ASSESSING TEACHER PERFORMANCE
John Norcini
USA
Workshop Description
The quality of health professions education is an issue of ongoing concern in many countries and central to it are the teaching skills of faculty. Methods for assessing and improving such skills are in their infancy, but many of those in use are the same as, or variations on, workplace-based assessments that are used with students, trainees, and practicing doctors. This workshop will survey these methods and discuss a variety of issues in their deployment. Active involvement will be encouraged throughout and small group exercises will focus on making judgments about actual teaching portfolios.
HOW TO PREPARE YOUR STUDENTS FOR TEAM-BASED LEARNING AND SUPPORT THEM THROUGH THE PROCESS
Preman Rajalingam, Claire Ann Canning, Wong Teck Yee, and Naomi Low-Beer
Singapore
Workshop Description
Team-Based Learning (TBL) is a highly structured approach to learning, where students come to class prepared through pre-class self-learning. Time in-class is used for sharing, discussions and application of knowledge to authentic tasks, in teams. Whilst some educators have considered TBL to be a variation of collaborative or co-operative learning, it is now generally accepted that TBL has distinctive underpinning principles (Davidson, Major, Michaelsen, 2014). These principles include the need for effective preparation and support of students, both individually and in their teams.
The Lee Kong Chian School of Medicine (LKCMedicine), a partnership between Nanyang Technological University and Imperial College London, is Singapore's newest medical school. It enrolled its first batch of students in August 2013. TBL is its anchor pedagogy and completely replaces traditional didactic teaching in the first 2 years of the 5-year MBBS programme. The entire progamme was designed from the ground up with preparation and support of students as core tenets. During this workshop participants will experience TBL and develop an understanding of the integrated approaches used by LKCMedicine to prepare students for TBL and support them through the TBL process. Following this session, participants should be able to adapt these approaches to fit their own teaching and learning context.
TIPS AND TRICKS FOR SUCCESSFULLY PUBLISHING SCHOLARLY WORK IN AN INTERNATIONAL JOURNAL ON MEDICAL EDUCATION
Peter G.M. de Jong and Julie K Hewett
USA
Workshop Description
In publishing scholarly work it is important choosing the right strategy in submitting the work to the most appropriate journal. The session 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.
MENTORING FOR SUCCESS IN YOUR EDUCATIONAL PROGRAMMES
Shirley Ooi, Marion Aw, Clement Tan, Raymond Goy
Singapore
Workshop Description
Mentoring is a dynamic reciprocal relationship, aimed at promoting the development of both the mentor and the mentee. Good mentoring is one of the pillars of successful professional and personal development. It is also one of the key factors in making a good educational programme to a great one! Not all of us may have had the opportunity to experience good mentoring, and not many of us naturally possess all the traits of a good mentor. The good news is that mentoring is a skill and, like all skills, can be learnt, developed and perfected.
The aim of this workshop is to allow participants to share ideas and best practices through interactive case discussions. We will explore the various types of mentor-mentee relationships and how to maximise them, stages of mentoring, as well as how to overcome some of the common difficulties faced in mentoring. Participants will leave the workshop challenged to improve on and excel in their mentoring relationships, and motivated by the new ideas and skills they will have acquired.
INTERPROFESSIONAL EDUCATION (IPE) - BRIDGING THE GAP BETWEEN EDUCATION AND THE WORKPLACE
Wong Mun Loke, Calvin Ho, Chui Wai Keung and Nicola Ngiam
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 students' awareness, to prepare them for future interprofessional collaborations as well as to increase such collaborative activities of practitioners in the workplace.
Through this workshop, participants will be able to learn not just the importance of interprofessional education in the curriculum but will also learn to assess and evaluate outcomes for IPE to work out progress in the curriculum. Participants will also learn to make IPE come to life in actual practice as well as ways to promote IPE in the workplace. With this, outcome gained through such interprofessional activities can be used to bridge the gap between education and the workplace.
WORKPLACE-BASED ASSESSMENT: EVIDENCE-BASED PRACTICES
John Norcini
USA
Workshop Description
The goal of this session is to familiarize the participants with some of the formative workplace-based assessments methods currently being used, with a focus on mini-CEX. It will highlight the importance of formative assessment in learning, review some of the research on the methods, present a model for faculty development, and describe some of the current research on feedback to trainees. Active participation will be encouraged throughout and small group activities will focus on developing a faculty consensus on assessment standards and using the methods to provide effective feedback to trainees.
USING MIND MAPS AS A TEACHING AND LEARNING TOOL TO ENHANCE CLINICAL RELEVANCE AND PROMOTE STUDENT ENGAGEMENT
Indika Karunathilak
Sri Lanka
Workshop Description
From teaching and learning to assessment, there are countless opportunities that mind maps offer for medical education. A mind map is a visual way of illustrating links between different areas under a given topic. Within a mind map, the major categories radiate from a central concept or topic, and the other categories are linked as branches sprouting out of this central concept. In relation to clinical teaching, these links can be drawn to show relationships between different areas such as pathophysiology, patient management, disease prevention, socio-economic aspects, ethics and professionalism and thereby showing the clinical relevance of each of these aspects.
The benefits of mind maps in clinical learning include improving learners’ competency in problem solving, critical thinking, clinical reasoning, decision making, leadership and teamwork. Through these benefits, mind mapping offer a more holistic, value-added and high quality clinical teaching and learning strategy, highly appropriate in the context of health professions education. This allows clinical topics to be more interesting to students and makes both learning and teaching more engaging and enjoyable.
This workshop explores how a clinical teacher can apply mind mapping technique to demonstrate clinical relevance and student engagement in learning. It is planned as a participant driven workshop with interactive discussions and hands on activities simulating real life teaching situations.
HEALTHCARE IN THE 21ST CENTURY – ENVISIONING THE PROFESSIONAL FOR TOMORROW'S HEALTHCARE (PTH)
Nicholas Chew, Yvonne Ng and Winnie Teo Li-lian
Singapore
Workshop Description
These are challenging times for healthcare – factors such as the rise of chronic illness, the preponderance of ageing populations, the increasing complexity of healthcare delivery systems, coupled with escalating costs and rising expectations, all converge to make the present modus operandi of healthcare delivery unsustainable.
In the midst of such uncertainty, it is clear that a drastic redesign of education and healthcare delivery systems is inevitable. Who, then, is the ideal person who will be able to navigate the transformed healthcare landscape that emerges from such reform?
The National Healthcare Group Education Office, in consultation with both educators and practitioners of healthcare in Singapore, has devised a model that encapsulates the important attributes needed for a professional for tomorrow’s healthcare (PTH). The attributes encompassed in the HPF model include: ethics and professionalism, core and team capabilities, future-oriented thinking and leadership.
This workshop is part of a continuous, but necessary, colloquy to articulate the capabilities that educational and training programmes need to endow future healthcare professionals with.
The workshop will be structured using design-thinking principles, such as user empathy, problem framing and ideation. Participants will discuss the attributes that they feel will be important in the healthcare industry of the future, and visualize their own version of the healthcare worker of the future. The PTH model will then be presented, and its evolution, rationale and components explained. Participants will be invited to share their views on the PTH model: ranging from the attributes encapsulated within, to the applicability of translating these attributes into educational and/or training curricula. It is hoped that the consensus forged, as well as the disparate views aired in these discussions, will carry the discourse on envisioning a new healthcare model, forward.
The workshop welcomes all stakeholders in medical education, especially those involved in curriculum planning, and invites views from the continuum of healthcare professions.
ENHANCING AND ENRICHING LEARNING IN TBL THROUGH EFFECTIVE FACILITATION
Ha Tam Cam & Cook Sandy
Singapore
Workshop Description
Effective facilitation skills are able to enhance any student learning experience. This workshop, run in a Team-based Learning (TBL) fashion, will review the important elements of facilitation and how higher learning levels of Bloom's taxonomy can be achieved through effective facilitation. Pre-work assignments will be given to the participants to help them prepare for the activities.
TIPS TO INCORPORATE SOCIAL RESPONSIBILITY/ACCOUNTABILITY INTO THE MEDICAL SCHOOL CURRICULUM
James Rourke
Canada
Workshop Description
Participants will learn tips to incorporate Social Responsibility/Accountability (SR/A) into their medical school curriculum by sharing and discussing their school's current and planned SR/A learning activities as well as examples from award winning Aspire-to-Excellence Schools.
A GLIMPSE BEHIND THE CURTAIN: TIPS FOR PUBLISHING IN HEALTH PROFESSIONAL EDUCATION JOURNALS
Kevin Eva
Canada
Workshop Description
The goals of this workshop will be to provide authors (or potential authors) with a better understanding of what makes a good paper, where the common pitfalls lie with respect to writing and submitting papers, and what goes on 'behind the scenes' of the publication process. The potential benefits include an increased understanding of what it takes to publish in medical education journals specifically and the scientific literature more broadly.
Workshop participants will be asked to consider the following questions and issues: (1) What problems are commonly encountered, (2) What makes a good paper? Why do papers get accepted or rejected? (3) What happens to a paper during the review process? (4) Issues of style; (5) Ethical aspects of publication
ASPIRE ASSESSMENT WORKSHOP
1Trudie Roberts, 2Katharine Boursicot, 2Dujeepa D Samarasekera
1United Kingdom and 2Singapore
Workshop Description
Pre-conference workshop for those wishing to apply for the ASPIRE Award for international excellence in medical, dental and veterinary schools http://aspire-to-excellence.org
This workshop is aimed at medical/dental/veterinary school staff who are involved in student assessment and whose institutions are considering applying for an ASPIRE Assessment award.
To get the most out of this workshop it is recommended that a small group of staff attend equipped with an in depth knowledge of their own assessment programme.
Outcomes
At the end of this workshop attendees will have gained familiarity with the application process and in-depth understanding of the criteria for the assessment award.
Attendees will have also had the opportunity to consider how they will gather evidence of excellence from their own institutions and identify areas where further development is required to achieve excellence.
Outline
- Interactive talk on the Aspire Assessment review process
- Examination of the assessment panel criteria – supported group work
- Discussion of the types of evidence required – supported group work
- Identification of areas for further development – supported group work
- Plan for next steps – supported group work
- Final Q&A session – whole group
SUPPORTING EDUCATORS TO ENGAGE IN RESEARCH IN MEDICAL EDUCATION (RIME) IN THE ASIA PACIFIC REGION
1Gominda Ponnamperum & 2Hiroshi Nishigori
1Sri Lanka and 2Japan
Workshop Description
Educational research, like any socially constructed activity, needs to be situational and contextual. This means that not only the broad principles of conducting research needs to be contextualized, but the findings of such research also should be interpreted and applied in the light of the local context.
Most research in medical education has been conducted in western countries. When applying the research methods to another socio-cultural setting there may be a need to modify some of the methodological applications. Similarly, when interpreting the results of these studies in another socio-cultural context, they need to be interpreted with the local context in mind. Young researchers find this more challenging in medical education than in any other field as they are called upon to do two tasks: first understand the principles of educational methodologies and the findings of such methodologies; and then to contextualize it to the local setting. Teaching this to the young researcher is also challenging to a mentor or supervisor. One of the core-objectives of Asia Pacific Medical Education Network (APME-Net) is to support researchers in the Asia and Pacific regions to contextualize research methods and their findings originated in an alien setting, to their own setting. The first part of this workshop explores the strategies, methods and models that could be used to guide young researchers to contextualize both the research methods and findings to their own context.
With the objective of exploring strategies and methods helpful to young researchers in the region to contextualize research, APME-Net has planned a series of meetings. In these meetings the researchers present their ongoing work and get feedback from a wider network of researchers. The first such meeting, named First Hongo Meeting was held in Niigata, Japan in July 2015. As an extension of this meeting, the second part of this pre-conference workshop would be a similar meeting, where the workshop participants will have the opportunity to discuss and apply some of the methods helpful to guide a young researcher to a real-life situation. In this session, a young researcher would present an ongoing research that they carry out and discuss the problems that they face when carrying out such research. The participants will then discuss how the strategies and methods identified in the first part of the workshop would be useful when guiding this young researcher.
Objectives:
At the end of the workshop, the participants should be able to:
- Discuss the problems that a young researcher may find when conducting research in medical education in the Asia-Pacific region
- Identify methods to guide a young researcher to contextualize methodologies developed in western countries to their own context
- Identify methods to guide a young researcher to contextualize findings generated through research carried out in western countries to their own context
- Explore the application of some of the methods identified in the light of a real-life example
Who should attend this workshop?
- Young researchers in Asia-Pacific region
- Research supervisors who supervise researchers from the Asia-Pacific region (from anywhere in the world)
- Those who have the intention of or those who are already collaborating with researchers in Asia-Pacific region
MAKING SENSE OF RESEARCH ON USING TECHNOLOGY TO ENHANCE TEACHING AND LEARNING
1John Sandars and 2Poh-Sun Goh
1United Kingdom and 2Singapore
Workshop Description
There are an ever increasing number of research studies about using technology to enhance teaching and learning. However, how can this research be applied to ensure that a similar impact can be translated to another context? This workshop will explore, through a series of short demonstrations and practical sessions, the importance of understanding program theory, usability, transferability and scalability.
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.
USING THE CLINICAL REASONING LITERATURE TO IMPROVE THE USE OF SUBJECTIVITY IN ASSESSMENT
Kevin Eva
Canada
Workshop Description
The study of clinical reasoning has a long and illustrious history in medical education. The same can be said for research into assessment practices. In both cases concern has been expressed about errors that can arise from subjectivity, but rarely have the two literatures been juxtaposed to determine how clinical and educational practice might be improved through combination of the insights these studies have generated. Typical concerns about subjectivity centre around biases created by physician expectations and around assessments being influenced by candidate characteristics unrelated to performance. The general view that judgment ranges from fallible to non-credible, however, is incommensurate with growing bodies of evidence that suggest subjective data can be more reliable, more meaningful, and more useful in practice than data derived from poorly designed or poorly executed "objective" information. Persistent challenges include designing subjective assessments that are meaningful and developing scoring rules that can either yield useful feedback or support defensible selection decisions. In this workshop we will discuss the definition of subjectivity, review the evidence regarding its use, and explore ways in which knowledge of clinical reasoning can be used to improve the strategies that are evolving for the sake of optimizing assessment practices.
WHAT IS INVOLVED IN UNDERGOING ACCREDITATION?
1Michael Field, 2Pete Ellis, 3Xian Wang, 4Nobu Nara, 5Ki-Young Lim and 6David Gordon
1Australia, 2New Zealand, 3China, 4Japan, 5Korea and 6France
Workshop Description
This Workshop will give participants the opportunity to learn what is involved for a medical school in undertaking a typical accreditation process. Experienced educators from New Zealand, China, Japan, Korea and Mongolia will highlight aspects of their own experience as a faculty member of a school undergoing accreditation, and/or as a member of an accreditation expert team. The following components of the accreditation cycle will be considered: writing the self-evaluation report, preparing for the site visit, interacting with assessors during the visit, implementing recommendations of the expert report. In addition to hearing brief formal presentations, attendees will take part in small group sessions during which there will be an opportunity to ask questions of the experts, and to role-play various interpersonal interactions involved in the process. The Workshop will be presented by members and affiliates of the Association for Medical Education in the Western Pacific Region, with participation by the President of the World Federation for Medical Education.
IT'S NOT THE SAME EVERYWHERE: DESIGNING PROFESSIONALISM CURRICULUM WITH CULTURE IN MIND
Ming-Jung Ho
Taiwan
Workshop Description
While professionalism is a required competency in medical education around the world, there have been few professionalism curricula that take into consideration cultural differences across institutional and national contexts. The purpose of this workshop is to help medical educators to design professionalism curriculum with cultural context in mind.
Who should attend?
This workshop will be of interest to medical educators who are interested in designing and implementing professionalism curriculum that are responsive to local contexts and cultures.
Structure of workshop
The workshop will begin with a literature review of current status of professionalism curricula, followed by a case study from a Confucian cultural context. Participants will then engage in table exercises to define outcomes of professionalism curricula with the consideration of cultural factors in curriculum design. Small groups of educators will work together to develop professionalism curricula according to the outcomes and share the results of their exercises among all workshop participants. Once this process is complete, the larger group of participants will brainstorm collaborative research projects that might be implemented across their respective institutions and cultures.
Intended outcomes:
We envision that participants will:
- Advance their knowledge of professionalism curriculum
- Design professionalism curriculum projects
- Identify cultural factors that might affect professionalism curricula
- Network with educators who have similar interests, leading to potential collaboration on future
cross-cultural research projects
Level
The target audience encompasses attendees of all levels.
STRENGTH-BASED APPROACHES TO PROFESSIONALISM
1Anita Ho, 2Linying Hu, 3Nandini Kumar and 1Thirumoorthy Thamotharampillai
1Singapore, 2China and 3India
Workshop Description
This workshop contrasts various methodologies in teaching professionalism to medical students, and focuses on strength-based approaches as potentially more effective methods in empowering learners to develop and exhibit appropriate attitudes and behaviours. The facilitators will use examples from their respective institutions in Singapore and India in illustrating various approaches in supporting students’ process of identity formation and in enhancing life-long learning for practitioners.
TEACHING OF SCIENCES IN HEALTH PROFESSIONAL EDUCATION: UPDATING THE LEARNING STRATEGIES
1Matthew Gwee, 2Peter GM de Jong, 1Sandy Cook and 3Vaughan Kippers
1Singapore, 2The Netherlands and 3Australia
Workshop Description
New educational and technological developments have provided the medical science educator with new opportunities to improve and update science education to a modern and challenging training environment. In this symposium an international panel of presenters will address and showcase some of these new approaches, followed by a general discussion with the audience.
APPLYING TECHNOLOGY TO IMPROVE THE QUALITY OF ASSESSMENT IN HIGH STAKES TESTING
Ian Frank and Liz Farmer
Australia
Workshop Description
Overview of the design and processes for creating the NTC for high stakes testing
The digital and electronic technology for station capture and tablet marking in real time
Advantages of electronic scoring
Uses of the technology to improve the quality of assessment in high stakes testing:
- Quality Assurance during an examination by direct observation of all stations
- Footage for examiner and SP training
- Candidate Appeals
- Remote scoring of recorded stations
- Platform for research initiatives to improve assessment
- Platform for international collaborations
COMMUNICATIONS SKILLS + PRESENTATION SKILLS = GREAT EDUCATION
Lawrence Sherman and Kathy Chappell
USA
Workshop Description
This workshop is designed to be completely interactive, and to share and enhance best practices in presentation styles and skills. The target audience for this workshop is novice and experienced medical educators seeking to enhance and embellish their presentation techniques, while also helping their peers to do the same.
The workshop will be facilitated by Lawrence Sherman, FACEHP, CHCP, and Kathy Chappell, PhD, RN and will be geared towards identifying the best practices in each participant, and encouraging group discussion. Lists of skills and techniques will be developed, and groups will work to prioritize the skills into need to have versus nice to have, and individualized differences will be highlighted and addressed.
Some of the topics that will be addressed include:
- Real-time needs assessment
- Reading an audience
- Use of visual aids
- Positioning/posture/voice/hands
- Moving from passive to active teaching
- Meeting Interprofessional and Multidisciplinary needs
Participants will be encouraged to be open and active during the session!
DEVELOPING and ASSESSING RESILIENCE IN MEDICAL AND HEALTHCARE PROFESSIONALS
Máire Kerrin and Amy Aitkenhead
United Kingdom
Workshop Description
Resilience can be understood as ‘the ability to bounce back or positively adapt to ongoing stress or adversity’. Many resilience-enhancing interventions have shown improvements in developing resilience resources in employees so that they can better cope with workplace stressors that lead to increases in goal attainment, productivity, and improved performance.
Drawing from theories of stress inoculation, it is possible that exposing individuals to simulated challenging workplace scenarios, through Situational Judgment Scenarios (SJS), can promote the development of resilience to future workplace challenges. The SJS approach aims to build competence in harnessing resilience resources to deal with workplace stressors relevant to healthcare with the provision of immediate feedback, time for problem-solving, evaluation, and reflection.
The workshop will begin with an overview of different approaches to developing and assessing resilience, to provide participants with an understanding of metrics in this context. Participants will then be introduced to the features involved in developing an effective situational judgement scenario for use in developing and assessing resilience utilising text based or video-based scenarios. Working in small groups, participants will practice developing situational judgement scenarios, as well as developing ‘expert’ rationales for feedback. In the final part of the workshop, groups will consider developing these scenarios into a script format, suitable for the use in a video format.
By the end of the session, participants will:
- Understand the importance of developing resilience effectively within a healthcare setting
- Consider the different approaches to developing and assessing resilience
- Understand the features important in developing effective situational judgement scenarios for developing and assessing resilience (e.g., designing items, response formats and ‘expert’ rationales)
- Practice the development of situational judgement scenarios for developing resilience
- Consider the pros and cons of using a ‘low fidelity’ text base SJS with a ‘medium fidelity’ video-based situational judgement scenarios
This workshop is relevant for all health professional educators interested in the development and in particular the assessment of resilience at work
CME/CNE/CPE accreditation are being finalised.
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