups of faculty;
- How to determine the learning needs and competencies for each group;
- How to plan for the development of each group;
- How to build up our faculty using the Lego® blocks concept;
- How to incorporate Plan-Do-Study-Act to continually improve our programs, and
- How to overcome the challenges.
Besides engaging the participants, the facilitators will also share the NHG journey of developing its faculty development program.
Workshop Outcome
By the end of the workshop, participants will be able to:
- Identify the different groups of different faculty and their learning needs;
- Understand the challenges of faculty development;
- Articulate the processes involved in designing a faculty development program.
Who Should Attend
This workshop is intended for those who are interested in designing or refining a faculty development program for its faculty.
THE ART OF GIVING HIGH QUALITY FEEDBACK
Tanja Svirskis, Maria Vuorilehto
Finland
Workshop Description
A high quality feedback is a powerful tool to enhance the learning of the learner. In this workshop participants will get familiar with the scientific evidence of how feedback shapes learning and the ways how feedback should be given in order to be effective. With various case scenarios each participant will be given the possibility to practice how to give feedback, and at the same time to receive feedback on his/her performance.
Workshop Outcome
After this workshop the participants will be able to:
- Understand the importance of giving feedback to the learner
- Know the principles of how good quality feedback should be given and translate these principles into practice
- Identify challenges in making feedback to be effective
- Understand the position of the person receiving feedback
- Continue using the principles of high quality feedback in personal work
Who Should Attend
Teachers, lecturers, supervisors, trainees and students
Level: Beginner - intermediate
DEBRIEFING IN SIMULATION–BASED HEALTHCARE EDUCATION: KNOWLEDGE AND PRACTICE
1Siau Chiang, 1Terry Pan, 1Suresh Pillai, 1Nicola Ngiam, 2Geoffrey Miller
1Singapore, 2USA
Workshop Description
Conducting a debriefing session can be a daunting task when there are differences in the faculty’s and learner’s perception of how the simulation session went or when there is a significant gap in performance expectation. This half-day workshop aims to provide participants with the opportunity to build on their facilitating skills to conduct an effective debriefing session. Participants will work in groups to discuss the various situations faced by faculty when conducting simulation-based training for adult learners. Utilizing both video clips and role-play, participants will apply the different debriefing techniques and strategies discussed in the practical session. Participants will also reflect, evaluate and receive feedback on their own performance during debriefing. They will be encouraged to share their thoughts and ideas on debriefing during the workshop.
Learning Objectives:
- Describe the concepts and processes involved in effective debriefing
- Explore the barriers and factors involved achieving debriefing objectives
- Practice using different techniques to debrief learners and receive feedback on performance
- Discuss and practice strategies to consider when faced with difficulty during debriefing sessions
Who Should Attend
This workshop is for UG & PG faculty who wish to broaden and deepen their understanding of the theory & practice of effective debriefing.
USING MODERN TEST THEORY FOR STANDARD SETTING IN MEDICAL AND HEALTH SCIENCES EDUCATION
Boaz Shulruf
Australia
Workshop Description
The decision to pass or fail a medical student is a ‘high stakes’ one. The literature offers a range of quality standard setting methods, yet all have limitations. Among those limitations or challenges might be the need to recruit a panel of experts to set up the standards, the need to employ a statistician or psychometrician who is able to undertake complex statistical analysis, the need communicate the results to the affected students in a simplified way and the need to provide robust justification for the pass/fail decisions should such decisions are legally challenged. This workshop will first introduce the Objective Borderline Method (OBM), which is a new standard setting method derived from the principles of Modern Test Theory. The OBM is a probability base model, that can be applied for most types of examinations and yet is mathematically simple, which applicable for users with no statistical background. The second part of the workshop will introduce the Rasch Borderline Method (RBM) a method that uses parameters from Rasch models to make pass/fail decisions for borderline grades.
Workshop Outcome
Participants will be able to use the Objective Borderline Method (OBM) and the Rasch Borderline Method (RBM) for setting objective Pass/Fail standards for clinical and other examinations within their own clinical and educational contexts.
Who Should Attend
Medical educators who have strong interest in assessment and standard setting. Handouts with guidelines and illustrations will be provided to the participants
FAMILY MEDICINE TEACHING AND ROLE MODELING IN THE INPATIENT SETTING
Ang Seng Bin, Goh Lee Gan
Singapore
Workshop Description
This workshop aims to share a framework for the teaching of family medicine in the inpatient setting. A framework of will be used in the workshop using the triad of: Family Medicine Focus, Disease and Communications.
Facilitator's will share their experience and strategies in providing family medicine teaching in the inpatient setting in the first part of the workshop. 2 case scenarios: one in paediatric inpatient setting and another in the adult inpatient setting will be used for role-playing by participants. The roles will include: Tutor, residents, patients and observer.
Workshop Outcome
Participants will be able to provide teaching and role modeling of family medicine in the inpatient setting which is a ACGME-International Advanced Specialty Program Requirements for Graduate Medical Education in Family Medicine in a structured manner.
Who Should Attend
Participants will be able to provide teaching and role modeling of family medicine in the inpatient setting which is a ACGME-International Advanced Specialty Program Requirements for Graduate Medical Education in Family Medicine in a structured manner. Teaching faculties from other specialties as well as allied health professionals involved in residency teaching in the inpatient setting can also benefit from the session.
TIPS AND TRICKS FOR SUCCESSFULLY PUBLISHING SCHOLARLY WORK IN AN INTERNATIONAL JOURNAL ON MEDICAL EDUCATION
Peter G.M. de Jong and Julie Hewett
USA
Workshop Description
Based on several brainstorm exercises and actual experiences from the audience, the presenters will provide tips and recommendations. In publishing scholarly work, not only the writing skills of the author are important. 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.
Workshop Outcome
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.
Who Should Attend
The workshop is intended for those with no or little experience in submitting manuscripts to international journals.
PRESENTATION DESIGN: STRUCTURE AND ENGAGEMENT
Douglas Buller and Cynthia Whitehead
Canada
Workshop Description
Presenting research/scholarly findings in an interdisciplinary context is one of the hardest forms of dissemination. In this interactive workshop, we will focus on the application of visual design theory and techniques that make presentations more engaging, easier to understand and more memorable. Participants will have the opportunity to work on their own (or an assigned) presentation, receiving instruction and guidance on how to choose and incorporate images, how to distil textual slide content, and how to organize the flow of the presentation. The workshop will also focus on how to balance the presentation's aesthetic with rigorous academic expectations.
Workshop Outcome
A basic understanding of the importance of connecting presentation structure to presentation content.
A basic understanding of the role of design for presentation materials.
Practical visual design tools (principles) for creating more engaging presentation materials.
Tactics for establishing the appropriate volume and nature of the content being presented.
Who Should Attend
Intermediate level presenters who, have a working knowledge of presentation software but want to create presentations that are more effective at engaging audience with content.
FEEDBACK IN UNDERGRADUATE TEACHING AND ASSESSMENT – IS THERE A UTIILITARIAN APPROACH?
Lau Wee-Ming
Malaysia
Workshop Description
It is a fact that feedback is integral to life-long learning in higher and professional education. Much has been published on feedback and how to make the feedback process most effective for attaining personal growth and deep learning. Due to fluidity of the teaching and learning environment, these references do not offer solutions for every dilemma involving feedback, in particular in the early years of the MBBS undergraduate programme. Students are hungry for feedback but may also be turned off by poor feedback from their teachers. Conflicts can arise for both the provider and recipient that can hinder personal growth and improvement for both parties. This workshop will involve discussion of personal and observed encounters with feedback dilemmas. Problems of feedback in higher education, exploration of the different types of feedback, their advantages and disadvantages will be discussed.
Workshop Outcome
After participating in this workshop, it is expected that participants will be able to:
- Demonstrate a framework in giving effective feedback in teaching and assessment.
- Describe the difficulties in giving and accepting feedback.
- Discuss how to get the most out of a feedback session, even when comments are negative.
- Generate interest in collaborative studies in feedback, in particular those that involve undergraduate medical students.
Who Should Attend
Medical students and all participants who are keen to impart feedback in teaching and assessment.
IMPROVING THE DEFENSIBILITY OF ASSESSMENT DECISIONS
Richard Hays
Australia
Workshop Description
Medical students and postgraduate trainees are increasingly likely to challenge decisions that delay or prevent academic progress, and more likely to seek legal advice in mounting challenges. University processes may not always reflect the complexity of assessment in medical education, where there are particular views about item banking, blueprinting, standard setting, defining and managing borderline or poor performance, and providing remediation and allowing re-sit assessments. In this workshop we will present a small number of case studies that highlight common pitfalls in assessment practices that may affect confidence in assessment decisions, and discuss ways of improving the validity, reliability and acceptability of assessment practices.
Workshop Outcome
Increased knowledge of how to improve the quality assurance of assessment practices in erased knowledge of how to develop fair and open processes for managing borderline performance and appeals processes
Who Should Attend
Medical educators and assessment managers
MENTORSHIP AS A FACULTY DEVELOPMENT STRATEGY: AN INTERNATIONAL LENS
Michelle Elizov, Miriam Boillat, Yvonne Steinert
Canada
Workshop Description
Mentorship is increasingly recognized as a powerful faculty development strategy. Mentorship can take many forms: formal or informal, hierarchical or peer-to-peer, dyadic or group, virtual or face-to-face, and involving single or multiple mentors. Mentor and mentee may come from different cultural backgrounds, and promoting mentorship as an effective faculty development strategy must take into consideration different cultural contexts. This workshop seeks to explore the differences, challenges and opportunities that arise when mentoring occurs across cultures, and to better understand how mentorship is both perceived and practiced within different cultural contexts. Themes that will be discussed include cultural differences in the understanding of the roles of mentors and mentees, and expectations for the mentoring relationship.
The workshop includes a brief interactive plenary wherein key concepts are presented, followed by small group discussions using case vignettes and the experiences of the participants to explore issues that may arise when mentoring occurs across cultures, and differences in the mentoring relationship in different cultural contexts.
Summary: This is a workshop that looks at mentorship as a faculty development strategy within different cultural contexts.
Workshop Outcome
By the end of the workshop, participants will be able to:
- Highlight the benefits of mentoring as a faculty development strategy in the health professions
- Describe various mentoring models and their advantages and disadvantages
- Explore the perceptions and practices of mentorship in different cultural contexts
- Suggest strategies to enhance mentoring relationships
IOSCE: AN EXCITING NEW TWIST ON AN OLD OSCE
1Thomas Lin Che-Wei, 2Hurley Myers
1Taiwan, 2USA
Workshop Description
Each simulation component has strength and limitation. We share the idea of hybriding three simulation to conduct a learning experience of critical thinking, interpersonal skill and technical skill and conduct a new OSCE_iOSCE. This is a unique experience as it will be an interactive session giving the participants a chance to interact with a standardized patient, virtual patient and electronic patient in order to fully experience this type hybrid simulation. In this workshop, we will lead the participant to:
- List the advantages and limitations of standardized patient, virtual patient and Electronic patient.
- Present our solution to design the iOSCE of TMU by integrated simulation
- Develop a strategy to hybrid simulations in competency teaching and training.
- Identify the benefit of hybrid simulation in competency teaching.
Workshop Outcome
We will help the participant to:
- Recognized the strength and limitation for each simulation component
- Identifying the role of faculty to design scenario according to learning objective.
- Learning the skill of integrating each simulation component
Who Should Attend
Simulation Education Faculty, Curriculum Designer, Competency Educator
USING SIMULATED OR STANDARDIZED PATIENTS TO ENHANCE YOUR CURRICULUM
Nicola Ngiam, Mara McAdams, Tanya Tierney, Joanne Wang, Hor Chuen Yee
Singapore
Workshop Description
Simulated or standardized patients (SPs) are a valuable tool in medical education. Over time, the role of SPs has expanded from history taking and practice of communication skills to facilitation of teaching sessions and providing feedback. This workshop aims to demonstrate how SPs can enhance your current curriculum and assist in meeting educational outcomes. There will be opportunity to write your own SP case and interact with SPs in a learning session. We will explore value-added SP skills such as providing feedback on communication skills, SPs as physical examination teaching associates and SPs in hybrid simulations and complimenting high fidelity simulations where interaction with SPs will be available.
Workshop Outcome
At the end of the workshop, the participants should have experienced:
- Writing a case for an SP to use in a teaching activity
- SPs giving feedback on communication skills
- A physical examination teaching associate facilitating a teaching session
- SPs in hybrid simulation and complimenting high fidelity simulations
Who Should Attend
Medical educators interested in using SPs in their medical curriculum.
HOW TO ORGANIZE OBJECTIVE STRUCTURED TEACHING EXAMS AND EXERCISES (OSTEs) FOR FACULTY DEVELOPMENT
1Elizabeth Kachur, 1TJ Jirasevijinda, 2Tan Chay Hoon, 2Dong Chaoyan
1USA, 2Singapore
Workshop Description
High expectations for teaching skills have been set, and there is increasing pressure to create strategies for developing and measuring such competencies. Even postgraduate medical programs have developed “residents as teachers” training to assure that young faculty will be well equipped to take on a diverse set of academic responsibilities. The first articles on the use of OSCEs for faculty development (e.g., Objective Structured Teaching Exercises and Exams – OSTEs) emerged in the 1990’s. Simultaneously the concept of the “simulated/standardized learner” was born. Scenarios typically include presentation and feedback skills, one-on-one or small group teaching, teaching with and on patients, evaluating learners and addressing behavioral or academic problems. Yet, not all teaching tasks can be addressed in encounters between faculty and learners. Negotiating with co-teachers, interacting with other professionals and administrative personnel may be equally necessary skills to be successful as a teacher. Similar type of multiple station events (e.g., Curriculum OSCEs) can be helpful in providing faculty with the competencies needed for program development, implementation and evaluation. In addition OSCE-type formats have been used as program evaluation strategy (e.g., using a pre/post-test format) and as screening tool for potential preceptors. This pre-course will summarize the current information available on OSTEs and similar multiple station exercises. Organizers will share their own extensive experience with such instructional tools and participants will be invited to describe their experiences. After some initial presentations which will include a video demonstration, participants will engage in some brainstorming activities to identify the opportunities and challenges of using multiple-station formats to address faculty tasks. These will include strategies for overcoming resource and time limitations (e.g., lack of standardized learners, limited workshop time) and maximizing learner’s participation. Subsequently, in small groups, participants will work on developing OSTE-related stations. In a large group format these creations will be presented and discussed. Participants should be able to walk away with some new skills on how to plan and implement such programs. A Take-Home-Points exercise at the end will help clarify the achievement of the outcome objectives.
Workshop Outcome
By the end of the pre-course participants should be able to:
- give an example of how they can integrate an OSTE or similar program into their faculty training endeavors
- develop faculty-relevant training scenarios and strategies for bringing such encounters to life
- describe the opportunities and challenges inherent in having faculty undergo a multiple station exercise or exam as part of their training
Who Should Attend
Faculty Developers, Academic Administrators
QUALITATIVE DATA ANALYSIS –SCAT (STEPS FOR CODING AND THEORIZATION) AS A PRACTICAL TOOL
Hiroshi Nishigori, Takashi Otani, Muneyoshi Aomatsu
Japan
Workshop Description
Qualitative research has been recently attracted to many medical educators who are willing to conduct research in medical education. However, its methodologies are quite different from those of natural sciences including medicine, and novices usually feel difficult to master how to conduct it. Under these circumstances, we developed a practical tool for qualitative data analysis, the SCAT (Steps for Coding And Theorization), which consists of 4-step coding, story description, and theorization. This approach is similar to thematic analysis, easy for beginners, transparent in process, and suitable for small-sized data. In this workshop, first, we will introduce general picture of qualitative research and its various methodologies. Second, we will explain what the SCAT is and how to analyze data by the SCAT. Third, the participants will experience qualitative data analysis in groups by the SCAT with the sample data we will offer. Finally, the participants will share the results in the plenary and discuss the process of analysis, just like triangulation. -Reference- Takashi Otani (2008) "SCAT" A Qualitative Data Analysis Method by Four-Step Coding: Easy Startable and Small Scale Data-Applicable Process of Theorization. Bulletin of the Graduate School of Education and Human Development (Educational Sciences), Nagoya University, Vol.54. No.2. 27-44
Workshop Outcome
At the end of this workshop, participants will be able to:
- Understand roughly about what qualitative research is
- Know various methodologies of qualitative research
- Know what the SCAT is and how to use it for qualitative data analysis
- Conduct qualitative data analysis for small-sized data by the SCAT
Who Should Attend
Medical educators who would like to conduct qualitative research. Novices are the most welcome.
THE ART AND SCIENCE OF DEVELOPING RATING SCALES IN HEALTH PROFESSIONS’ EDUCATION RESEARCH AND ASSESSMENT
Gominda Ponnamperuma, Asela Olupeliyawa
Sri Lanka
Workshop Description
Rating scales are an extensively used tool in student assessment and educational research. They can be effectively used to measure domains of competence and respondent attitudes that are hard to measure. Particularly in clinical settings, judgments on the trainees’ level of competence are largely dependent on the quality of the scales used. In educational research or in curriculum evaluation, rating scales are important to capture the variations in participant perceptions and attitudes. In assessment, especially in assessment of behaviour, rating scales play a pivotal role in providing valid and reliable judgements on the candidate ability and in providing quality feedback. Hence, the quality of research (including curriculum evaluation) and assessment are very much dependent on the scales used. Although there are many types of rating scales only a few common formats are used routinely both in medical education research and in assessment. This could be mainly due to the lack of know-how of developing different types of rating scales to suit varying purposes. The principles of developing such different types of rating scales, however, are more or less the same. Hence, if medical educationists are aware of these principles, they can select the right format for the right purpose and design appropriate scales for their own situation. However, this may not occur in practice if guidance and awareness on developing rating scales scientifically are not available. This workshop first introduces the participants to rating rubrics. It will then take the participants through the steps of systematically developing a rating rubric such as identifying what is being measured, determining the number of scale points, writing labels and descriptors, and piloting, implementing, and evaluating the scale.
Workshop Outcome
At the end of the workshop participants should be able to:
- Recognise the different uses of rating scales
- Evaluate the differences between checklists and rating scales
- Compare the different types of rating scales
- Select the most appropriate type of rating scale/s for a given purpose
- Design an appropriate rating scale based on the principles of educational measurement
- Evaluate and refine the rating scale
Who Should Attend
This workshop will be useful for all health care professions teachers, researchers and administrators. In particular, this workshop targets those who are involved in or are planning to be involved in educational research, curriculum evaluation, and student assessment.
“THE BEAUTY OF TWO WORLDS” – STRATEGIES TO DEVELOP AWARENESS OF THE ROLE OF MEDICAL TEACHERS IN FACILITATING STUDENTS' CLINICAL REASONING SKILLS DEVELOPMENT
1Ardi Findyartini, 1Diantha Soemantri, 2Geoffrey McColl
1Indonesia, 2Australia
Workshop Description
Clinical reasoning skills development in undergraduate medical programs is one of the highlights of the curriculum worldwide. Its complexity requires careful building blocks of contextual biomedical and clinical knowledge and ability to apply the relevant knowledge in diagnosing and managing clinical cases. There are clear roles of both biomedical and clinical knowledge in developing students’ clinical reasoning which supported attention to students’ clinical reasoning skills development from earlier stages of medical training. Clinical knowledge highlights signs and symptoms of disesases whereas biomedical knowledge provides explanation to the diseases.
Despite different structures and characteristics of both knowledge, the ‘beauty of these two worlds’ are actually completing each other in structuring students’ knowledge for clinical reasoning. Medical teachers may not be familiar with the nature of clinical reasoning skills development across the years which involves knowledge structure development from dispersed to high-compiled. Medical teachers who are participating in various sessions in preclinical and clinical years may not always be aware of these issues. Thus, they may not know how they actually can be more helpful to students’ in any stages of their training either.
This workshop will start by highlighting some main issues relating to basics of clinical reasoning, roles of biomedical and clinical knowledge in clinical reasoning skills development and how to teach it. Afterwards, through discussions, case studies and role play, the ability of medical teachers in preclinical and clinical years to describe clinical relevance when discussing biomedical knowledge and to explain basic explanation when analyzing disease signs and symptoms will be addressed. Exploring ‘the beauty of two worlds’ is indeed applicable and useful for teaching clinical reasoning.
Workshop Outcome
At the end of this workshop, participants will recognize the principles of facilitating medical students’ clinical reasoning skills development.
At the end of this workshop, participants will be able to facilitate students in developing their clinical reasoning skills according to their roles in preclinical and clinical year of education.
Who Should Attend
Medical teachers with interest in clinical reasoning teaching both at preclinical and clinical stage of education.
BETTER-CRAFTED SLIDES FOR BETTER LEARNING
Nomar Alviar
Philippines
Workshop Description
The ever-present slideware (presentation software) have made slides the default communication aids for lectures, talks, and other presentations. Slideware, such as Microsoft PowerPoint® and Apple Keynote®, have empowered anyone with basic computer skills to put together lecture slides with significantly less effort and expense. Because of this, ineffective slide presentations which contain inadequately, if not poorly, communicated messages have become prevalent. In this workshop, participants will have the opportunity to apply the principles of multimedia learning, as well as recent updates in visual science, to analyze and improve presentation slides. Following a short plenary discussion of these principles, participants will work in small groups to appraise and redesign actual slides.
Workshop Outcome
This workshop will help participants prepare better-crafted lecture slides which carry more clearly formulated content for more efficient message uptake.
Who Should Attend
Participants who have a working knowledge of creating presentation slides using PowerPoint® or Keynote®. They may bring their own presentation slides to work on.
FACILITATING A TEACHING SESSION FOR THE HYPOTHESIS-DRIVEN PHYSICAL EXAMINATION (HDPE): TEACHING PHYSICAL EXAMINATION ALONG WITH CLINICAL REASONING
Makoto Kikukawa,Hiroshi Nishigori
Japan
Workshop Description
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. 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.
Workshop Outcome
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.
Who Should Attend
Faculty members who teach and assess physical examination to medical students
USING QUALITATIVE RESEARCH IN THE EVALUATION OF EDUCATIONAL PROGRAMMES
Gominda Ponnamperuma, Asela Olupeliyawa
Sri Lanka
Workshop Description
Qualitative research methods are being increasingly used in evaluating both individual educational activities and overall curricula. They can be used either alone or together with quantitative methods; i.e. in mixed-methods research. The strengths of qualitative methods include the potential to target all four Kirkpatrick’s levels of evaluation, and the versatility in analysing human behaviour and perceptions in-depth. However, qualitative research is oft criticized as the opinion of a few individuals. Such criticism is mainly due to the lack of awareness of how to maintain the scientific rigor in qualitative research. Hence, it is important that medical educators understand the full potential of qualitative research in curriculum evaluation to ensure the scientific rigor in such evaluations. This workshop will introduce the participants to several qualitative research approaches used in social sciences and humanities, and their applicability in curriculum evaluation. It will then take participants through the steps of developing a framework for evaluation, identifying the different data collection instruments, and developing an evaluation plan.
Workshop Outcome
At the end of the workshop participants should be able to:
- Recognize the different methodologies and approaches in qualitative research
- Evaluate the differences between qualitative and quantitative methods of evaluation
- Discuss the uses of different qualitative methods in data collection and analysis
- Select the most appropriate data collection instrument/s for the four Kirkpatrick’s levels
- Discuss techniques to maintain rigor including triangulation and reflexivity
- Design an evaluation plan based on qualitative methods while maintaining the scientific rigor of the overall evaluation process
Who Should Attend
This workshop is intended for educationists, researchers and administrators who already conduct or wish to conduct evaluations of educational programmes using qualitative research methods.
FLIPPING THINGS AND OTHER INNOVATIONS IN EDUCATIONAL DESIGN
Lawrence Sherman
USA
Workshop Description
CME and CPD providers have innovative and interesting options to consider when developing activities, courses and curricula. This interactive workshop will provide participants with the tools necessary to incorporate these techniques into their educational armamentarium. Techniques such as Flipped Classroom, Social Media, Curricular and Learning Space Design, Evaluation Techniques, and Wearable Technologies will be used to guide participants through
Workshop Objectives
At the end of this workshop, participants will be able to:
1. Incorporate new and innovative techniques into future course and curricular design
2. Describe opportunities for enhancing current activities and courses
ART AND EMPATHY AS A GENERAL AESTHETIC
Terence Tan Si Peng
Singapore
Workshop Description
The desire to live and live well comes from pro-social behavior, therefore anti-social tendencies of patients need to be treated as well. This workshop will introduce the concepts of art, empathy, and the human connection as an important part of healing, which 50 artists and volunteers recently used for 400 patients in the wards of the National University Hospital. Several examples of how the teams used drawing and painting, dance, storytelling, and theatre will be presented, and participants shall likewise experience the benefits of incorporating aesthetics in caregiving both for the patient and medical caregiver.
Workshop Outcome
After this workshop the participants will be introduced to:
- The importance of aesthetics and empathy in medicine and nursing
- Possible methods and approaches to art and empathy for patients
- A portfolio of patients who benefit most from aesthetics and art
USING SIMULATED OR STANDARDIZED PATIENTS TO ENHANCE YOUR CURRICULUM
Nicola Ngiam, Mara McAdams, Tanya Tierney, Joanne Wang, Hor Chuen Yee
Singapore
Workshop Description
Simulated or standardized patients (SPs) are a valuable tool in medical education. Over time, the role of SPs has expanded from history taking and practice of communication skills to facilitation of teaching sessions and providing feedback. This workshop aims to demonstrate how SPs can enhance your current curriculum and assist in meeting educational outcomes. There will be opportunity to write your own SP case and interact with SPs in a learning session. We will explore value-added SP skills such as providing feedback on communication skills, SPs as physical examination teaching associates and SPs in hybrid simulations and complimenting high fidelity simulations where interaction with SPs will be available.
Workshop Outcome
At the end of the workshop, the participants should have experienced:
- Writing a case for an SP to use in a teaching activity
- SPs giving feedback on communication skills
- A physical examination teaching associate facilitating a teaching session
- SPs in hybrid simulation and complimenting high fidelity simulations
Who Should Attend
Medical educators interested in using SPs in their medical curriculum.
BRINGING OUT THE BEST IN OUR CHIEF RESIDENTS
Sophia Archuleta, Nicholas Chew, Goh Siang Hiong, Raymond Goy, Llewellyn Lee, Lim Boon Leng, Shirley Ooi
Singapore
Workshop Description
Learning from the US ACGME Program Chief Residency Model
What encourages and discourages a Resident from taking on Chief Resident Responsibilities?
How can we empower our Chief Residents?
Does Singapore need a national Chief Residency training program?
How do we measure the outputs and contributions of our Chief Residents?
BEST PRACTICES IN MEDICAL SCHOOL ACCREDITATION
Dan Hunt
USA
Workshop Description
This workshop will explore the variations around the world in the nature and type of standards that are in use for medical education accreditation. The advantages and disadvantages of "prescriptive versus non-prescriptive" standards will be understood through the use of case based examples. Participants will "serve" as survey teams members and will reach compliance decisions using different types of standards based on information provided by hypothetical schools. At the conclusion of the workshop participants will be able to describe the pros and cons of the type of standards and explain when in-depth training of team members is necessary based on the type of standard being used.
DEVELOP A SIMULATION BASED OBJECTIVE STANDARDISED CLINICAL EXAM (OSCE) IN A COMPETENCY BASED MEDICAL EDUCATION (CBME) ERA
Briseida Mema, Anne Kawamura, Afrothite Kotsakis
Canada
Workshop Description
Competency based medical education (CBME), a new era in medical education involves outcomes driven education and assessment to ensure that physician have the knowledge and skills needed for independent practice.CBME needs strong multifaceted assessment of competency in real life and simulation.Increase complexity of patients, shortened training time, concerns for patients safety also call for simulation based practice and assessments in a safe environment.Gold standards for tests are not available in medical education. Assessment tools and judgments that are made as a consequence of those assessments are important and actions made on assessment scores should be compatible with assessment strength (validity).In a recent systematic review of simulation based assessment Cook et al found that from 217 eligible studies only 6 provided a unified five source validity framework and call for more robust studies with good validity evidence. We share our experience having built an OSCE for assessment of competence in Critical Care Medicine trainees and having validated the OSCE using Messick’s five-point, unified construct validity framework.The workshop focuses on discussion and application on planning to implement an OSCE and preparing the necessary data for validity evidence based on Messick’s five-point, unified construct validity framework, that is: content, response process, internal structure, relationship to other variables, and consequences.
The structure of the workshop:
- Facilitators give an example of how to build an organizational structure for OSCE. Participants discuss in groups how that structure will look like in their own institution and the sources they would need mobilise.
- Facilitators give examples of identifying target learners to be assessed, developing the blueprint of competencies to be assessed. Participants in groups discuss and then share with the class the competencies they want to assess in their own learners.
- Facilitators lecture on building an OSCE scenario and building an OSCE bank. Participants work through an objective and build an OSCE scenario.
- Facilitators lecture on training the simulation coordinators, standardizing patients and assessors. Participants ask questions and discuss issues that they foresee.
- Facilitators discuss Messick's unified validity framework. Facilitators explain what data needs to be collected and how to have a informed discussion with statistician. Participants are given a set of OSCE data and work through analysing the data using Messick's unified validity framework.
Workshop Outcome
By the end of this workshop the participants will be able to: Identify important elements of an organizational structure responsible for the OSCE. Identify competencies they want to assess and build an OSCE scenario Identify the sources of validity evidence using Messick's unified validity framework Practice having an informed conversation with a statistician regarding the validity framework analysis.
Who Should Attend
Educators in health professions education preparing an OSCE as assessment tool
THE BMJ OR INSTRUCTIONAL SCIENCE: HOW TO GET YOUR PAPERS PUBLISHED IN DIFFERENT TYPES OF JOURNALS?
Erik Driessen
The Netherlands
Background
As a (young) researcher it is wise to think about your publication strategy: what kind of journals are you opting to publish your papers? The journal with the highest impact factor? Or the journal that is read most by the teachers and policy makers? Or the journal in which the theory you just modified with your study is discussed widely? And what will be the effect of your publication strategy for your scientific career? In this workshop we will discuss four articles on the same topic published in four different types of journals. We will look at writing style, structure, the composition of the introduction and discussion sections of the papers? Next to the technical aspects, we will also discuss the ethical side of publishing in different types of journals: how far are you prepared to go to get your paper published in that high impact journal? For example: to what extent will you follow up requirements of the editors for modification of your paper?
Intended Outcomes
More insight in how to plan a personal publication strategy Awareness of the differences between journals and the impact this has on the reviewing of your paper.
Structure
After a short introduction we will discuss four articles on the same topic published in four different types of journals.
Who Should Attend
People who (want to) publish research about medical education
Level Of Workshop
Intermediate
SUCCESS STORIES OF INTERPROFESSIONAL ACTIVITIES – FROM CONCEPTUALIZATION TO PRACTICE
Wong Li Lian,
Singapore
Workshop Description
The delivery of present patient care is often multi-disciplinary in nature and involves close collaboration between different healthcare professionals. As such, the introduction of interprofessional education (IPE) programs into undergraduate health professional programs aim to increase the students awareness as well as to increase collaborative activities of practitioners. Interprofessional activities play an important role in facilitating student awareness in interprofessional education. Therefore, this workshop aims to help participants acquire basic knowledge on conceptualization of interprofessional activities for students. In addition to that, students will also be sharing their learning process in conceptualizing an IPE activity from theory into practice.
APPLYING INNOVATIONS IN TECHNOLOGY TO ENRICH LEARNING AND FEEDBACK EXPERIENCES
1Pirashanthie Vivekananda-Schmidt, 1 Michelle Marshall, 2Zubair Amin
1United Kingdom, 2Singapore
Workshop Description
Currently, technological developments are occurring at an exponential rate. Exploiting these opportunities is key to engaging undergraduate students and trainees in their learning and development. The workshop will introduce participants to new developments in technology through examples of good practice; and support participants to consider how these developments can be appropriately integrated in enhancing one’s own teaching delivery.
Examples to be considered include application of gamification in enriching learning experiences and use of twitter to develop learning communities. Participants will have the opportunity to see, hear and discuss a range of exciting possibilities that technology can offer to add value to their students’ learning experience.
We will focus on how technology enhanced learning can support good practice in giving feedback and can be an effective medium where students are motivated to engage and respond to that feedback.
We will also consider current evidence on effective ways to implement these developments.
Through activities, participants will have the opportunity to reflect on which of these technologies may suit to develop their current practice and to work through how they may approach implementation. We will consider educational principles, approaches to learning and a SWOT analysis (Strengths, Weaknesses, Opportunities, and Threats) based reflection when considering adapting a technological innovation to one’s practice.
Workshop Outcome
At the end of the workshop participants will
- understand developments in technology that can enhance their educational practice and student learning;
- have had the opportunity to consider how to apply these appropriately, to develop their current practice;
- have had the opportunity to reflect with colleagues and workshop facilitators on the challenges and requirements relevant to taking their intentions forward
Who Should Attend
This workshop is relevant to those with an interest in applying the developments in technology to enhance their educational practice.
EFFECTIVE FEEDBACK: THROUGH THE LOOKING GLASS
Anne Kawamura, Afrothite Kotsakis, Briseida Mema
Canada
Workshop Description
Feedback is a powerful method to promote learning and is an essential skill for all teachers. Although feedback is critical for learning, teachers in the health professions are rarely taught how to provide feedback effectively. This workshop will discuss the importance of feedback, review important elements of the feedback session and provide participants with evidence-based models for approaching the feedback process with students. The course will focus on practicing feedback techniques and discussing difficult feedback cases
Structure of the workshop:
(20 minutes): What is feedback? Introduction reviewing the definition of feedback and the importance of feedback in learning. Interactive exercise reflecting on memorable feedback encounters.
(30 minutes): Elements of effective feedback Review of literature focusing on important elements of feedback
(30 minutes): Discuss 6 Stages of Effective Feedback model. Practice feedback model using role play
(30 minutes): Discuss PEARLS/ Stages of Change model for providing feedback. This model will challenge participants to consider difficult feedback situations and to discuss solutions using cases.
(10 minutes) – Summary and Questions
Workshop Outcome
At the end of this workshop participants will be able to:
- Define feedback and explain why it is important
- Describe elements of effective feedback
- Practice providing feedback using two evidence-based models
Who Should Attend
Teachers in health professions
SHARING THE LIGHT: OVERCOMING THE CHALLENGES OF TEACHING DIFFERENT LEVELS OF LEARNERS IN BUSY CLINICAL SETTINGS
Magda Wagdy, Amal Khidir, Ahmed Alhammadi, Marcellina Mian
Qatar
Workshop Description
Teaching in busy clinical sites can be challenging especially with different levels of learners. Clinical educators must maintain a safe learning environment, overcome the hierarchy within teaching structures, respond to the needs of learners and support trainees as teachers, while still providing effective patient care. Balancing these tasks becomes more difficult in a multicultural context. Faculty need to be armed with a practical approach and some tools to support their efforts. The workshop will start with a brief interactive didactic introduction addressing adult learning theory and the different contexts (inpatient, small groups and outpatient settings) in which clinical teaching and learning take place. Three interactive exercises are planned using video clips illustrating clinical teaching scenarios to trigger discussion and reflection. Another participatory exercise will be a role-play portraying clinical teaching that involves different levels of learners, in which the participants will be able to apply some of the concepts and methods learned in the previous exercise. Attendees will be invited to share their observations, reflections and provide feedback to each other during the debriefing.
Throughout the workshop the emphasis will be on
- evaluating and responding to the needs of different levels of learners,
- maintaining a safe and welcoming learning environment,
- usage of known tools to facilitate the educational interaction in a busy clinical setting so as to maximize efficiency in time management and retention of the material being learned
- supporting residents in their role as teachers.
These activities will represent interactions among a multicultural group of learners who are at different levels in their training and will include learners with problematic behaviors. Role modeling of faculty on how to address these various needs while maintaining a positive learning climate and encouraging residents to assume the teacher function will be demonstrated. This will include the use of simple recognized tools, such as the One Minute Preceptor and SNAPPS.
Workshop Outcome
At the end of this workshop, participants will be able to:
- establish a positive learning environment, taking into consideration the hierarchy common in multicultural contexts;
- identify strategies to support and respond to the needs of multiple learners while teaching;
- utilize recognized teaching tools to optimize limited teaching time; and 4) demonstrate support for residents as teachers
Who Should Attend
Educators in any healthcare profession who teach and supervise postgraduate or undergraduate trainees, and those interested in faculty development
MENTORING FOR PROFESSIONAL GROWTH AND ACADEMIC EXCELLENCE
1TJ Jirasevijinda, 1Elizabeth Kachur, 2Dong Chaoyan
1USA ,2Singapore
Workshop Description
Professional growth in academic medicine can be a challenge, especially for junior faculty members. Lack of an experienced mentor poses an additional challenge. Yet, academic and scholarly activities are routine demands that new and seasoned faculty members have to meet. Institutions around the world have different criteria for recognizing academic excellence and promotion. However, the definition of rigorous scholarship is universally recognized. The Glassick Criteria for Scholarship have been increasingly recognized as a framework to evaluate excellence in academic medicine. This highly interactive workshop will consist of three parts. The first will explore the basics of mentoring in the context of professional growth and academic excellence. Participants will reflect on their own mentor/mentee experience and explore characteristics of an effective mentor. They will learn about effective mentoring strategies: including finding mentors, mutual goal setting, defining success, maintaining relationship as a two-way street, mentee empowerment, and monitoring growth. Participants will then be divided into smaller groups to examine 3-4 cases of challenges in the mentoring process, with debriefing in the large group. In the second part of the workshop, participants will discuss Glassick Criteria for Scholarship and examples for each of the six components: clear goals, adequate preparation, appropriate methods, significant results, effective dissemination, and reflective critique. Again, in small groups, participants will use worksheets to examine their current or planned projects in the Glassick framework. The exercise will result in step-wise outlines for their (proposed) projects from planning to implementation to evaluation to dissemination. The third part will tie mentoring and scholarship together in order to generate professional growth. Participants will set their short, medium and long-term goals, and share lessons learned from the workshop in order to plan next steps after returning to their home institutions.
Workshop Outcome
At the end of the session participants will be able to:
- Describe components of effective mentoring
- Discuss Glassick Criteria for Scholarship
- Examine and revise current or planned projects using Glassick's framework
- Plan for effective mentoring to achieve academic success
Who Should Attend
Junior and Senior Faculty, Trainees, Educators
Level of Workshop: All levels
MOBILE LEARNING FOR HEALTHCARE EDUCATORS
Vaikunthan Rajaratnam, Dong Chaoyan, Elise Lee
Singapore
Workshop Description
A hands-on workshop that will help you design a mobile learning course using current technology and platforms to be delivered on various devices to facilitate mobile learning among your learners. This workshop will be facilitated by medical professionals and educators familiar with mobile technology. At the end of this workshop you will have the skills to design, develop and deploy a learning program on mobile devices in a cost effective manner.
IF you are looking to find opportunities for mobile learning in your workplace OR Understand the functionalities of a mobile web and mobile app OR Create a basic mobile learning program and deploy it for your learners, then this is for you.
Technical Requirements: Participants will need to bring a laptop (PC or Mac) and a mobile device (Android phone, iPhone, or any tablet) to the workshop. It is critical to have the most up-to-date browser on your laptop. Google Chrome, Firefox, or Internet Explorer 9 are all recommended.
LEARNING TEAMWORK IN THE CLINICAL SETTING: DEVELOPING EPAS, MILESTONES AND ASSESSMENT TOOLS
1Peter Harris, 2Asela Olupeliyawa
1Australia,2Sri Lanka
Workshop Description
Working effectively with the health care team has been recognised as a key exit outcome for medical students. Several educational strategies including collaborative learning, interprofessional education, and simulation-based education have been used in the development of this outcome. Situated learning through work-based activities in particular has much potential to overcome the challenges of opportunistic teaching and assessment. However, there has not been much focus on how this outcome can be systematically learnt and assessed in the clinical setting. A recent approach to the development of outcomes in clinical education has been the framework of EPAs and milestones (ten Cate & Scheele, 2007). Workplace-based assessment (WBA) has been recognised as an important approach to achieve EPAs and milestones. Recent WBAs have focused on the outcome of teamwork as well (Whitehouse et al, 2007; Olupeliyawa et al, 2014). Identifying milestones and appropriate WBAs on the outcome of teamwork for medical students’ curricula would be useful to medical educators.
This workshop will introduce the participants to the principles of EPAs, milestones, and workplace-based assessment with emphasis on the outcome of teamwork. It will take participants through the steps of systematically developing EPAs and milestones for medical students for the outcome of teamwork. Participants will then review the usefulness of different WBAs for these EPAs and milestones in diverse clinical settings including in-ward care, emergency care, and primary care. Finally they will practice assessor training activities including calibration exercises.
Workshop outcomes
At the end of the workshop participants would be able to:
- Recognise the concept of EPAs and milestones in medical student education
- Identifying relevant milestones in the outcome of teamwork
- Explore various workplace-based assessment tools focusing on the outcome of teamwork
- Evaluate how and when to use these assessment tools for the identified EPAs/ milestones
- Practice calibration exercises and other faculty development initiatives for these WBAs
Who should attend
This workshop will be useful for health care professions teachers and administrators. In particular, this workshop targets those who are involved in or are planning to be involved in clinical education and student assessment.
References
ten Cate, O., & Scheele, F. (2007). Viewpoint: Competency-Based Postgraduate Training: Can We Bridge the Gap between Theory and Clinical Practice?. Academic Medicine, 82(6), 542-547.
Whitehouse, A., Hassell, A., Bullock, A., Wood, L., & Wall, D. (2007). 360 degree assessment (multisource feedback) of UK trainee doctors: Field testing of team assessment of behaviours (TAB). Medical teacher, 29(2-3), 171-176.
Olupeliyawa, A. M., O’Sullivan, A. J., Hughes, C., & Balasooriya, C. D. (2014). The Teamwork Mini-Clinical Evaluation Exercise (T-MEX): A Workplace-Based Assessment Focusing on Collaborative Competencies in Health Care. Academic Medicine, 89(2), 359-365.
FLIP YOUR CLASS. WHAT WORKS BEST?
Satya Gollamudi, Reshma Merchant
Singapore
Workshop Description
This workshop is about empowering faculty to utilize technology to ‘flip’ their classroom to allow more contact time in classroom facilitating discussion amongst students rather than delivering the traditional lecture. In the flipped classroom model, videos and assessment created using various different platforms can be sent to students or residents prior to lessons. In the classroom, students can spend more time solving problems and doing group work with greater peer to peer interaction. In this workshop participants will learn the concept of flipped classroom model and how it can be used to teach medicine. This workshop also facilitates the participants to have hands on experience to make videos and learn what best suits our current Gen Y students. The apps that are available to create videos for this model will be discussed and participants can try a few apps during this workshop. The workshop will be divided into 4 sessions. Session – 1: In this session, the practical aspects of flipped classroom model will be presented to the participants. This will be in the form of presentation, feedback on various different type of video’s used and active interaction with the participants. All the participants will be trained briefly to use a simple app to create a video on a topic. Different type of e-assessment mode will also be discussed. Session – 2: Participants will be divided into groups. Each group will choose a topic that they are comfortable with to make videos and will plan on facilitating the classroom session on the same topic. Facilitators will provide materials for the topics. All groups will be trained on how to use the various assessment tool and will be required to create assessment for their session. Session – 3: All groups present their videos and feedback will be provided. Brain storming with question and answer session on flipped classroom model will be done. A sample video topic and classroom session done by the facilitators will be shared with the participants. Session 4: Some of the apps that are available to make the videos will be shown and participants can try these simple apps during this session.
Workshop outcomes
At the end of the workshop participants would be able to:
- To make simple videos for the flipped classroom model.
- Facilitate the classroom session after students watch these videos
- Learn about some of the apps that are available to make the videos.
- Develop different types of assessment tools that can be implemented during the classroom session for this model.
Who should attend
Any health care professional who is involved in teaching medical students, residents and fellows/senior residents can attend this workshop.
CME/CNE/CPE accreditation are being finalised.
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