USING SPSS FOR DATA ANALYSIS
Shen Liang
Singapore
In this workshop, SPSS software will be introduced in the use of data analysis. A short discussion on proper form design & data collection will be highlighted. Participants will be informed of how to present the relevant descriptive statistics, the statistical techniques for quantitative & qualitative outcomes using Univariate & Multivariate analyses.
TIPS AND TRICKS FOR SUCCESSFULLY PUBLISHING SCHOLARLY WORK IN AN INTERNATIONAL JOURNAL ON MEDICAL EDUCATION
Peter G.M. de Jong and Julie K Hewett
The Netherlands
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.
Workshop Objective
At the end of the workshop the participants will have a better understanding of scientific publishing and the way in how a manuscript should be submitted. The workshop is intended for those with no or little experience in submitting manuscripts to international journals.
Research Paradigms And Methods: An Interactive And Applied Workshop Across The Methodological Spectrum
Marcus A Henning and Craig S Webster
New Zealand
Workshop Description
In medical and health sciences education, it is important to consider the diverse set of research approaches required to answer multi-layered and often complex research questions. As senior lecturers who have teaching and research interests in applying various research paradigms and methods, we believe it is imperative for educational researchers to have an appreciation of the full breadth of the methodological spectrum, including quantitative, qualitative and mixed methods approaches. We further suggest that it is important to consider the theoretical world views which frame the research paradigms which then operationalise the type of methods considered and data collected.
Structure (duration - 4 hours)
(1) The introductory session will focus on the historical background regarding the main research paradigms being employed in medical and health sciences educational research.
(2) The session will consider data collection methods that can be used which best suit the research paradigm being employed.
(3) An interactive discussion will cover examples of research followed by teams working together to develop mini-research proposals dependent upon their area of interest.
Level of Workshop
This workshop is aimed at developing participants’ conceptual understanding of the breath of educational research methods available. More advanced medical and health sciences researchers in education may wish to attend to learn more about research paradigms and methods in the context of the wider methodological spectrum.
Workshop Objective
By the end of the workshop the participants will be able to:
1. Identify the various research paradigms that can be applied in medical and health sciences educational research.
2. Determine the appropriate research paradigms being applied in reference to the research questions being asked.
3. Apply appropriate methods of gathering information dependent upon the research paradigm being employed.
4. Discuss and evaluate different research examples to ensure more rigorous and suitable research planning is being conducted.
Who Should Attend
This workshop will be informative for:
1. Health professional researchers who wish to learn more about the diverse nature of educational research.
2. Educational researchers who wish to improve their skills in understanding medical and health sciences educational approaches.
3. Health professional researchers aiming to develop their educational research ideas into workable research projects.
THE OCULUS RIFT AND HOLOLENS IN HEALTHCARE EDUCATION - QUO VADIS?
Erle Lim, Dujeepa D Samarasekera and Clement Tan
Singapore
Workshop Description
There has been recent Interest in incorporating technology into clinical training and medical education, with the result that some faculty are like workmen brandishing hammers looking for nails, rushing to incorporate these technologies without the right pedagogical and conceptual framework. This could lead to unproductive consumption of meagre resources, as well as suboptimal educational outcomes.
In this workshop, the facilitators will initiate discussions regarding the educational environment which necessitated the development and use of VR and AR devices to enhance the students' learning experiences, whilst being mindful of achieving learners' outcomes.
The facilitators will share their own learnings and experiences being involved in developing these technologies at their institutions highlighting the best practices and pitfalls.
The presenters will share their experiences in using technology to enhance learning:
https://www.youtube.com/watch?v=JGiVVObY0Ew
https://www.youtube.com/watch?v=dx49nPnyuQE
http://www.etc.cmu.edu/blog/projects/cyclopes/
STARTING YOUNG - NURTURING THE VALUE OF "RESPECT FOR PERSONS" IN PROFESSIONAL IDENTITY FORMATION OF NURSING AND MEDICAL STUDENTS
Calvin Ho, M Kamala Devi, Neeta Satku, Siriwan Lim and Anita Ho
Singapore
Workshop Description
The ethical principle of ‘respect for persons’ is the cornerstone of professionalism for both the nursing and medical professions. It not only underscores the relationship between healthcare provider and patient, but also collaborative practice in various team roles to deliver patient or population-centred care that is safe, timely, efficient, effective and equitable. Quality care requires every member of a patient’s healthcare team to be committed not only to professionalism, but also to mutual respect and reciprocity. However, effective collaboration depends on a number of pre-conditions, including a clear understanding of how ‘respect for persons’ should be expressed in the roles and expectations of all involved, as well as the means by which they could be negotiated and moderated, among other conditions. Teaching of professionalism in nursing and in medicine has often adopted a relatively insular focus on the relationship between nurse or doctor and patient, thereby underplaying the more complex array of relationships that constitute the healthcare context.
There are two main parts to the workshop. The first part will introduce participants to the health ethics, law and professionalism components of nursing and medical education at the Yong Loo Lin School of Medicine (YYLSoM), as well as the indicators that have been developed to assess professional identity formation among nursing and medical student. An initial analysis of findings from surveys and focus-group discussions on a recent educational intervention on ‘respect for persons’ that involved an entire cohort of (second year) nursing and (first year) medical students will also be shared with participants. In the second part of the workshop, participants will have the opportunity to consider means of integrating professionalism (with focus on ‘respect for persons’) as a core competency within the nursing and medical curriculums, drawing specifically on (and comparatively with) the experiences of YYLSoM.
Workshop Objective
a) Articulate one or more ways by which professionalism, in terms of respect for persons, could be defined or understood from the viewpoint of a nursing student or a medical student, and from an inter-professional perspective;
b) Discuss some of the obstacles that a nursing or medical student may encounter in professional identify formation that is supportive of collaborative practice; and
c) Formulate ways of integrating professionalism (as ‘respect for persons’ and with emphasis on collaborative practice) as a core competency within the curriculum.
Who Should Attend
Colleagues who are involved in professional identity formation of nursing and medical students
An Integrated Software To Develop And Manage High Quality Assessment Items
Yan Jin, Shekhar Madhukar Kumta, Alex L.K. Yung
Hong Kong S.A.R.
Workshop Description
Developing and maintaining High Quality assessment items is a challenge for most medical and health related educational organizations. Limited manpower, lack of content expertize and time constrains are major barriers. We have developed a secure software tool that facilitates and enables many of the functionalities required of Examination administrators and Test Developers. Particularly the software helps in the development of high quality assessments, and can serve as a repository for good items. Its database functionality allows the categorization of items on a variety of parameters making it easy for test administrators to call up items and to blue-print them into an examination. Such repositories may be shared between departments and even schools thereby making a large pool of quality items available for use.
1. Participants will learn to use a software tool that facilitates the development of assessment items.
2. Participants will learn to utilize tool for the following functions:
- Test Blue printing
- Item Psychometrics & Item Analysis.
3. Participants will use the software to develop examinations and may also learn how to create and maintain their own question banks.
Who Should Attend
Teachers who need to write examination questions and store questions with item performance after each examination; Course coordinators who are looking for a convenient way to design one examination paper with balance on both content of assessment and learning domains.
Management Of Peer Assisted Learning: Recruitment, Training, Implementing, Evaluating, And Retaining
Natalia Puspadewi, Elisabeth Rukmini, Carolyn Kwok and Christian Ardianto
Indonesia
Workshop Description
This workshop aims to discuss the management aspect of implementing Peer Assisted Learning (PAL) programme in our institution. A careful planning and management are needed to insure the effectiveness of PAL implementation in the curricula. The management process of PAL starts from selecting and recruiting the right students to be peer tutors; training and mentoring the peer tutors (old and new), making sure that the peer tutors have the essential teaching and facilitating skills; and then ends with evaluating PAL programme holistically. Retaining the former PTs is also important to ensure the sustainability of the programme. In Atma Jaya Catholic University of Indonesia, School of Medicine, PAL has been implemented in a well-structured management for five years. In the first year of implementation, we recruited 16 peer tutors (PT). These PTs have graduated and recently compiled their reflective writing to connect their experience as PT with their career as medical students. Several research during 5 years of our PAL implementation have been published. Participants will be invited to discuss and share best practices in managing PAL programme in his/her respective institution. There is also a hands on session planned in this workshop regarding creating a recruitment plan, PT training, and evaluating the programme.
Workshop Objective
1. Participants are able to plan the recruitment process of PAL in their institution (creating recruitment criteria, conducting interview, selecting appropriate PT candidates suitable for participants’ related courses)
2. Participants are able to train and mentor the PTs in creating and delivering the study material using adult learning theory approach
3. Participants are able to conduct evaluation on their PAL programme and retain the PTs to create a sustainable PAL programme
Who Should Attend
1. Health professional educators, especially those who concern with developing student-centered learning approaches in their institution
2. Health professional and medical students interested in teaching and learning.
3. Teachers at all level who love to delve into an innovative teaching and learning methods.
BUILDING ASSESSMENT TOOLS TO EVALUATE EFFECTIVENESS OF INTERPROFESSIONAL EDUCATION AND COLLABORATIVE PRACTICE
Chui Wai Keung, Wong Mun Loke, Liaw Sok Ying, Chng Hui Ting and Ang Chai Yun, Rachel
Singapore
Target Participants:
Academics; Researchers, Clinical Educators, Practitioners
Learning Outcomes:
- To be able to select appropriate assessment criteria for evaluation of interprofessional education or collaborative practice
- To be able to construct a simple tool to evaluate desired outcome(s) of interprofessional education or practice
Interprofessional Education (IPE) is known to be an important component in many healthcare programmes today. It is believed that students having undergone IPE will be more prepared and competent in collaborative practice when they join the health workforce after graduation. Many universities have started IPE programmes and different approaches and pedagogies have been adopted to deliver and prepare students for future collaborative practice. It remains questionable as to how effective are these programmes and whether students and educators perceive that these activities are providing the intended knowledge and skills to transform the behaviour of the students and make them into collaborative-ready health workers. Research activities are underway to find out whether the intended purpose of IPE has been achieved. However, there are limited assessment tools available for evaluating the changes in the students and the effectiveness of healthcare teams. This workshop will provide an overview of the approaches that can be taken to evaluate the outcomes of IPE and interprofessional collaboration. The workshop will enable participants will learn how to construct assessment tools for IPE activities or interprofessional collaborative practice.
Selection Methods For Assessing Non-Academic Attributes In Medical Education
Máire Kerrin
United Kingdom
Workshop Description
Internationally, medical school and other healthcare admissions are highly competitive, and there are ethical and economic responsibilities for medical education and training to produce competent clinicians due to the high-stakes nature of the profession. As such, selection methods should reliably identify whether candidates are likely to become competent clinicians. Historically, selection methods within healthcare have focused upon assessing academic attainment, with effective methods including aptitude tests and evaluating academic records. However, more recently research has shown that not only are academic skills important predicators of job performance and training outcomes, but non-academic attributes also play a role these outcomes within healthcare. However, a key challenge is how best to assess these non-academic attributes in a way that is valid and reliable. Recently, SJTs and MMIs have become popular methods to assess these non-academic attributes as part of selection processes within healthcare. These non-academic selection methods are commonly used alongside methods to assess academic attainment within healthcare with examples including aptitude test and academic records. The workshop will begin with an overview of different selection methods often used within healthcare admissions, to provide participants with an understanding of metrics in this context. Participants will then be introduced to the features involved in developing effective SJT scenarios and MMI stations for use in assessing non-academic attributes as part of a selection process. In relation to MMIs a specific focus will be given to the considerations regarding assessing stations. Working in small groups, participants will then be given the opportunity to practice developing SJT scenarios and undertake a calibration exercise for an MMI station.
Workshop Objective
By the end of the session, participants will:
• Understand the research evidence regarding selection practices within Medical and Healthcare Professional Education, including an overview of reliability, validity and candidate acceptability.
• Understand the different approaches to assessing non-academic attributes within Medical and Healthcare Professional Education.
• Understand the features important for developing Situational Judgement Test (SJT) scenarios and Multiple Mini Interview (MMI) stations.
• Practice the development of SJTs
• Understand the considerations for assessor calibration of MMIs.
• Recognise the advantages and limitations of using both SJTs and MMIs.
Who Should Attend
This workshop is relevant for all that are interested in selection into medicine and other healthcare professions, specifically, anyone with a particular interest in either SJTs or MMIs.
FRAMEWORK FOR PLANNING FOR AND ASSESSING LEARNING IN A CPD EDUCATIONAL PROGRAM
1Lisa Sullivan, 2Jann Balmer, 2Lawrence Sherman and 2Kathy Chappell
1Singapore and 2USA
Workshop Description
In 2015, Cervero published a summary of systematic reviews of the effectiveness of CME in which five characteristics were identified that contributed to the effectiveness of CPD learning activities. This workshop will describe a framework that combines these characteristics with an outcomes approach to needs assessment and learner assessment. Workshop participants will be given opportunities to hear about components of the framework and then engage in hands-on practice on authentic cases.
Workshop Objective
After participating in this workshop, you should be able to describe and discuss a framework for planning for and assessing learning in a CPD educational program that will enable you to:
(1) Identify professional practice gaps (PPG)
(2) Use an evidence-based approach to design learning activities that will address PPGs
(3) Assess learner progress to determine if the PPG has been reduced or eliminated
Who Should Attend
This program should be of interest to those currently involved in the planning, organization and/or implementation of medical (health) education and professional development. It is appropriate for beginners and those at an intermediary point in their continuing education and professional development careers.
EFFECTIVE FACILITATION FOR MEDICAL STUDENT LEARNING: CRAFT OR FLUFF?
Shien Chue, Preman Rajalingam, Jessica Ang and Lishan Yang
Singapore
Workshop Description
Medical education has changed rapidly in the past decade and helping today’s students learn effectively presents unique challenges. With traditional models of pre-clinical training giving way to newer learning models, instructor not only needs to be a content expert, competent teacher but also a facilitation expert.
Facilitating team learning for medical students learning is both a skill and an art. This workshop examines current education research on effective ways of facilitation to support group learning. Participants will be introduced to the concept of interaction analysis and engage in video analysis of vignettes of expert and novice facilitators to identify elements of effective facilitation. Following, participants will engage in small group activities to examine how beliefs and intentions shape teaching and learning activities.
Workshop Objective
1. Review current education literature on effective ways of facilitating team learning
2. Introduction to interaction analysis
3. Using video analysis to identify elements of effective facilitation
4. To examine how personal beliefs and context shape teaching and learning experiences
Who Should Attend
Faculty members, facilitators who are engaged or planning to use team learning for medical student learning and researchers interested in processes of team teaching and learning.
MENTORING FOR SUCCESS IN YOUR EDUCATIONAL PROGRAMMES
Shirley Ooi, Marion Aw, Clement Tan and Lau Tang Ching
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.
Incorporating a behavioural approach towards the teaching of Ethics across health care disciplines
Shekhar Kumta and Yan Jin
Hong Kong S.A.R
Workshop Description
The Teaching of Ethics has generally focused on the evaluation of actions from a moral-philosophical point of view in an attempt to answer how people should behave. Kohlberg and others have suggested that that ethical behaviour is determined by the sophistication of a person’s moral reasoning. This unfortunately is NOT true - good people can do many bad things. Traditional normative biomedical ethics has focussed on how people SHOULD behave in a given situation. While this remains important the emerging field of behavioural ethics shifted the emphasis on understanding how people actually behave and how their behaviour can be improved. This workshop will enable participants to understand a) Situational and Organisational Forces that influence Unethical Behaviours. b) The Rationalisation and Socialisations that accompany unethical actions. Participants will also be able to identify Levers at Institutional and individual levels to change questionable behaviours. Prof Kumta brings in a 20-year single Institutional experience of identifying and managing questionable behaviours in practice. Through real life examples and case-studies, participants will be able to apply,adapt and utilise behavioural frameworks in their own context - so that they may be able to identify how organisational and situational forces influence ethical decision making and how with simple interventions professionals ( especially the junior practitioners) may be nudged towards the ethical direction.
Workshop Objective
• Participants will understand the behavioural determinants of Ethical action in practice - from a global, as well as from their own perspective
• Participants shall learn to apply a framework that helps identify Organisational and Systemic hindrances to ethical behaviours in their respective health care environments.
• Participants shall learn to Apply a Framework that identifies key behavioural expectations which guide Ethical actions - the use of the framework is more likely to foster ethical behaviours amongst learners in all health care disciplines.
Who Should Attend
Doctors, Nurses, Pharmacists, Allied Health Workers, Administrators, Human Resource Staff
THE IMPORTANCE OF TEACHER – LEARNER RELATIONSHIPS FOR ENHANCING THE EFFECTIVENESS OF FORMATIVE ASSESSMENT
Linda Jones
United Kingdom
Workshop Description
There are two premises underpinning the design of this interactive workshop based on my Doctorate in International Education (Institute of education London). Firstly that caring relationships between students and teachers increase likelihood of the former using feedback. Secondly that professional development strategies and programmes in Higher and Medical Education Institutions (H(M)EIs) need to create conditions and opportunities for faculty to experience and develop dispositions for appropriate and sustainable caring. We will consider possible educator development curricula changes to enable H(M)EI lecturers to build and sustain pedagogic relationships and overcome what Beatty and Brew define as “emotionally silent orthodoxies”.
We will explore newly articulated tension, what Boud referred to as “double duties”, that “teachers must be learner-centred (care about the needs of learners) without experiencing or expressing their own feelings or emotions (Jones 2014)”. Definitions and models including Noddings 3Rs (reciprocity, relatedness and responsiveness), influential in teacher education, and “use-of-self”, familiar in social work and counsellor education, will be used as triggers for discussions and exercises. We will use the concepts of emotional intelligence and emotional labour as lenses to consider the potential of formative pedagogy “The deliberate use of pedagogical relationships that enable learners to identify ways to move forward in relation to their own understandings of their world, the learning context and the negotiated outcomes of particular learning episodes” (Jones 2007).
This workshop will provide space to draw on our experiences of the risks and benefits of caring in HEIs, uncover and give voice to double-duties and generate strategies for addressing and using them rather than avoiding the impact of emotional responses, our own and others.
Workshop Objective
To draw on an evidence base which suggests the emotional dimensions of pedagogic relationships are important factors in formative assessment
1) To offer an interactive exploration of the evidence and your experiences
2) Provide space to discuss and review your current beliefs and behaviors
3) To develop suggestions on how to optimize take up of feedback by your learners
Who Should Attend
Faculty and curriculum developers; Human resource professionals; Course leaders and delegates frustrated by tensions between assessment of (summative) and assessment for learning (formative) purposes or have experience of students not reading and applying your carefully constructed feedback.
Professionalism In Medicine: Evaluating And Remediating Professionalism Lapses In Multicultural Inter-Professional HealthCare Context
Amal Khidir, Magda Wagdy and Ahmed Alhammadi
Qatar
Workshop Description
Professionalism terms are well-known, however, interpretation and linking professionals behaviors to these terms vary according to the professional’s cultural, medical education and practice backgrounds and exposures. It is also known that role models and the hidden curriculum do influence the development of professionals and how attitudes evolve. In context of multicultural international professionals who are to work together away from their home institutions academic or practice sites create a challenging mix especially if they are from different cultures and healthcare systems. This emerging challenge will urge educators and health care stakeholders to align their learners and workforce to common understanding and shared values. Customized faculty development material that suits the targeted audience will increase the attendees buy-in and engage them further in making a difference. The materials for this workshop are prepared by an inter-professional team member who is from different cultures and medical education backgrounds and systems. In this highly interactive workshop we will use locally made video clips and vignettes developed from real scenarios and observations from a context of inter-professional and multicultural health care providers. The workshop contains a brief interactive introduction (10 min.) followed by interactive exercises that contains video clips (70 min.) and small group discussions and reflections using scenarios (20 min.) followed by role-play (15 minutes) and wrap up (5minutes).
The participants will:
1) View video clips and scenarios then reflect on the observed behaviors; and
2) Demonstrate giving feedback and preparing and remediation plan for professionalism lapses.
Workshop Objective
Participants will be able to:
1) Recognize and discuss professionalism lapses and its rationale
2) Assess professionalism in interactions among an inter-professional team member in a multicultural context
3) Apply strategies in giving a culturally sensitive and constructive feedback and help in preparing an agreeable remediation plan
Who Should Attend
Health care providers and educators in any healthcare profession who supervise or teach professionals, trainees and students
Challenges In Globalisation Of Medical Education
1Ganesh Ramachandran, 1Chitra Govindaraja, 1Ravindran Jegasothy and 2Nakorn Nuntasukasame
1Malaysia and 2Thailand
Workshop Description
Migration to the western countries in pursuit of higher education, training and financial prospects is showing changing trends now. Developed countries like the US, UK and Australia have opened up educational campuses in the Asian countries globalising education and medical education is no exception to this. An overview of these issues will be presented to set the stage (15 min) Challenges facing students from different countries and educational background such as language, acclimatisation, new subjects, new teachers, financial issues loneliness and depression will be discussed (15min)
Workshop 1: Participants will reflect on the academic and social difficulties of international students. (20min) Institutional challenges in training students from diverse background such as competition for the student market, infrastructure and faculty members, university rankings, hidden curriculum, preparation for the workplace will be discussed (15 mins)
Workshop 2: Outline the responsibilities of the institutions to meet the academic challenges of a global student population based on their own academic experiences (20mins)
Workshop 3: Plan strategies to overcome the challenges faced by universities and students (20min) Summary and conclusion (15 min)
Workshop Objective
Institutions face the challenge of training students so that on completion they are proficient to practise in any part of the world and students moving across borders face language barriers, academic challenges compounded by cultural differences. This workshop aims to look at the evidence for overcoming issues facing international academic staff and students in medical education and discuss strategies to overcome them so that schools can sustain in an increasingly challenging global environment.
1. Academic staff who have policy development and student affairs portfolios as well as teaching responsibilities
2. Medical students
Challenging Learners: Transitioning Incoming Learners To Our System’S Culture
Ahmed Alhammadi, Amal Khidir and Magda Wagdy
Qatar
Workshop Description
Teaching in clinical settings can be challenging especially with incoming learners of different cultural and medical education backgrounds. Clinical educators are faced with balancing patient care and teaching learners. The global movement of trainees and physicians to different health care systems triggers challenges to the supervising clinicians and all learners in the setting. It is known in the literature that clinical supervisors and educators need to understand the learners’ backgrounds, cultural differences and challenges that might underline the challenging behaviors they face as they transition to their new medical education and institutional culture. Moreover, supervisors need the means to support and give culturally sensitive and effective feedback with the goal of achieving the needed change. The workshop will include a brief interactive introduction followed by three exercises where attendees are invited to observe, reflect and discuss the material in hand and share their own encountered challenges. The didactics will address adult learning theory, known challenges faced or perceived with incoming learners, or global medical graduates. Interactive exercises are planned using video clips illustrating clinical encounters to trigger reflection and discussion.Participants are invited to a participatory role-play giving effective feedback to a challenging learner. Attendees will be invited to share their observations, reflections and to provide feedback to each other during the debriefing.
The emphasis in the workshop will be on
1) highlighting challenging behaviors that are faced with incoming leaners,
2) discussing other observations and challenges shared by the attendees,
3) working on effective feedback strategies to help learners adapt their behaviors to the new learning environment their behavior.
These activities will demonstrate interactions among a multicultural group of learners who are at different levels, including incoming learners who demonstrates challenging behaviors, role model how faculty can maintain a safe learning environment, and encouraging trainees to give feedback.
Workshop Objective
1) Identify challenging behavior that might be culturally based
2) Describe approaches to address the cultural challenges
3) Use culturally sensitive effective feedback to help learners change their behaviors
Who Should Attend
Educators in any healthcare profession who teach and supervise postgraduate or undergraduate learners, including those from global backgrounds, and those educators interested in faculty development
CONTEMPORARY BEST PRACTICES IN ASSESSMENT
1Katharine Boursicot, 2Trudie Roberts and 2Richard Fuller
1Singapore and 2United Kingdom
Workshop Description
In this workshop we will cover the principles of three topical areas in contemporary assessment.
- Standard setting
- Assessment of professionalism
- Sequential and adaptive models of testing
Who Should Attend
The workshop will be of interest to those working in the area of assessment and at an intermediate level in their knowledge and experience
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!
Workshop Objective
By the end of workshop, the participants will be able to:
• List the qualities of effective communication and presentation
• Demonstrate effective communication skills
• Outline the effective use of eyes, hands, voice, posture, connectors and visuals
• Describe the skills involved in effective presentations
Who Should Attend
All medical educators with an interest in improving their presentation and communications skills.
WORKPLACE BASED ASSESSMENT; LESSONS FROM A 6 YEAR PROJECT
Balakrishnan R (Kichu) Nair AM, Ian Frank and Elizabeth Farmer
Australia
Workshop Description
The workshop will start with the background of IMG assessment in Australia, followed by the rationale for introducing WBA. We will discuss all the tools used and calibrate the participants in minicex and CBDs using training videos. We will then discuss professionalism assessment using MSF (360) assessment
We will present qualitative and quantitative data from our research. The workshop will be interactive and the participants will have hands on experience in WBA.
Workshop Objective
Performance Based Assessment (WBA) is the ideal way of assessing doctors. This is gaining momentum and especially more important when assessing fitness for practice. The Australian Medical Council (AMC) have been assessing International Medical Graduates (IMGs) over 30 years now. In 2010, The AMC implemented an alternate pathway for IMG assessment and introduced WBA in some centres. The main assessment tools used, in various combinations are minicex, case –based discussions, multisource feedback, DOPS and in- training assessment in different sites. The workshop will introduce these tools and philosophy of WBA.
Who Should Attend
Undergraduate and Post graduate medical educators, IMGs, IMG assessors and Medical Registration authorities
DEVELOPMENT OF E-LEARNING IN NURSING EDUCATION: TRENDS AND STRATEGIES
Yanika Kowitlawakul, Liaw Sok Ying, Lee Ching Siang, Serena Koh and Shefaly Shorey
Singapore
Workshop Description
To enhance students’ learning outcomes, use of information communication technology has been on the rise, specifically in higher education. Many resources have been invested worldwide to incorporate information technology in the curriculum. One such example is the development of computer applications to assist students to learn. A variety of terms have been used to describe these applications, such as e-learning and technology enhanced learning (Phillips et al., 2012). Littlejohn and Pegler (2007) defined e-learning as “the process of learning and teaching with computer and other associated technologies, particularly through use of the internet” (p.15). However, in nursing education, teaching methods have been evolved to the blended learning that incorporates face-to-face and e-learning. As a result, e-learning has become part of curriculum to deliver core contents in both theory and clinical skills to nursing students. E-learning allows students to study at their own pace and time and achieve learning outcomes similar to face-to-face learning. This is supported by literature, which reported there was no significant difference in the level of knowledge gained by students between face-to-face and e-learning methods (Hugeholtz et al., 2008; Rozar et al., 2011).
The development and design of e-learning must be based on the course objectives and expected students’ learning outcomes. The development of e-learning is a complex, multidisciplinary process, that proceed through multiple design and evaluation cycles (Philips et al., 2012). It consists of numerous phases, such as analyzing the requirements, specifying the design, development, and evaluation. However, many studies found that the e-learning has lacked interactive component.
It has been suggested that effective e-learning should have the following components;
1) organized that address the particular needs of the learners,
2) interactive,
3) presenting real-life situations,
4) involving pedagogy,
5) user friendly, and
6) having technical and organization support (Cheng, 2013; Dariel, Wharrad, & Windle, 2012; Button, Harrington, & Belan, 2014).
In summary, the development of e-learning must be well planned for the effective e-learning. It is important that faculty members and educators gain more understanding of trends and strategies in developing effective e-learning in nursing education to achieve the optimal students learning outcomes.
Workshop Objective
The aim of this interactive workshop is to enable participants to share and discuss trends and strategies for developing and integrating e-learning into their curriculum. After attending this workshop, participants will be able to:
• Reflect on and to identify challenges in developing and implementing e-learning in their own countries
• Discuss global trends of using e-learning in nursing education
• Formulate strategies to evaluate e-learning in the 21st Century
• Explore opportunities for education and research collaboration
Who Should Attend
Nurse educators/faculty/stakeholders of nursing education will benefit by attending this workshop. The principles learned in this workshop can be applied to policy and practice related nursing education and curriculum development. There will be in-depth discussion about issues related to e-learning in nursing. Up to 25 participants could be accommodated in this workshop.
W2Ai-4
Thursday 12th January 2017, 8.30am – 10.30am
MD6, SMART Classroom, level 4
ESTABLISHING A GLOBAL CURRICULUM IN YOUR HEALTH PROFESSIONS PROGRAM: A PRACTICAL GUIDE
1Ben Canny, 2Keith Lim and and 2Sri Chander
1Australia and 2Singapore
Workshop Description
The purpose of this workshop is to introduce participants to the concept about how a curriculum in Global Health could be introduced to a health professions program. The participants will work with fellow workshop participants to define Global Health, recommend specific Domains and Competencies, identify specific Learning Outcomes, compare various modalities for the delivery of specific content, including student-led learning, and finally develop an outcomes-based assessment. The presenters will share their collaborative experience in developing curriculum. By the end of the workshop, participants should have enhanced skills in developing and delivering a Global Health curriculum.
Using Script Concordance Test To Assess Clinical Reasoning In The Health Care Profession: Hints And Pitfalls
1Michael Wan, 2Kevin Tan and 2Kay Choong See
1Australia and 2Singapore
Workshop Description
Script concordance test (SCT) is a relatively new format of written assessment to assess the higher order clinical reasoning (CR) and data interpretation skills in medicine. Candidates are presented with a clinical scenario, followed by the reveal of a new piece of information. The candidates are then asked to assess whether this additional information increases or decreases the probability or likelihood of a particular diagnostic, investigative or management decision. SCT has been proven to be both valid and reliable as an assessment tool for CR. Compared to modified assay or OSCEs, SCT is a much more cost-effective and efficient way of assessing CR. The 2-hour interactive workshop will be chaired by A/Prof Michael Wan (experience in implementing SCT in graduate entry medical course since 2010) and co-facilitated by Dr Kevin Tan and Dr Kay Choong See (experts in SCT development in NUS). The aim of the workshop is to guide the participants in the approaches to develop quality SCT items, moderation of expert panel scoring, perform post-hoc quality assurance measures and optimization of scoring scale for formative and summative examination purposes. The workshop format will be very interactive in ways where participants could develop new SCT items, immerse themselves as panelists followed by discussions on the pitfalls of using SCT as an assessment tool.
Workshop Objective
By attending the 2-hour workshop, the attendees will be able to:
1) Understand the educational theories underpinning the use of Script Concordance Test (SCT) to assess clinical reasoning
2) Develop high quality SCT items in their relevant health disciplines
3) Facilitate in the reference panel to score the SCT items
4) Understand the pitfalls in the use of SCT in the formative and summative assessments
5) Collaborate with other institutions in sharing, benchmarking and researching of SCT
Who Should Attend
Academics and clinical educators in medical education who are interested in using Script Concordance Test (in the written exam format) to assess higher order clinical reasoning skills in the health profession (medicine, dentistry, nursing, physiotherapy, pharmacy, etc.)
INTERNATIONAL CLINICIAN EDUCATORS: IS THERE A GENDER GAP?
1Sophia Archuleta, 2Dora J. Stadler, 3Halah Ibrahim and 4Joseph Cofrancesco Jr
1Singapore, 2Qatar, 3United Arab Emirates and 4USA
Workshop Description
Gender inequity persists in academic medicine. Disparities have been noted in academic rank, career advancement, leadership opportunities and compensation. Internationally, more clinician educators are entering academic medicine as graduate medical education systems transition to international accreditation, yet few have explored gender issues. The presenters conducted a cross-sectional survey of all ACGME-I accredited institutions’ clinician educators (CEs) from June 2013 to June 2014. This session will explore their findings, describe gender differences in international competency-based residency programs and characterize differences in CEs’ perception of preparation, roles and rewards, as well as factors affecting job satisfaction and retention. This session may be useful to stakeholders in international programs who need to develop contextualized strategies to expand the entry of women into CE tracks, decrease potential attrition, and work to establish gender equity.
Workshop Objective
At the end of this workshop, learners would be able to:
1. Describe gender differences in emerging international competency-based residency programs that have undergone ACGME-I accreditation as of June 2013.
2. Characterize impact of gender on clinician educators’ (CEs) perception of preparation, roles and rewards, as well as factors affecting job satisfaction and retention in academic medicine.
3. Consider gender equity and the state of women in academic medicine in their respective settings.
4. Review current evidence and best practices in retaining and advancing women CEs.
Who Should Attend
Clinician educators, residency program leaders (DIOs, program directors), academic health center leaders (CEOs, CMOs), medical school leaders (deans, department heads)
FACULTY DEVELOPMENT FOR INTERPROFESSIONAL CONTINUING EDUCATION: EMPLOYING AN INNOVATIVE, INTERACTIVE APPROACH
Kathy Chappell and Lawrence Sherman
USA
Workshop Description
Continuing education in the health professions has historically been conducted in silos, yet it is critical that healthcare providers practice collaboratively in teams. Academic institutions are incorporating interprofessional education within pre-licensure or pre-registration curriculum. Healthcare educators developing interprofessional continuing education (IPCE) for practicing clinicians need to incorporate similar strategies to plan education that improves team performance and patient/system outcomes.
In this session, healthcare educators will participate in a variety of active learning strategies including role play, case-based analysis and problem-based learning to analyze a problem in practice using an outcomes model framework, and design an IPCE activity or series of activities to address the problem. Using an innovative yet tested approach, participants will role play different healthcare professionals, family members and patients to plan the educational activity, exploring the relationships and dynamics that can support or impede collaboration. Group discussion and presentation will be used to facilitate shared learning and knowledge transfer.
As a result of participating in this interactive session, healthcare educators will develop skills that can be applied to developing IPCE activities specifically designed to improve interprofessional collaborative practice and patient/system outcomes. Participants will also explore methods to measure both team performance and the impact of team performance on patient outcomes.
Workshop Objective
By the end of workshop, the participants will be able to:
- Analyze a problem in practice using an outcomes model framework
- Develop interprofessional continuing education (IPCE) activities designed to improve interprofessional collaborative practice and patient/system outcomes
- Identify measures of team performance and patient/system outcomes
Who Should Attend
Faculty from all healthcare professions who are currently developing interprofessional continuing education for practicing clinicians or are interested in this topic.
LESS IS MORE: THE BASIS, VALUE AND PRACTICALITY OF FOCUSED WORKPLACE PLACEMENT ASSESSMENTS IN BUSY DISCIPLINES
Yip Chee Chew, Clement Tan, Anna Tan Wee Tien, Llewellyn Lee and Ray Manotosh
Singapore
Workshop Description
Direct observation to assess a student’s performance is common in medical education. Well-known validated assessment tools as such as mini-CEX and DOPS have been used in many disciplines. However, in a busy surgical discipline like Ophthalmology, the application of these tools is often challenging and not well received by the faculty. Also, increasing the complexity of the judgments increases fallibility and reduces reliability. The long assessment rubrics of some assessment tools pose significant cognitive and multi-task overload to the student and teacher. This workshop provides an insight into the principles and challenges to develop shorter and feasible assessment tools (micro-CEX, OCEX and ODOPS) to evaluate undergraduate and post-graduate students of a surgical discipline (Ophthalmology).
The workshop will commence with an account of how educational concepts such as the cognitive load theory, “less is more”, “assessment drives learning” and outcome-based medical education can be applied in the formation of an assessment tool. Practical tips on the implementation of the assessment tools in a surgical discipline will be shared. The participants will engage in small group, table exercises to design an assessment tool for their surgical specialty applying the principles taught to them under the guidance of the faculty. A brief account on how to derive at relevant EPAs for inclusion into the curriculum in an undergraduate teaching program will also be shared.
After the workshop, the participant will be expected to achieve the following outcomes:
1. Advances the knowledge and skills in the design of a focused WPA.
2. Applies relevant educational concepts to develop an effective WPA.
3. Understands the challenges in the implementation of a WPA.
4. Learns practical tips to overcome some of these challenges
Workshop Objective
1. To apply the cognitive load theory in workplace based assessment (WPA).
2. To appreciate the value of re-designing instruction and assessments to reduce extraneous cognitive load in high element interactivity clinical tasks and procedures.
3. To understand the concept of “less is more”: the use of “‘frequent minimal observations’’ approach is better than more comprehensive, longer assessment tools.
4. To learn the principles in the development of the entrusted professional activities (EPA) for the
curriculum of a surgical discipline.
5. To understand the principles in the development of focused, EPA-based WPAs such as the micro-CEX, Ophthalmic CEX (OCEX) and Ophthalmic Directly Observed Procedural Skills (ODOPS) for surgical procedures.
Who Should Attend
The target audience will be faculty or educators of undergraduate and post-graduate training programs
TELLING TALES: THE USE AND CREATIVE POTENTIAL OF STORY-TELLING AND HUMOUR FOR ENHANCING LEARNING IN MEDICAL EDUCATION
Linda Jones
United Kingdom
Workshop Description
The following extract from the prologue (accepted instead of an abstract) to the study underpinning this workshop. It served as a metaphor for the focus and approach to a mixed method study (questionnaire, focus group and narrative analysis) and hopefully illustrates the benefits, and risks of story-telling.
Once upon a time there was a lecturer who made her living educating healthcare professionals. She adored her specialism but worried whether she was a good teacher. But, as years passed and evaluations consistently said “one of our best teachers” her heart gladdened and her confidence increased.
Cosmopolitan London allowed her to work with learners from across the globe who worked in many roles from unqualified ‘domestic carers, newly qualified doctors to consultants, and senior managers sometimes at the same time -she knew the meaning of diversity! Since her role was teaching teachers it seemed rather crucial to articulate what she did explicitly in order to develop these skills, knowledge and dispositions in others.
She turned to books. Some were really interesting. Others perfect bedtime reading (they helped her to sleep!). Some theories felt familiar resonating with her experiences. Some questions remain unanswered though. She felt the clue lay in the words of student evaluators “fun”, “enjoy”, “clear”, “made me confident”. They left promising to be brave and try out new ideas.
It seemed it was use of stories and jokes used to illustrate points which might be the important ‘secret’ ingredient. Learned texts offered little on story telling for grown-ups so instead she designed a study…
This workshop shares the research journey, discoveries and souvenirs and invites you to recognise your own sources of magic as teachers and alchemists able to turn boring material into gold that might engage and educate your students. We will use a range of exercises, small and large group discussions and exchange of ideas.
Workshop Objective
- To briefly share the findings of a small scale study and the concept of metaphor and humour as a “deliberate learning platform”.
- To consider and critique the extent to which participants are using stories, anecdotes etc and why you do so?
- To offer a model for increasing the use of creative pedagogies.
- To provide space for interactive exercises and discussions designed to develop your skills and encourage creative approaches to teaching and learning.
Who Should Attend
Clinical and non-clinical teachers who want to enhance their creativity and manage the risks associated with humour and storytelling.
TEACHING JUNIOR STAFF TO TEACH: BEYOND SEE ONE, DO ONE, AND TEACH ONE
Wong Teck Yee, Preman Rajalingam and Poh Chee Lien
Singapore
Workshop Description
This workshop is designed for clinical educators who are involved in supervising teaching or teaching in clinical settings. Learning in clinical environments is essential to the training of healthcare workers (HCW’s) and there are increasing expectations on junior staff (e.g. medical residents) to be involved in teaching. This task can be challenging as many junior staff have not undergone formal pedagogical training nor have the necessary experience. Some may also be required to teach a variety of learners, such as undergraduate students, junior members of their profession and healthcare colleagues. They may have to teach in different settings - clinical settings (e.g. inpatient wards, outpatient clinics, operating theaters) and non-clinical settings (e.g. small tutorial groups or large lecture theaters). In this workshop, the trainers will be introducing simple theoretical foundations and practical concepts that will allow participants to plan and individualize teaching plans to help junior staff teach effectively in diverse clinical environments.
Workshop Objective
• Discuss best approaches to teaching in clinical settings
• Introduce simple theoretical foundations and practical concepts that clinical teachers can immediately apply
• Role-play giving feedback to teachers who have to teach in various clinical environments
Who Should Attend
Clinical educators from Medicine, Nursing and Allied Health involved in planning teaching sessions or supervising junior staff involved in teaching, in a clinical environment.
An Administrator's Journey in Designing a Curriculum to Produce Future Ready Graduates
Nicholas Wong, Jenn Ye and Clara ChanSingapore
Workshop Description
The fast greying population in Singapore has sparked much discussion on the best approach to adopt in delivering good quality integrated healthcare. Yong Loo Lin School of Medicine, National University of Singapore, who contributes to the majority of new doctors injected into the healthcare system, has been reviewing its curriculum with the objective of producing graduates who can function optimally in the desired future healthcare model. In this session, administrators will share how they partner content experts in creating a more integrated curriculum to enhance students' learning and application and introducing new teaching methods to deliver these new contents. One such pedagogy is the use of Collaborative Learning Cases. The facilitators will elaborate on the many factors to consider when introducing a new pedagogy. They include content development, faculty development, the use of technology to enhance the learning experience and conducting pilots to gather and review learners' feedback. There was significant consideration taken into incorporating elements such as inter-professional education, global health and integrated care teaching in the planning process. The aim is to create a rich and relevant curriculum which enables students to learn and apply knowledge in a meaningful way. They will also share the challenges faced and some solutions discovered along their journey in designing a curriculum to produce future ready graduates.
Workshop Objective
1) Setting an organisational structure in place to facilitate curriculum review and change
2) How to match the curriculum to the healthcare needs to ensure relevancy
3) How to document, review and change curriculum
4) Developing strategies to launch new pedagogies and content
Who Should Attend
Administrators and academics who play an active role in planning curriculum and training programs for undergraduates in an academic healthcare institution.
APPLYING A MICROTEACHING APPROACH TO ENHANCE CLINICAL EDUCATORS’ LEARNING ABOUT TEACHING AND LEARNING
Justin Bilszta and Jayne Lysk
Australia
Workshop Description
The microteaching approach will be briefly introduced and discussed. Participants will receive resources and work in small groups to plan a microteaching activity. Each participant as part of a small group will then be offered the opportunity to teach and be taught the planned skill or concept. Groups will be encouraged to share their experiences, and then as whole we will discuss future possibly for the microteaching approach.
Workshop Objective
There is an ever increasing need for techniques that will provide clinicians with the knowledge and skills to make their teaching more efficient, enjoyable and effective. Microteaching is a well proven technique that is practiced worldwide for learning teaching skills. The technique has many elements including; collaboration, shared knowledge, knowledge production, observing others, feedback, and reflection. We have developed an approach to microteaching that not only harnesses the known potential for practicing effective teaching skills, it also opens up possibilities to strengthen participants’ understanding of the learning process.
Participants will be able to:
(1) Understand the features of the microteaching technique
(2) Describe both the learning underlying the microteaching experience and the learning that represented
in the activity
(3) Reflect on how the microteaching approach can be applied to enhance teaching knowledge and skills.
Who Should Attend
Educators interested in enhancing their teaching skills
FACULTY DEVELOPMENT : FROM WORKSHOPS TO COMMUNITIES OF PRACTICE
Yvonne Steinert
Canada
Workshop Description
Faculty development, or staff development as it is often called, has become an increasingly important component of medical education, and many medical schools now offer formal faculty development programs and activities, consisting of workshops and seminars, short courses, or longitudinal programs and fellowships. However, faculty development can occur in a variety of contexts and settings, and often begins with informal learning in the workplace. The goal of this workshop is to discuss the importance of faculty development, broaden our perspective from individual to organizational change, and examine informal approaches to faculty development which might include learning from experience (which often occurs through observation and reflection), learning from peers and students, and learning from mentors. We will also consider how workplace learning can play a critical role in the development of faculty members and how we can promote faculty development in the workplace. In closing, the role of workplace learning in creating a community of practice will be explored, as will ways in which to help our colleagues value the community of which they are a part.
ESSENTIAL SKILLS IN E-LEARNING
1David A Cook and 2Poh-Sun Goh
1USA and 2Singapore
Workshop Description
Whether using a desktop computer, tablet, smartphone, or other device, effective computer-assisted learning requires a skillful alignment of learner and program needs, learning context, instructional design, assessment, and technology. This half-day workshop will prepare participants to develop, deliver, and evaluate computer-enhanced learning activities using sound educational principles and a range of creative technologies. This highly-interactive course will employ a series of short presentations, problem-focused small group activities, and group discussion. Extensive computer experience is NOT required. Note that hands-on training in specific development tools is beyond the scope of this course.
Workshop Objective
At the conclusion of the workshop, participants will be able to:
1. Outline the steps involved in planning and developing a computer-enhanced course or course component
2. Describe evidence-based principles of effective learning as they relate to computer-enhanced learning
3. Select among and integrate various instructional approaches (including both computer-based and non-computer methods) to develop effective learning experiences
4. Evaluate computer-enhanced learning activities and resources
5. Work effectively in an educational environment made complex by the expanding range of available technologies.
PLANNING AND CONDUCTING MULTI-CENTRE RESEARCH (MCR) IN MEDICAL AND HEALTH PROFESSIONS EDUCATION
1Gominda Ponnamperuma, 2Hiroshi Nishigori and 3Dujeepa D. Samarasekera
1Sri Lanka, 2Japan and 3Singapore
Workshop Description
Multi-centre research (MCR), in general, offers a lot of advantages over research conducted within a single locality. This is even more so in health professions education, where the results of a study conducted within a single locality will be affected by the socio-cultural and other local factors. These factors may be unique to a given situation in the locality that the study has been conducted. Hence, there will be poor generalizability (or transferability) of the findings of a study conducted in one locality. This is well researched and well documented as ‘context-specificity’ in medical education.
This workshop will discuss how MCR, using quantitative, qualitative and mixed methods, could be designed and conducted to overcome the issues related to context-specificity. The characteristics of successful MCR teams, both from Asian Pacific Region and Western countries, will also be discussed.
Workshop Objective
At the end of the workshop, the participants should be able to:
1. Identify the benefits that MCR offers
2. Recognize the practicalities of developing MCR studies
3. Discuss the key features of a sound MRC study
4. Develop an outline of an MRC study
5. Identify the key drivers that sustain an MCR network
At the end of the workshop, we hope that interested participants would form few MCR groups to investigate the study outlines, developed during the workshop.
Who Should Attend
All those who are interested in initiating or joining MCR studies would benefit from this workshop.
RELAXATION THERAPY AND MINDFULNESS THERAPY FOR HEALTHCARE PROFESSIONALS AND EDUCATORS
1Esther Ann, 1Reshmi Karayan Kayanoth, 2Aviad Haramati and 1Tan Chay Hoon
1Singapore and 2USA
Workshop Description
In emotionally intense professions such as healthcare and education, burnout is common and can diminish effectiveness at work. This workshop will have didactic on theory and research findings, compare and contrast the physiology, psychology and neuroscience aspects of relaxation therapy and mindfulness therapy. Relaxation therapy entails bringing the body and mind to a psychophysiological state of decreased arousal that opposes the stress response by an intentional focus to relax and through the use of imagery techniques. Mindfulness training involves cultivation of present-moment awareness along with attitudes such as non-judgment and compassion, which enhance personal well-being and empathy. These practices are known to be effective in building resilience to stress and guarding against burnout. Enhanced self-awareness and self-compassion are also proven to cascade into more empathic interactions, say at work with clients, and for educators, to better classroom control by enhanced emotional and instructional support of students and compassionate responses to misbehavior. The workshop will be interspersed with case scenarios and hands-on exercises of relaxation and mindfulness practice.
OUTCOMES: Participants will gain an understanding of therapeutic impact of both practices on stress reduction and management of burn out of healthcare professionals and educators. Participants will bring back with them hands-on experiences of the practices, both for enhanced personal well-being and also to enhance their roles as healthcare professionals and educators.
Workshop Objective
To introduce relaxation and mindfulness practices to health care practitioners and educators and discuss the pathways of their effectiveness for stress-reduction and prevention of burnout.
Who Should Attend
Healthcare professionals and educators.
Developing & Assessing Resilience In Medical And Healthcare Professionals
Máire Kerrin
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 scripts, suitable for the use in a video format.
Workshop Objective
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 based SJS with ‘medium fidelity’ video-based situational judgement scenarios
Who Should Attend
This workshop is relevant for all health professional educators interested in the development and in particular the assessment of resilience at work.
A Collaborative Approach To Leading Change In Medical Education
Winnie Teo, Nicholas Chew, Yvonne PL Ng, Chee Lien Poh, and Lim Wee Shiong
Singapore
Workshop Description
The transformation of medical education to prepare clinicians for practice in the 21st century requires more than just curricular adjustments; it calls for a fundamental change of the medical school and residency experience in order to produce healthcare professionals who are skilled in new domains of expertise such as systems and improvement sciences, patient encounter skills, as well as preparing for lifelong learning. Such a systemic reform of medical education calls for a multi-pronged approach involving not just medical schools and residency programmes, but also academic centres, funding bodies and healthcare delivery systems. In light of this, we propose a collaborative, values-driven perspective to lead change in medical education, using a model of leadership based on the Ming Dynasty mariner and explorer Zheng He, who, in the early fifteenth century, harnessed the diverse capabilities of massive numbers of crew members to unite in the common goal of spearheading economic and cultural change across a total of thirty-three countries. How might an approach that emphasizes building capability and trusting partnerships, showing generosity and ensuring sustainability, influence contemporary models of change management, especially in medical education? What principles can we apply directly to our current systems of healthcare, and what are the potential roadblocks to collaborating to lead change in medical education? Participants will explore the common, existing challenges in leading change, experience the collaboration model in an interactive, hands-on game, and revisit how their changed perspective may lend fresh insights to dealing with current obstacles.
Workshop Objective
In this workshop helmed by a multi-disciplinary, multi-professional team, participants will explore how collaborative principles may be applied to contemporary systems to drive change in medical education, discuss system enablers and roadblocks to leading change, as well as individual competencies needed for transforming healthcare for the future.
Who Should Attend
All leaders, interested parties and stakeholders in healthcare professions education
RIGHT FROM WRONG: DEVELOPING THE BEST QUALITY OSCE
1Sankaranarayanan Ramachandran and 2Sylvia Mustika Sari
1United Kingdom and 2Indonesia
Workshop Description
Assessment of performance and competencies is important in health professional education, for this purpose OSCE techniques are widely used in both undergraduate and postgraduate programs. The reliability and validity of any assessment depends on the quality of the tool developed. This workshop will focus on evidence based assessment principles primarily dealing with development of best format to align with the curriculum, and effective administration of OSCE.
Structure:
a) Introduction
b) Group discussion on principles of developing best quality OSCEs
c) OSCE constructing exercise in groups
d) What to consider for quality assurance in OSCEs – discussion
e) Final discussion, questions and close
Workshop Objective
1. To develop better understanding of the academic and administrative considerations in high stakes
OSCE
2. Delegates will complete OSCE constructing exercise with special emphasis on content selection,
scoring rubrics, and standardization of competency domains
3. Delegates will develop strategies to peer-review and use quality assurance framework
Who Should Attend
Novice and intermediate level OSCE station developers and examiners
Assessing The Quality Of Objective Structured Clinical Examinations: An Introduction To Psychometrics
Naveed Yousuf
Pakistan
Workshop Description
Clinical skills acquisition is central to health professions education (HPE). Ensuring competence in clinical skills among graduating health professionals is one of the primary responsibilities of certifying or licensure awarding institutions. Objective structured clinical examinations (OSCEs) were introduced to make assessment of clinical skills objective, structured, and standardized. Despite the objective, standardized and structured method of OSCEs, it is imperative to study and ensure that the decisions based on performance in OSCEs are valid, reliable and in accordance with the basic standards of testing and assessment. This workshop will introduce the participants to the psychometric indicators recommended for OSCEs, their use and limitations for interpretations. Participants will get an opportunity to interpret the commonly used psychometric indices on sample data and suggest feedback to relevant stakeholders (such as, students, OSCE developers, examiners, faculty members, curriculum committee) for further improvement. This workshop is structured around interactive presentation followed by hands-on group work by participants on standard setting.
Workshop Objective
By the end of the workshop, the participants will be able to:
1. Discuss the role of psychometric analysis to enhance the validity, reliability and fairness of decisions based on OSCE scores.
2. Describe the most appropriate station-level and whole-exam level psychometric indicators with their uses and limitations.
3. Interpret the OSCE scores using the recommended psychometric indicators.
4. Provide relevant feedback to stakeholders, based on psychometric analysis, for further improvement of OSCE examination and student performance.
Who Should Attend
This workshop is designed for faculty members involved in developing, conducting and/ or analyzing OSCEs across the continuum of Health Professions Education.
Designing Of Case Cluster Mcqs; Assessment Of PBL
Rahila Yasmeen and Rehan Ahmad Khan
Pakistan
Workshop Description
An increasing number of medical schools have adopted problem-based learning (PBL) as an instructional strategy for portions of the basic science curriculum. The assessments of such courses are often challenging and should reflect the way it is taught. Simple MCQs is unable to assess the integration of basics sciences with clinical sciences. Tests using “case clusters”- multiple-choice questions associated with the same patient presentation are particularly appropriate for PBL courses. The faculty must know how to develop case cluster or integrated MCQs.
Workshop Objective
By the end of workshop the participants will be able to design Case Cluster MCQs to assess PBL content.
Who Should Attend
Health care professionals and teachers, doctors, dentists, nurses, physiotherapists and assessment committee members
Implementing Problem Based Learning (PBL) in the MBBS Curriculum
Yeshwanth Rao Karkal
India
Workshop Description
a. Workshop commences with a plenary - 10 min (workshop will commence with a video!)
b. Components of PBL - 20 min
c. Case Design in PBL - 10 min
d. Integration in PBL - 10 min d. Videos - 07 (total duration: 40 min) (includes an actual PBL conducted in MMMC) (workshop will commence with a video!)
e. Q n A session - 10 min
f. Miscellaneous - distribution of handouts and other materials as and when needed - 10 min
Workshop Objective
a. Implementing Structured, Graded Problem Based Learning (PBL) in a MBBS Curriculum
b. To train the faculty in making medical students self-dependent and self-learners under the guidance of a facilitator
c. To make the audience the significance of an active learning exercise in the medical curriculum
Who Should Attend
a. Faculty of a Medical school who are yet to introduce PBL
b. Newly recruited faculty who are interested in PBL
c. Deans/Associate Deans who are planning to introduce PBL
d. Any other health professional interested in PBL
IMPROVING THE QUALITY OF MCQS THROUGH POST-EXAM ITEM ANALYSIS
Rehan Ahmad Khan and Rahila Yasmeen
Pakistan
Workshop Description
This workshop will start with explaining the characteristics of a Good Assessment Tool. Basic anatomy of MCQ would be described. Hands on exercises would be done to understand the post exam item analysis. Sample reports of Examination of undergraduate medical school would be shared and participants would suggest remedies to improve these MCQ's. Bankable items would be sorted from those MCQ's which will need modification.
Workshop Objective
At the end of the Workshop the participants would be able to
- Comprehend Difficulty index, Discriminatory index, Reliability co-efficient and Distractor analysis
- Use post exam Item analysis to improve the quality of MCQ's
Who Should Attend
- All medical educationists
- Dean and Assistant Deans of medical schools
- Chair and members of Assessment committees
- Personnel involved in assessment and examination other assessment committees