W1A1
Wednesday 10th January 2018, 8.30am – 12.30pm
DISCOURSE ANALYSIS: AN INTRODUCTION
Brian D Hodges
Canada
Workshop Description
This introductory workshop introduces Discourse Analysis as a research methodology. Three forms of discourse analysis are explored: linguistic, empirical and critical/Foucauldian. Participants will then, through interactive and group work, have hands-on experience in creating a mini-discourse analysis of a health professions education phenomenon.
Workshop Objective
- Outline various approaches to discourse analysis
- Explore different uses of discourse analysis
- Practice one type of discourse analysis
W1A2
Wednesday 10th January 2018, 8.30am – 12.30pm
MEDICAL EDUCATION THROUGH THE LENS OF SAMR: AN APPLIED WORKSHOP
Ruben Puentedera
USA
Workshop Description
The challenge facing us as educators today is not just for students to master a rapidly growing array of medical technologies - it is to transform their critical thinking and problem solving patterns through tools such as computer visualization and digital storytelling. In this workshop, we will see how to use SAMR and the EdTech Quintet to accomplish this goal. Examples will be drawn from medical education and practice, including patient safety and communication. Our approach throughout will be hands-on: participants in this workshop will design a SAMR ladder that they can put to use in an area of their interest right away.
W1A3
Wednesday 10th January 2018, 8.30am – 12.30pm
USING SIMULATIONS TO LEARN ABOUT TEAMWORK IN HEALTHCARE
Winnie Teo, Tan Keng Teng, Poh Chee Lien, and Wong Teck Yee
Singapore
Workshop Description
Teamwork and interpersonal communication issues have often been cited as major reasons underlying professional issues in healthcare such as burnout, as well as preventable errors in patient safety lapses. However, effective team building skills are seldom explicitly included in medical education curricula.
We have devised an interactive session where learners first participate in activities designed to surface important principles in teamwork and collective decision-making, reflect on their teamwork skills, and finally, are introduced to principles and practical tools to enable them to become effective leaders and members of healthcare teams. In addition to experiencing a hands-on activity about team skills, we will also discuss the complexities and challenges associated with integrating teamwork and other “soft skills” in a medical education curriculum.
Workshop Objective
This workshop will enable participants to experience common team dynamics in healthcare, learn about principles and frameworks for building and enabling effective teams, and gain an appreciation of the major issues associated with teaching teamwork in medical education.
Who Should Attend
All who are interested in curriculum design, experiential learning activities or teamwork skills.
W1A4
Wednesday 10th January 2018, 8.30am – 12.30pm
TIPS AND TRICKS FOR SUCCESSFULLY PUBLISHING SCHOLARLY WORK IN AN INTERNATIONAL JOURNAL ON MEDICAL EDUCATION
1Peter GM de Jong and 2Julie K Hewett
1The Netherlands and 2USA
Workshop Description
In publishing scholarly work, not only the writing skills of the author are important. At least as important is choosing the right strategy in submitting the work to the most appropriate journal. It is also useful to know how the Editorial Office and Editorial Board of a journal handle the manuscripts received. Knowledge of these last two aspects can significantly increase the chances for acceptance of the manuscript.
The workshop will give the attendees more insight in the editorial processes of a journal and several concrete strategies to increase the chances of acceptance of their work. First an overview of several journals for Medical Education will be presented and the differences in focuses will be discussed. As an example, the presenters will showcase the internal procedures of one of those journals to explain the attendees what is happening behind the scenes of a journal. Characteristics of several manuscript types available will be discussed and some general advice will be given in order to make the process of submission as successful as possible.
During the session the participants will get a few think-pair-share assignments in order to help clarify the several steps in submitting and the organization of a journal. Based on several brainstorm exercises and actual experiences from the audience, the presenters will provide tips and recommendations.
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.
W1A5
Wednesday 10th January 2018, 8.30am – 12.30pm
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.
W1A6
Wednesday 10th January 2018, 8.30am – 12.30pm
OPTIMIZING YOUR EDUCATIONAL ACTIVITY INVOLVING SIMULATED PATIENTS
Nicola Ngiam and Hor Chuen Yee
Singapore
Workshop Description
Simulated patients (SPs) are individuals who are trained to mimic the signs and symptoms of real patients. Engaging SPs is a useful avenue to promote realism and encourage experiential learning in medical education. Because the student is not scripted in the interaction between a student and a simulated patient, unexpected events may occur. This may result in a negative impact on learning objectives or an unexpected teachable moment. This workshop aims to highlight the common pitfalls in educational activities involving SPs and participants will discuss how to avoid or overcome these.
SPs are not only able to behave as a real patient, they are also able to observe the interaction with the learner and provide valuable feedback. This feedback frequently leads to a deeper understanding of the doctor patient relationship by the learner. These observation by the SP can be used as formative or summative assessment or feedback. These forms of assessment and feedback will be explored in the workshop and participants will be provided with exposure to various tools that could be modified for use at their local institutions.
Workshop Objective
- Increase awareness of common pitfalls in educational session involving SPs
- Explore feedback from SPs
- Explore SP input in assessment
Who Should Attend
Educators who are just starting out with standardized or simulated patients and who have encountered challenges in running such sessions. Some experience with SPs is necessary.
W1A8
Wednesday 10th January 2018, 8.30am – 12.30pm
WORK PLACE BASED ASSESSMENT: TRAIN THE TRAINER WORKSHOP
Kichu Balakrishnan R Nair and Carl Matheson
Australia
Workshop Description
In this workshop, we will train the participants to assess performance using these tools. We will use calibration videos and train them in various assessments. The participants will have the opportunity to use the validated scoring sheets to mark the candidates in the calibration videos
This will be a very interactive workshop with small group discussions.
Workshop Objective
- To introduce the philosophy of the workshop based assessment and train the participants to use the various tools including MiniCex, DOPS , CBDs and MSF
- To understand the reliability of individual tools and the composite reliability of the tool box
Who Should Attend
Medical educators and senior residents.
W1A9
Wednesday 10th January 2018, 8.30am – 12.30pm
ASSESSMENT DIAGNOSTICS USING PSYCHOMETRICS
Gominda G Ponnamperuma
Singapore
Workshop Description
How often have you heard examinees, and sometimes even examiners, opining that an exam was too easy, too difficult, asked questions that were outside the curriculum, assessed too much of one content area at the expense of another, etc.? These are all subjective opinions. How can we objectively know how true these subjective opinions are? To answer the foregoing question with certainty, we need to use a battery of investigations to diagnose whether an exam is suffering from one or more ailment/s. This workshop will take the participants through several such basic investigative tools (within the domain of assessment psychometrics), using easy to understand examples, to identify problematic items/questions of an examination. There will be opportunity for participants to try out some of these tools and interpret their findings, so that more fit-for-purpose exams could be designed.
Note: It would be easier for the participants to go through this workshop, if they could bring with them a fully charged laptop with Microsoft Excel or its Open Office/Mac equivalent. However, this is not a must.
Workshop Objective
At the end of the workshop, the participants should be able to implement and interpret the basic psychometric measurements with a view to improving the validity and reliability of examinations in health professions education courses.
Who Should Attend
- Heath Professions Educators (e.g. teachers, examiners of both undergraduate and postgraduate education programmes)
- Administrators of Health Professions Education programmes (e.g. Deans, Directors of Health Professions Education Institutes)
- Healthcare professionals who would like to know how validity and reliability of examinations could be improved using assessment psychometrics
W1F1
Wednesday 10th January 2018, 9.00am – 5.00pm
USING SPSS FOR DATA ANALYSIS
Shen Liang
Singapore
Workshop Description
In this workshop, SPSS software will be introduced in the use of data analysis. A short discussion on proper form design and data collection will be highlighted. Participants will be informed of how to present the relevant descriptive statistics, the statistical techniques for quantitative and qualitative outcomes using Univariate and Multivariate analyses.
W1P1
Wednesday 10th January 2018, 1.30am – 5.30pm
RESILIENCE, GRIT AND EMOTIONAL INTELLIGENCE: KEY PERSONAL QUALITIES FOR EFFECTIVE LEADERSHIP
1Judy McKimm, 1Paul Jones, 2Kirsty Forrest and 3Greg Radu
1United Kingdom, 2Australia and 3Canada
Workshop Description
The workshop aims to provide an introduction to contemporary theories and practices in leadership, management and followership in health professions’ education and healthcare through a consideration of three key personal qualities found in successful and effective leaders. In rapidly changing, fluid and complex environments, leaders need to demonstrate their resilience (the ability to bounce back); their emotional intelligence (so they can control their own and others’ emotions) and ‘grit’: a mix of passion, focus, determination and long term goals that is the subject of recent research and discussion. In the workshop, we will explore these inter-related qualities and work with you on strategies to help you be more effective in leadership situations.
Workshop Objective
As a result of participating in this workshop, delegates will be able to:
- Define some key concepts in leadership, management and followership
- Identify specific skills, behaviours and activities in relation to resilience, emotional intelligence and grit that promote effective leadership and management
- Apply theories and models to your own practice and that of others
- Construct a leadership development plan
Who Should Attend
All those involved in health professions’ education, management and clinical practice will benefit from this workshop, which is designed to be applicable to people at different levels working within organisations, as well as to students and professionals in training. The course has been designed by a highly experienced, international faculty to meet the needs of those who are in leadership or management positions, however junior or senior, and who feel they would like to develop their personal leadership qualities and improve their practice. All our courses are theory informed; practice driven; context specific, interactive, supportive and fun!
W1P2
Wednesday 10th January 2018, 1.30am – 5.30pm
HOW TO BEST ENGAGE LEARNERS DURING PRE-AND PARA-CLINICAL SCIENCES YEARS IN AN ERA OF TECHNOLOGY-ENHANCED LEARNING?
1Chen Zhi Xiong, 2Peter GM de Jong and 3Neil Osheroff
1Singapore, 2The Netherlands and 3USA
Workshop Description
This workshop is intended for medical educators involved in the undergraduate curriculum who are keen on learning best practices in the teaching and learning of pre-and para-clinical sciences. Educators involved in clinical years are encouraged to share their input and reflection on how to shape some of these practices. Medical school administrators are also welcome to discuss the feasibility of these pedagogies in terms of planning and resources. The workshop will centre around the theme of developing and harnessing of technological platforms and tools to enhance learning.
Workshop Objective
By the end of the workshop, participants will be able to:
- Apply best practices in their own teaching and learning contexts for pre-and para-clinical sciences
- Reflect on personal teaching and learning practices in the context of own learners’ profiles
- Develop and implement faculty development strategies to enhance learning
Who Should Attend
Medical educators involved throughout the undergraduate curriculum, pre-and para-clinical educators for other health professions and medical school administrators. New faculty or educators who are starting to teach are also welcome to join.
W1P3
Wednesday 10th January 2018, 1.30am – 5.30pm
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 and Llewellyn Lee Kuan Ming
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:
- Advances the knowledge and skills in the design of a focused WPA.
- Applies relevant educational concepts to develop an effective WPA.
- Understands the challenges in the implementation of a WPA.
- Learns practical tips to overcome some of these challenges.
Workshop Objective
- To apply the cognitive load theory in workplace based assessment (WPA).
- To appreciate the value of re-designing instruction and assessments to reduce extraneous cognitive load in high element interactivity clinical tasks and procedures.
- To understand the concept of “less is more”: the use of “‘frequent minimal observations’’ approach is better than more comprehensive, longer assessment tools.
- To learn the principles in the development of the entrusted professional activities (EPA) for the curriculum of a surgical discipline.
- 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.
W1P4
Wednesday 10th January 2018, 1.30am – 5.30pm
DESIGNING AN EFFECTIVE IPE COURSE/ACTIVITY – A COMPETENCY- AND THEORY-BASED APPROACH, WITH CASE STUDY ON HOW TO RUN A HEALTH CARE TEAM CHALLENGE (HCTC)TM
Wong Mun Loke, Chng Hui Ting, Liaw Sok Ying, Lim Hsiu Chin Keith, Lim Teik Chung Michael, Tai Yuen Ling Esther and Kee Li Leng Janice
Singapore
Workshop Description
Interprofessional education (IPE) is recognised as an important means to prepare current and future health workforce to be collaborative-practice ready, which in turn would provide optimal health services for the patients. How does one design an effective IPE course or activity to achieve its objectives? There are two parts in this workshop. The first part of the workshop will equip educators and practitioners with the knowledge and skills to design IPE courses or activities via a competency- and theory-based approach.
The second part of the workshop is a sharing of the NUH experience in organizing a Healthcare Team Challenge (HCTC). The HCTC is a clinical team based competition for in-flight students/ staff from the Medical, Nursing and Allied Health professions. It provides participants with an opportunity to demonstrate their expertise in teamwork and collaboration as they develop a management plan for a person with complex health and social care needs. This workshop will enable workshop participants to understand the challenges in organizing a HCTC utilise distinct criteria in choosing suitable clinical scenario for IPE use and provide tools for institutions willing to adopt the HCTC to further interprofessional collaboration and practice.
Workshop Objective
IPE in Curriculum
- Introduction on outcomes-based curriculum design and its application in IPE
- Competencies-based approach in designing IPE courses/activity with shared examples from NUS IPE
- Theory-based approach in designing IPE courses/activity with shared examples from NUS IPE
- Hands-on workshop for participants to design an IPE course/activity relevant to their context and needs, based on the principles learnt
IPE in Action – The Healthcare Team Challenge
- Purpose and objective of a Healthcare Team Challenge (HCTC)
- Principles in choosing suitable cases
- Planning and preparation
- Sharing of the Singapore experience - Challenges and achievements
Who Should Attend
Educators, faculty, instructors, practitioners, students and administrators.
W1P5
Wednesday 10th January 2018, 1.30am – 5.30pm
QUALITATIVE RESEARCH: THE INTERVIEW TECHNIQUE, CODING AND DATA ANALYSIS
Lee Shuh Shing, Yanika Kowitlawakul and Calvin Ho Wai Loon
Singapore
Workshop Description
Qualitative research methods have becoming widely accepted in health professions education and many researchers in health professions education are increasingly using this method themselves. However, wider acceptance does not necessarily mean that the qualitative methods are well understood particularly the practical aspect in qualitative studies. There are some researchers assume conducting face-to-face interview and focus group discussion are similar while most are still struggling with analysing qualitative data. Few years back, Skype interview was introduced as one of the methods in collecting qualitative data. Yet, very few workshops were conducted to sensitise researchers on this method.
This workshop aims at offering a practical experience in qualitative research to participants. This workshop consists of two parts. First part of the workshop will provide guidance and practice conducting interview and focus group in small groups. Tips on how to carry out a Skype interview will also be introduced in this first part of the workshop. The second part will begin with the description of analysis of qualitative data and follow by practising coding and analysing qualitative by hand.
Workshop Objective
At the end of this workshop, participants will be able to:
- plan and conduct a in depth interviews
- plan and conduct a focus group discussion
- differentiate an interview and a focus group discussion
- describe the process in carrying out a Skype interview
- code and thematically analyse the qualitative data
Who Should Attend
This workshop is suitable for anyone with/without experience in qualitative research - this would include Doctors, Nurses, Allied Health workers, Dentists and administrative staff.
W1P6
Wednesday 10th January 2018, 1.30am – 5.30pm
WHEN THINGS DON’T GO AS PLANNED: A SIMULATION-BASED WORKSHOP
Nicola Ngiam and Jacqueline Ong
Singapore
Workshop Description
Medical simulation is used increasingly to provide experiential learning environments. Despite preparation and planning, sometimes things don’t go as expected. When this happens, the learning objectives for that session are in jeopardy.
We will explore the following areas in terms of common derailments and the possible solutions to troubleshoot:
- Session not going as it should:
Reasons for this could include the learner doing something completely unexpected, the scenario feels to difficult or too easy for the level of learner or a technical glitch/error occurs. - Debriefing gone wrong:
A disinterested, emotional or antagonistic learner can disrupt the learning for himself and for the rest of the group during debriefing.
Workshop Objective
At the end of the workshop, participants will have:
- Experienced common practical problems that can occur while running medical simulations
- Developed solutions that can be applied to their local programs
- Learnt to anticipate problems that might occur with specific simulation situations
Who Should Attend
Intermediate simulation users with at least 1 year of experience as faculty in simulation-based healthcare education.
W1P7
Wednesday 10th January 2018, 1.30am – 5.30pm
CARING FOR OLDER PEOPLE IN AN AGEING SOCIETY: AN ETHICS CASE DEVELOPMENT AND ANALYSIS WORKSHOP
Jacqueline Chin, Natalie Ling and Matthew Chen Zhixuan
Singapore
Workshop Description
Participants will be guided to use the open access tools for teaching and learning ethics available in Caring for Older People in an Ageing Society: A Singapore Bioethics Casebook vol 2 (available at www.bioethicscasebook.sg), a ground-breaking educational resource for the teaching of clinical ethics and the ethics of care for older people living at home and in the community. Participants will learn about the design features of this free online resource for educators working in health care and allied health professions, and work in groups and lead case presentations moderated by the workshop facilitators.
Workshop Objective
This workshop aims to equip healthcare and allied health professionals with skills to facilitate a multidisciplinary team or handover discussion on the care of older patients with long-term chronic health conditions in which difficult challenges are faced by the patient and his/her professional and informal caregivers.
Who Should Attend
Healthcare and allied health professionals who have clinical experience with elderly patients, with an interest in peer education on ethical issues in the care of older people.
W1P8
Wednesday 10th January 2018, 1.30am – 5.30pm
PROMOTING COMMUNICATION AND TEAM COLLABORATION AMONG HEALTH CARE PROVIDERS IN A MULTICULTURAL CLINICAL SETTING
Manasik Hassan, Ahmed Alhammadi, Hatim Abdulrahman and Magda Ahmed Wagdy Youssef
Qatar
Workshop Description
Effective team communication among Health Care Providers (HCPs) in a hospital setting associated with better patient care, increase teamwork and job satisfaction, such collaboration is challenging and often requiring unplanned communication among busy healthcare providers. Differences in training, communication styles and multi-cultural background of nurses and physicians contributes to communication problems.
the workshop will use didactics and small group discussion to address the importance of communication and collaborations among (HCPs) in a multicultural healthcare environment, share decision and putting plan together, known challenges faced or perceived. Interactive video clips will illustrate different communication gaps in clinical workplace.
Afterwards, through analyzing videos and using role-play, participants will identify different barriers to implement effective communication in culturally diverse healthcare environment. In small groups, participants will then exposed and practice use different tool and strategies to support communication and team collaboration.
Workshop Objective
- Highlights the importance of effective communication and collaboration among healthcare professionals in a cultural difference clinical environment
- Identify challenges for promoting communication among health care providers
- Use different communication tools and strategies to promote such collaboration
Who Should Attend
The workshop welcomes all stakeholders in medical education, physicians, nurses, other allied health working in any multicultural clinical environment, and educators interested in faculty development.
W1P9
Wednesday 10th January 2018, 1.30am – 5.30pm
A CONCEPTUAL FRAMEWORK FOR PLANNING LEARNING ACTIVITIES AND ASSESSING LEARNERS IN CONTINUING PROFESSIONAL DEVELOPMENT (CPD)
Don Moore
USA
Workshop Description
An outcomes framework will be described that incorporates recent findings in the learning sciences drawing on the work on Ambrose and colleagues (How Learning Works) as well as Cervero and Gaines (Synthesis of Systematic Reviews in CPD).
Next, participants will be asked to engage in an inquiry-based approach to learning that follows the challenge cycle developed by Bransford and colleagues (How People Learn). The approach includes presentation of a challenge, individual reflection about addressing the challenge, sharing among the participants in small groups and then larger groups, reaction and mini-lectures by faculty, reconvening small groups to synthesize what has been presented in the groups and by faculty, and proposing syntheses in the large group. This approach operationalizes an important principle of instructional design: tell people what they need to learn (outcomes framework), provide a worked example, give them an opportunity to practice what they are learning, and provide expert feedback. This approach (inquiry-based and problem-based learning) is a crucial component of the conceptual framework and participants will have an opportunity to practice what they are learning.
After the small groups have proposed their syntheses to the larger group, each participant will be asked to create an action plan for using what they have learned in their work. Each participant will be asked to commit to implementing their action plan.
Workshop Objective
There has been considerable concern expressed in the scientific and popular literature that healthcare routinely fails to deliver potential benefits to patients. Furthermore, the literature also suggests that doctors and other health professionals are not consistently providing the best possible care because they are not being adequately prepared in either academic or continuing education venues. An article by Frenk and his colleagues in the Lancet in 2010 describes this situation well.
On the other hand, there has been significant findings in the learning sciences over the last several years that have significant promise for addressing first the gap between training and practice and secondly the gap between practice and the provision of high quality care. The aims of this session are to report those findings and show how they can provide a framework for planning learning activities in CPD.
Who Should Attend
It is anticipated that some of the participants will implement some of what they have learned to planning learning activities in CPD and will be able to report changes in their learner's competence or performance, and perhaps improvements in patient health status. While the focus of the workshop will be on learning activities in CPD, individuals who have responsibilities for planning and evaluating CPD activities will benefit from participating. With a little thought, however, the approach can be used in graduate and undergraduate medical education, especially as the movement towards population health becomes more widespread.
W2A1
Thursday 11th January 2018, 8.30am – 12.30pm
INNOVATIVE PRACTICE IN MOBILE TECHNOLOGY TO ENHANCE LEARNING, ASSESSMENT AND PROFESSIONAL DEVELOPMENT IN THE CLINICAL WORKPLACE
1Katharine Boursicot, 2Trudie Roberts, 3Sandra Kemp and 2Richard Fuller
1Singapore, 2United Kingdom and 3Australia
Workshop Description
In this workshop, we will set the scene with a review of the theoretical and empirical evidence from the literature about mobile technology and feedback for learning, present some examples of applied mobile technology enhancement, and engage the participants in experiential activities using mobile technology.
There will be opportunities for the participants to consider how to apply the principles of best practice to the design, delivery, feedback, evaluation and outcomes of workplace assessment using novel ways of mobile technology enhancement to their own situations.
Workshop Objective
To highlight modern practice with examples of mobile technology enabled assessment and feedback for learning and development in the clinical workplace.
Participants will:
- Learn about the theoretical and empirical evidence around feedback and mobile technology
- Try out some teaching and learning using mobile device-based assessment
- Gain insights into designing programmes of workplace-based assessment
- Learn about using electronic portfolios and other learning platforms effectively
- Consider possibilities for the future of workplace learning and assessment using innovative mobile technology
Who Should Attend
People involved in teaching and assessment in undergraduate and postgraduate contexts, who want to update on the latest contemporary best practices, and possible future developments, in mobile technology enhanced education.
W2A2
Thursday 11th January 2018, 8.30am – 12.30pm
WHAT IS ONLINE COLLABORATIVE LEARNING? WHY IS IT IMPORTANT? AND HOW TO (EASILY) ENHANCE ONLINE MEDICAL EDUCATION COURSES WITH THESE NEW PEDAGOGIES
Linda M Harasim
Canada
Workshop Description
Online networked education, since its earliest days, was based on collaboration and discussion. The earliest and most effective credentialed and/or continuing professional education courses to be delivered online were based on collaborative learning. The pedagogies included group discussion, debate, role-play, teamwork scenarios, and conferring with others to brainstorm and then converge towards a solution, a plan, a product or a perspective.
The pedagogy of an online collaborative learning course or activity based on a discussion forum software is not difficult to implement and results in very positive rates of student satisfaction and learning effectiveness, outcomes critical to medical educators.
This workshop will introduce online collaborative learning as a pedagogy, specifically focusing on SOS: Student-led Online Seminars. The SOS design will be presented in terms of overall goals and anticipated outcomes, role of the educator, student roles, scheduling, moderating an online seminar, intellectual convergence, grading, and how to prepare student participation. Ways to assess online learning will also be demonstrated. Discussion and questions are very welcome in this workshop.
W2A3
Thursday 11th January 2018, 8.30am – 12.30pm
THE SMORGASBOARD OF TECHNOLOGY-DRIVEN TEACHING STRATEGIES TO ENHANCE LEARNING
Rani Kanthan and Kalyani Premkumar
Canada
Workshop Description
This workshop will provide an overview on the various technology driven strategies that are available to enhance the learning environment with a hands on approach to demonstrate such examples in facilitated small groups. Active participation of the attendees is expected and will be facilitated to their creation of an educational module incorporating such strategies with ongoing peer evaluation by the participants. This session will end with a summation of the benefits/drivers/challenges/barriers faced during this process. Participants are required to bring their mobile devices [smart phones/Ipads/Laptop] for this workshop. This workshop will be of interest to all personnel involved and interested in medical education
Workshop Objective
By the end of this workshop, participants will be able to
- Provide a repertoire of technology-driven teaching strategies available to enhance the educational encounter
- Appropriately incorporate such strategies for teaching and learning in medical education
- Develop a self *preferred* menu of these strategies and design a teaching module incorporating at least one/two strategies
- Peer evaluate the effectiveness of the ‘onsite designed’ teaching modules
- Discuss the benefits/drivers/challenges/barriers faced while incorporating technology-driven strategies for learning
Who Should Attend
All personnel involved/interested in education/medical education (experts and novices).
W2A4
Thursday 11th January 2018, 8.30am – 12.30pm
MOBILE LEARNING FOR HEALTHCARE EDUCATORS
Vaikunthan Rajaratnam and Dong Chaoyan
Singapore
Workshop Description
The ubiquity of mobile phones makes it possible to create and deliver learning programmes at our fingertips. Learning happens at time and location convenient to learners. It is timely to explore how to tap on the potentials of mobile technologies to facilitate healthcare education. The workshop will focus on the following components:
- overview of mobile technology in healthcare education,
- how to set up educational digital presence,
- mobile learning at the workplace,
- how to create Open Educational Resources (OERs), and
- mobile applications for healthcare educators.
The delivery formats include: interactive lectures, demonstration, group activities, and discussions.
Workshop Objective
By the end of the workshop, participants will be able to:
- Explore the benefits of mobile learning in healthcare education
- Practice and share types of programmes that can be used to develop and deliver healthcare education on the mobile platform
- Create a basic mobile learning programme and deploy it for target audience
- Discuss issues and challenges of mobile learning in healthcare
Who Should Attend
Healthcare educators.
W2A5
Thursday 11th January 2018, 8.30am – 12.30pm
DEVELOPING & ASSESSING RESILIENCE IN MEDICAL AND HEALTHCARE PROFESSIONALS
Moi Kok Wah
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.
W2A6
Thursday 11th January 2018, 8.30am – 12.30pm
PROFESSIONALISM IN PRACTICE
Shekhar Kumta, Ng Ho-Keung, Alex Yung and Yan Jin
Hong Kong S.A.R.
Workshop Description
We expect our graduates and residents trainees to show professionalism during their training and their subsequent independent practice. What constitutes "professionalism" is often described in broad philosophical contexts and richly centred around concepts such as altruism, empathy and compassion.
The transition from a student to a professional is a difficult period and professionalism involves not only the internalization of norms and values but also their expression in the context of professional conduct with patients and other actors that constitute the healthcare environment.
In this workshop we discuss some of the essential elements that constitute professionalism.
We also introduce the concept of Behavioral Anchors based on a simple template which may help students and assessors identify professional expectations and their failures
Workshop Objective
- Develop an Understanding of Professional Behaviors in Practice across healthcare disciplines
- Develop a Generic Template against which Behaviors can be mapped
- Define and Exemplify Behavioral Anchors that underpin professional or unprofessional behaviors
Who Should Attend
This workshop is suitable for anyone working in the health care environment - this would include Doctors, Nurses, Allied Health workers and administrative staff.
W2A7
Thursday 11th January 2018, 8.30am – 12.30pm
FROM CONCEPTUALISATION TO IMPLEMENTATION: DEVELOPMENT OF AN ONLINE ASSESSMENT SYSTEM
Vishna Devi Nadarajah and Er Hui Meng
Malaysia
Workshop Description
Assessment is the process of making a judgment on whether the learning outcomes are achieved through a systematic collection, review and use of information. An effective assessment system will enhance learning, and can provide feedback to the teachers for instructional improvement and give a valid indicator on the learner performance in the competency areas intended in the programme. However, the efficiency and effectiveness of assessments can be limited by operational challenges, such as inadequate assessment blueprinting during item development, long results processing time and tedious manual psychometric analysis, which consequently affect the quality of feedback (i.e. timeliness, specificity). An online assessment system (OAS) that is reliable, secure, valid, and can cater for a range of assessment tools including workplace based assessment provides practical solutions to the limitations mentioned above.
In this workshop, the development approaches and features for an online assessment system, contextualised to the institutional needs will be discussed. We will share practical tips from our experience in developing an integrated OAS for outcome-based education with a range of assessment tools for health professions education. To successfully develop an OAS that is aligned with the institutional governance system, continuous stakeholder inputs is necessary. However, the process involves balancing and managing the expectations and practicalities. Participants will be further engaged by working in groups, identifying resources and how to overcome challenges using checklists developed from stakeholders’ perspectives.
Workshop Objective
Participants will be able to propose, project manage and develop online assessment system (OAS) for multiple stakeholders based on educational frameworks with a checklist for anticipating and overcoming challenges.
Who Should Attend
This workshop will be useful for faculty, clinicians, exam and IT administrators, students, e-learning designers and enthusiast alike.
W2A8
Thursday 11th January 2018, 8.30am – 12.30pm
USING THE FOUR QUADRANT MODEL TO ENGAGE THE FACULTY MEANINGFULLY
1Danai Wangsaturaka and 2Indika Karunathilake
1Assistant Dean for Academic Affairs, Faculty of Medicine, Chulalongkorn University, Thailand, and 2Professor in Medical Education, Faculty of Medicine, University of Colombo, Sri Lanka
Workshop Description
Faculty development in medical education is a process through which medical school faculty works systematically to improve their competency as teachers. It is a complex, multifaceted process due to the diverse roles and responsibilities of a medical educator as a clinician, facilitator, administrator assessor, mentor, researcher, and educational leader. High quality faculty development programs will result in competent faculty who can not only inspire and nurture students and prepare them to deliver high-quality health care, but also cultivate a culture of continued self and institutional development.
However, challenges for implementing high quality Faculty development are multiple and include; the multi-dimensional roles of health professionals; attitudes towards teaching; conflicting opportunities; the shortage of teachers; the increased demand for physicians, nurses and midwives; developing health professionals for a teaching role; and rewards for teaching. In resource-constrained settings, heavy teaching loads, a shortage of educators, limited infrastructure and competing demands for research and clinical services further complicates these challenges.
This workshop will discuss Four Quadrant Model as a conceptual framework to overcome the above challenges and engage the faculty meaningfully. In planning faculty development, this model acknowledges four agendas (directions) from various stakeholders: Strategies (N), Competencies (E), Resources (S) and Wish lists (W). The model then describes four avenues for faculty development offerings (quadrants): Foundation (NE), Innovation (SE), Response (SW) and Motivation (NW) (i.e. outputs, activities).
During the workshop, participants will share their experiences in implementing faculty development in the Asia Pacific region.
W2P1
Thursday 11th January 2018, 1.30pm – 5.30pm
HOW TO CREATE AND USE DEVELOPMENTAL ASSESSMENTS TO GUIDE RESIDENTS TO BECOME EFFECTIVE PRACTITIONERS
Eric Holmboe
USA
Workshop Description
The rise of outcomes-based medical education (OBME), also known as competency-based medical education (CBME), has forced educators to rethink approaches to curriculum and assessment. Competency frameworks such as CanMEDS and the ACGME General Competencies are being used to implement OBME in many countries.
A major aspect of CBME is greater attention to the developmental process in becoming a healthcare professional. This more explicit focus on the developmental process is leading to innovative and much needed new approaches to assessment. This 4 hour pre-course will focus on the important shift to developmental assessments using competencies, milestones and EPAs. This pre-course will highlight the important role of work-based assessments and group process in developmental models of assessment.
W2P2
Thursday 11th January 2018, 1.30pm – 5.30pm
MASTERCHEF FOR RESIDENCY SELECTION
Sarah Lu Qinghui, Tham Kum Ying, Habeebul Rahman and Terence Huey Cheong Wei
Singapore
Workshop Description
The literature on residency selection shows a lack of correlation between performance and exam scores, letters of references and interviews. Most of us know that selection is as much a science as it is an art. Hence for our surgical residency we developed a novel way of selection, leveraging on principles from MasterChef whereby teamwork, dexterity, ability to follow instructions, ability to adapt and a focus on outcome are interwoven into the exercise.
This workshop will be an interactive session with videos and audience participation in hands-on tasks to execute the most critical steps of a recipe ala MasterChef. The link between the tasks and the attributes we are looking for in the residency-applicants will be explained.
We will guide the participants to innovate and develop their own selection process.
Workshop Objective
- To share the framework and educational principles we used to design our own selection process
- To demonstrate the use of practical/hands-on tasks to assess non-technical attributes
- To assist our participants to develop their own unique selection process
Who Should Attend
Faculty and program coordinators involved in residency selection.
W2P3
Thursday 11th January 2018, 1.30pm – 5.30pm
HOW TO USE DATA (ANALYTICS) TO INFORM ETEACHING AND ELEARNING
Poh-Sun Goh, Sergio Hernandez-Marin and Lim Wee Khee
Singapore
Workshop Description
The workshop will be based on actual case studies from an experienced medical educator (GPS), who has been using Google Blogger (with in built data analytics), exclusively (rather than PowerPoint) for clinical teaching, and medical education faculty development over the last 6 years (in undergraduate, postgraduate and CME/CPD settings). Co-facilitators in the workshop (SHM and LWK) will share added insights from a technical-strategic (SHM) and market-engagement (LWK) perspective. Participants will have the opportunity to build their own prototype teaching blog (with use of Google Blogger as an illustrative freely available, and free to use platform), together with seeing how embedding additional online tools into a teaching blog (like Slideshare, SurveyMonkey, and Padlet) can give educators further data and visibility of student engagement, and actual learning within an eLearning process and platform. Participants will be expected to have engaged in one to two hours of pre-reading, and a pre-workshop exercise. Participants should bring a WiFi enabled laptop or tablet computer to the workshop.
Workshop Objective
To illustrate and demonstrate the utility of off the shelf/free(ly available) data analytics to inform eTeaching and give visibility of eLearning (activities) by our students.
Who Should Attend
Health professions educators (Medical, Nursing and Allied Health), and staff who have an administrative and leadership role in supporting and working with eLearning/Technology enhanced learning teams.
W2P4
Thursday 11th January 2018, 1.30pm – 5.30pm
HOW DO WE APPLY EVIDENCE OF INTERPROFESSIONAL EDUCATION AND COLLABORATION IN ASIA?
Junji Haruta, Sachiko Ozone and Ryohei Goto
Japan
Workshop Description
The necessity of interprofessional education(IPE) and collaboration(IPC) is globally recognized. There are few evidence of IPE or IPC in Asia, however, we cannot help applying the evidence in the Western culture even if different background. For example, to enhance respect for different professional roles clearly through IPE, we need to be more conscious of explicit communication because Asian countries have a higher context than the West. Thus, the workshop aims to acquire a cultural relative viewpoint at the application of appraisal IPE or IPC evidence to practice.
Workshop Objective
Participants will be able to:
- Recognize and discuss cultural context through Cultural Map
- Overview evidence of IPE or IPC in Asian and Western countries based on cultural difference
- Understand how to apply evidence of IPE and IPE by adopting a cultural perspective
Who Should Attend
All those who are engaged or planning IPE and IPC and researchers interested in IPE and IPC.
W2P5
Thursday 11th January 2018, 1.30pm – 5.30pm
TECHNOLOGY ENHANCED LEARNING AND DESIGN THINKING PROCESS: THINK GLOBALLY, ACT LOCALLY AND INNOVATE!
Ardi FIndyartini, Dianta Soemanthi and Anindya Pradipta Susanto
Indonesia
Workshop Description
Transformation of healthcare requires dynamic improvements in medical and health professions education. In a globalized and ‘flat world’ nowadays, teaching and learning processes are borderless. Medical and health professions students who are the member of current generation are capable of exploring unlimited knowledge and evidence for their future. The use of technology enhanced learning has been widely adopted and adapted, and it requires further holistic evaluation to provide evidence of its effectiveness for students’ learning and motivations for learning (Pickering JD & Joynes VCT, 2016).
Any new teaching-learning approaches, including those utilize technology, should also consider the characteristics of the users, i.e students, teachers, course organizers, etc, and the available resources. The design thinking process which has been widely used in areas such as business, commerce and engineering, can be used to guide innovations in technology enhanced learning in medical and health professions education. The approach highlights the need to empathize the users, define the problem to be solved, ideate the broadest range of solution possibilities, build the prototype, and test the innovation. Therefore, medical and health professions educators can challenge themselves to innovate and find the best solutions for their practices. Those innovations at the same time should also consider the learning processes that will take place and be enhanced.
This interactive workshop will include individual and collaborative activities in:
- Exploring key principles of learning theories and technology enhanced learning;
- Identifying challenges in current teaching and learning practices in own setting;
- Identifying the steps of design thinking process;
- Discussing examples of technology enhanced learning innovation that used the design thinking process;
- Implementing the steps of design thinking process by considering local wisdom and resources;
- Developing a draft for technology enhanced learning innovations.
Workshop Objective
At the end of the workshop, the participants will be able to discuss the principles of learning processes that can be enhanced by technology, and explore technology enhanced learning innovation using design thinking process approach. This workshop will also encourage participants to elaborate their local wisdom and resources in developing cost effective and sustainable technology enhanced learning innovations.
Who Should Attend
Medical and health professional educators with interest in technology enhanced learning and innovations.
W2P6
Thursday 11th January 2018, 1.30pm – 5.30pm
CHANGES IN THE TEACHING METHODS AN ESSENTIAL NEED OF THE HOUR: A INTEGRATED TEACHING TO MEDICAL STUDENTS BY WHO, WHOM, HOW AND WHERE.
1BK Manjunatha Goud, 1Joan Kumar and 2Aruna Chanu Oinam
1United Arab Emirates and 2India
Workshop Description
The pace of changes in medical education has increased dramatically driven by exponentially increased knowledge and need to train a large group of learners using limited resources. The modern medical education requires changes to suit the needs of the current learning aspects. The medical education stands on the three pillars; Education, Patient care and Research, but now a days the first two aspects have become less relevant to our students and research area has been focused more by the faculties. In our institute the traditional teaching such as horizontal integration has been replaced with vertical integration. The advantage is that, the student will have the content which will be similar to clinical years. This can be achieved by focusing on student oriented teaching method rather that lecture based. Teaching has been recognised not only for providing information and the exchange of experiences, but also for creating the atmosphere and facilitating the learning environment.
This is achieved by revamping and restructuring medical curriculum with teaching, learning approaches so designed as to ensure that students acquire appropriate clinical and scientific knowledge along with practical, procedural and communication skills. So, overall outcome of introducing changes in medical education is to make a competent doctor.
Workshop Objective
- To teach various subjects from first year with clinical co relations
- To achieve integration across the subjects
- To make students more attentive in the class
- To encourage students to have discussion in the form of cases
- To make an competent doctor
Who Should Attend
All graduates who have done MBBS (Compulsory) and / or MD (Doctor of medicine) and involved in teaching medical students.
W2P7
Thursday 11th January 2018, 1.30pm – 5.30pm
FAMILY PRACTICE PRECEPTORSHIP: FROM THEORY TO PRACTICE
Doris Young, Goh Lay Hoon and Victor Loh
Singapore
Workshop Description
Doctors need to impart their knowledge, attitudes and skills to the next generation of learners. As family practitioners, this obligation to teach and act as roles models is particularly important because well trained family practitioners are much needed in the community. However, being a teacher or preceptor in family practice offers unique challenges as family physicians deal with a heavy patient load and having learners in their consultations slow down and affect their one to one relationship with their patients. Moreover, many tutors lack confidence in their own ‘teaching’ abilities are uncertain about the ‘curriculum’.
This workshop addresses teachable family medicine moments ranging from problem solving, preventive medicine, relationship and continuity care to family and community aspects and how to deal with uncertainty and indecision. The changing dynamics of the doctor patient relationship with a learner present in the consultation will result in a triadic relationship between GP preceptor, patient and learner. These changing roles can be incorporated into the consultation without interrupting clinical care and the Doctor-Patient relationship. The learner can be an observer, deliver partial care and/or collaborative care. The preceptor can provide supervised care and also act as a facilitator when the learner becomes more confident and independent. Strategies on how to organise the clinic appointment systems and engage the clinic staff and patients will be shared. Finally, characteristics of effective role modelling, supervision, engaging the learners and providing constructive feedback to leaners will also be discussed and demonstrated.
Workshop Objective
This workshop will address how family medicine may be taught in the busy family practice setting. Strategies to address the teaching of problem solving, preventive medicine, relationship and continuity care, family and community aspects, to how to deal with uncertainty and indecision will be shared.
Who Should Attend
Family physicians who interested in the craft of imparting knowledge, attitudes and skills to the next generation of doctors will enjoy the role plays, the discussion of ideas, and the sharing of experiences in this interactive workshop.
W2P8
Thursday 11th January 2018, 1.30pm – 5.30pm
USING A WEB-BASED PLATFORM (EMEDICI©) TO ENHANCE STUDENTS' LEARNING AND IMMEDIATE FEEDBACK ACROSS THE HEALTHCARE PROFESSION
Michael Wan
Australia
Workshop Description
The aim of the workshop is to guide the participants in developing high quality and authentic case scenarios online; to produce interactive questions for immediate feedback to students; and to share online e-resource with other institutions worldwide. The workshop format will be very interactive in ways where participants could have hand-on experience in developing new cases, immerse themselves as candidates answering the questions followed by discussions on further collaboration and research into medical education.
Workshop Objective
By attending the workshop, attendees will be able to:
- understand the educational theories underpinning the use web-based interactive platform to develop authentic case scenarios to enhance students’ learning in the health profession
- develop high quality questions with appropriate explanatory information designed to provide immediate feedback to students online
- embed clinical images, radiological images & videos to facilitate students’ interpretation of investigation findings
- have hands-on practice of using the web base platform to develop, edit and publish cases online for sharing with other institutions
- collaborate with other institutions in sharing and researching of online case-based learning
Who Should Attend
Academics and clinical educators in medical education who are interested in developing and sharing online case based learning resources in the health profession (medicine, dentistry, nursing, physiotherapy, pharmacy, etc.) as faculty development.