W1F1
Wednesday 9th January 2019, 8.30am – 5.30pm
ACHIEVING THE GOALS OF OUTCOMES-BASED EDUCATION: HOW COMPETENCIES, MILESTONES AND EPAS CAN GUIDE PROFESSIONAL DEVELOPMENT TO EXPERTISE
Eric Holmboe
USA
Workshop Description
A major shift in health professions education over the last 25 years has been the increased focus on educational and clinical care outcomes, including how educational programmes can improve the quality and safety of clinical care delivered by programme graduates. Most systems are implementing a Competency-Based Medical Education (CBME) approach to achieve desired outcomes. This major shift has forced educators to rethink approaches to curriculum and assessment. Many countries are using competency frameworks such as CanMEDS and the ACGME General Competencies as part of their CBME efforts.
Incorporating competencies and implementing CBME is a challenging and complex process. Greater attention to the developmental process of a learner is necessary in a CBME-based programme. This more explicit focus on the developmental process is leading to innovative and much needed new approaches to assessment such as Milestones and Entrustable Professional Activities (EPAs). In addition, learners increasingly need to co-produce their learning and assessment with other faculty, health professionals, families and patients. This 4-hour pre-course will first focus on the key theories, principles and components of a CBME approach to achieve better educational and clinical outcomes. The second half of the pre-course will focus developmental assessment methods and tools using competencies, milestones and EPAs. This pre-course will close by exploring how co-production can facilitate learner professional development and enhance the effectiveness of programmatic assessment.
This pre-course will involve substantial interactive, small group exercises and discussions, video review to highlight key principles, and creation of an action plan for each participant.
Workshop Objective
- Discuss the link between educational and clinical outcomes to meet societal needs;
- Discuss and apply the key theories underpinning outcomes and Competency-Based Education;
- Discuss and apply the core principles and components of CBME to the participant’s own programme;
- Apply the concepts of competencies, milestones and Entrustable Professional Activities (EPAs) in designing an assessment programme using systems thinking, including strengths and weaknesses of each concept;
- Describe how co-production principles can facilitate learner engagement in their own assessment and professional development.
Who Should Attend
Leaders of Health Professions Education, Program Directors, Associate Program Directors, Clerkship Directors, Chairs of Clinical Competency Committees, any faculty with responsibility for assessment in their training programme.
W1F2
Wednesday 9th January 2019, 9.00am – 5.00pm
USING SPSS FOR DATA ANALYSIS
Chan Yiong Huak
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.
W1A1
Wednesday 9th January 2019, 8.30am – 12.30pm
BEST EVIDENCE PRACTICES IN DEVELOPING MEDICAL SCHOOL STANDARDS AND AUDIT PROCESSES
1David Gordon, 2Pete Ellis and 3Tran Diep Tuan
1France, 2New Zealand and 3Vietnam
Workshop Description
The workshop will highlight best evidence practices in developing medical school standards and appropriate audit processes, taking into account the World Federation Medical Education (WFME) standards. The workshop will also focus on the challenges faced in operationalising standards and discuss ways forward.
Who Should Attend
This workshop is for educators, administrators and accreditors involved in standard setting.
W1A2
Wednesday 9th January 2019, 8.30am – 12.30pm
DEVELOPING FAIR AND HOLISTIC APPROACHES TO EVALUATE BIOMEDICAL SCIENCE EDUCATORS
1Celestial Yap Suen Mei, 2Nicole M Deming, 1Inthrani Raja Indran and 2Neil Osheroff
1Singapore and 2USA
Workshop Description
Currently, evaluation of biomedical science teachers is largely determined by quantitative and qualitative feedback from students and peer reviews. While important, these parameters do not always accurately or sufficiently assess or reflect the teacher’s educational intentions, capabilities and repertoire of pedagogical innovations. This workshop will seek to address this issue by tackling the criteria, methods and approaches that are needed for a more holistic, comprehensive evaluation, reflective of the teacher’s true effectiveness. We hope the workshop will lead to more effective ways of evaluating teachers that may improve personal motivation, career advancement and quality assurance in teaching and learning.
Workshop Objective
- To showcase various strategies and frameworks to evaluate BMS educators
- To generate open discussion on the need for sound evaluation of BMS educators
- To create awareness on the importance of sound evaluation of BMS educators
- To brainstorm for various novel ideas and considerations to evaluate BMS educators
Who Should Attend
Biomedical science educators and university administrators should attend the workshop.
W1A3
Wednesday 9th January 2019, 8.30am – 12.30pm
A GLOBAL CURRICULUM IN CPD: THE A TO Z OF WHAT ALL CPD PROFESSIONALS SHOULD KNOW AND LEARN
1Lisa Sullivan and 2Dale R Kummerle
1Australia and 2USA
Workshop Description
Few organisations have established and delivered ongoing training education for CME/CPD Professionals. While many parts of the world have rules and regulations that direct the course of CPD programs, there is a need for educators to have access to CPD best practice lifelong learning, much as we expect all healthcare practitioners to pursue.
At this workshop, the Global Alliance for Medical Education (GAME), a not-for-profit organization that represents CE/CME/CPD professionals globally, will present a core curriculum covering the essentials of planning, assessing and deploying best practice CPD from the perspective of what we, the CPD professionals need to know and learn in this rapidly changing health education space.
Through the presentation of a basic curriculum, this workshop will challenge our participants through tasks and group discussions while eliciting thoughts and inclusions on how best to improve, distribute and assess educational content from the global perspective. If you are a CPD educator then this workshop will challenge your existing thinking, provide new avenues of thought and experience for future CPD programme development.
Workshop Objective
To present a core curriculum covering the essentials of planning, assessing and deploying best practice CPD from the perspective of what we, the CPD professionals need to know and learn in this rapidly changing health education space.
Who Should Attend
All those working in and responsible for CE/CME/CPD programme development, delivery and assessment. This workshop will be essential teaching and learning for both seasoned professionals and new comers to the field.
W1A4
Wednesday 9th January 2019, 8.30am – 12.30pm
LESS IS MORE: THE BASIS, VALUE AND PRACTICALITY OF FOCUSED WORKPLACE PLACEMENT ASSESSMENTS IN BUSY DISCIPLINES
Yip Chee Chew, Foo Fong Yee and Clement Woon-Teck Tan
Singapore
Workshop Description
Direct observation to assess a student’s performance is common in medical education. Well-known validated assessment tools 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 time-constrained 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 incorporate the relevant EPAs into the curriculum and assessment strategy in an undergraduate teaching programme 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 programmes.
W1A5
Wednesday 9th January 2019, 8.30am – 12.30pm
OWNERSHIP CYCLE: EMPOWERING LEARNERS TO CROSS HIGH STAKE EXAMINATIONS
1Ashokka Balakrishnan, 1Soh Jian Yi, 1Chen Fun Gee and 2Danielle Verstegen
1Singapore and 2The Netherlands
Workshop Description
Success is often well celebrated and every academic unit is quick to declare affiliations when learners excel. This workshop is aimed at the addressing the “dirty” job of getting the trailing learners to cross the hurdle.
Through this workshop, we hope to equip the teachers with necessary skills to understand difficult learners and to identify those who actually need help but seldom seek it. The main theme of the workshop would be on familiarising the teachers to the concept of "ownership cycle" (giving the onus of learning to the learners) and guiding them in using it to support learners to make a road map of their self regulatory process to succeed in the high stakes examination.
It will be conducted in four steps. First: a small-group based discussion of identifying common “patterns” and “traits” of candidates “with difficulty” will be outlined. Second: the concept of ownership cycle would be introduced with reference to the type and level of learners. Third: specific strategies for helping the learners in identifying their key milestones and stumbling blocks in their learning journey would be outlined. This includes training the faculty to help the learners in creating a road map of learning. Final step: key aspects of actionable goals to be met and principles of monitoring their learning journey with brief inputs on rules of engagement and ‘no-fly zones’ will be discussed. One portion of workshop would focus on group activity on existing areas of faculty burnout when supporting “struggling learners” followed by tips to help the faculty from ‘burnouts’ and negative effects of the strain of coaching will be highlighted.
By enabling the ownership cycle, we believe, both faculty and learners' time could be effectively used to provide optimal results minimising burnouts and dropouts and better faculty comfort & satisfaction.
Workshop Objective
- Introduce the concept of ownership cycle
- Understanding learners that are struggling to succeed
- Grooming learners to take complete ownership of what is at stake
- Monitoring the learner- the one year cycle
- Saving faculty from burnouts - sharing the load of difficult learners.
Who Should Attend
Undergraduate Post graduate teachers in health professions education, residency coordinators, clinical and academic supervisors, educational heads, remediation committee faculty and every other teacher who has reached his/her wits end having exhausted all ideas and are still stuck with a learner who is yet to see the horizon.
W1A6
Wednesday 9th January 2019, 8.30am – 12.30pm
AN INTRODUCTION TO HUMAN SIMULATION – CASE DEVELOPMENT AND SIMULATED PATIENT TRAINING
1Nicola Ngiam and 2Sheng-Po Kao
1Singapore and 2Taiwan
Workshop Description
Human simulation is a valuable tool in medical education. Simulated or standardised patients (SPs) are individuals trained to mimic the signs and symptoms experienced by real patients. This creates an opportunity for learners to practice interacting with the SP in a safe environment. This workshop aims to introduce human simulation as a teaching pedagogy as well as introducing SP case writing and training. There will be an opportunity to write an SP case that will meet your educational objectives and provide a realistic encounter for your student. Case templates and case writing techniques from 2 different educational institutions will be used.
After a good SP case is written, the SP must be trained to portray the role of the desired patient. There are many different techniques available for training SPs. Some of these are developed with experience of the trainer. Training techniques need to be tailored to suit the SPs in one's institution. Cultural differences should be respected. SP training techniques from 2 different institutions will be demonstrated.
Workshop Objective
At the end of the workshop, the participants should have experienced:
- Writing a case for a simulated patient (SP) to use in a teaching activity
- Observing SP training techniques that facilitate a realistic performance from an SP
Who Should Attend
Healthcare educators interested in using SPs in their curriculum.
W1A7
Wednesday 9th January 2019, 8.30am – 12.30pm
NOT EVERYONE IS PERFECT - CHALLENGING LEARNERS, REMEDIATION AND ROLE OF EDUCATORS
Kavitha Garuna Murthee, Kang Mei Ling and Krithikaa Nadarajan
Singapore
Workshop Description
About 10% of medical students/residents are identified as ‘problem’ or ‘challenging’ learners. Early identification of these learners along with appropriate remediation leads to better outcome in these individuals. The workshop will start off with a brief lecture on some of the key components involved in identifying challenging learners and the steps of remediation.
This will be followed by small group breakout sessions with case scenarios, during which participants will learn how to identify challenging learners, assess contributing factors and be able to characterise the common deficiencies in these learners. Participants will then work together in a same small groups to develop individualised remediation plans and discuss ways to successfully implement these for the struggling learners.
Workshop Objective
- Understanding the various types of challenging learners
- Defining remediation and understanding its key components
- Creating a successful remediation plan for a challenging learner
- Understanding the various roles of educators
Who Should Attend
All health care professionals involved in medical education.
W1A8
Wednesday 9th January 2019, 8.30am – 12.30pm
THINK GLOBALLY, ACT LOCALLY AND INNOVATE: CURRICULUM DESIGN FOR FUTURE MEDICAL AND HEALTH PROFESSIONS
Ardi Findyartini and Diantha Soemantri
Indonesia
Workshop Description
Transformation of healthcare requires dynamic improvements in medical and health professions education. In a globalised and ‘flat world’ nowadays, medical and health professions’ education has been facing great challenges in producing graduate who are able to work in the 21st century and beyond. Competencies of the future for medical and health professions’ education graduates need to be nurtured and assessed well in the curriculum. Given various level of resource availability within a school, innovations in curriculum implementation, teaching and learning, assessment, faculty development, space and infrastructure and in other aspects are necessary.
Any curriculum approaches and teaching-learning and assessment methods, including those utilising technology, should consider the characteristics of the users, i.e. students, teachers, course organisers, etc., and the available resources. For example, it can be more important to enable students to appraise information critically than to provide information itself given their capacity as current generation. The design thinking process which has been widely used in areas such as business, commerce and engineering, can be used to guide such innovations. The approach highlights the need to empathise 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.
This interactive workshop will include individual and collaborative activities in exploring the competencies of the future for medical and health professions students and key principles of curriculum innovations. Using design thinking process, participants will be invited to actively participate in developing innovations in one/more aspects of the curriculum. The lessons learned identified during the workshop and also the innovation blueprint can be applied by the participants in their own educational settings.
Workshop Objective
At the end of the workshop, participants will be able to identify competencies of the future for medical and health professions while considering local and global needs, and to explore curriculum innovations using design thinking process approach. This workshop will also encourage participants to consider their local wisdom and resources in developing cost effective and sustainable curriculum innovations.
Who Should Attend
Medical and health professional educators with interest in curriculum, technology enhanced learning and assessment, and innovations.
W1A10
Wednesday 9th January 2019, 8.30am – 12.30pm
DEVELOPING LEADERSHIP SKILLS FOR MEDICAL STUDENTS - WHY, WHAT AND HOW
Elizabeth Nelson
USA
Workshop Description
In this workshop, participants will explore the differing perspectives on the value of teaching leadership skills in medical schools. A review of recent literature will ground this discussion and generate prompts for tabletop discussions around the differing perspectives. The workshop will also explore the attributes of an effective leader across different cultures and health systems. What leadership styles work best in what environments? Finally, classroom based and experiential approaches to teaching leadership will be explored. The workshop will be very interactive and the participants will leave with a framework for moving forward in their home institutions.
W1P1
Wednesday 9th January 2019, 1.30pm – 5.30pm
DEVELOPING AND SUSTAINING EMOTIONAL WELL-BEING AND RESILIENCE IN YOURSELF AND OTHERS: KEY LEADERSHIP SKILLS
1Judy McKimm, 1Paul Kneath Jones, 2Greg Radu and 3Kirsty Forrest
1United Kingdom, 2Canada and 3Australia
Workshop Description
In rapidly changing, fluid and complex environments, leaders need to be able to self-care and care for others with whom they work. A key component of this is being able to develop and sustain emotional and psychological wellbeing on yourself and others. Part of this is being able 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.
This 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 the workshop we will explore these inter-related qualities, introduce some models relating to emotional wellbeing 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 emotional wellbeing, resilience and emotional intelligence 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 involved in health professions’ education, management and clinical practice will benefit from this workshop, designed to be applicable to people at different levels working within organisations, 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, who 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!
The workshop can be taken alongside our course: ‘Leadership in threes’.
W1P2
Wednesday 9th January 2019, 1.30pm – 5.30pm
QUALITATIVE DATA ANALYSIS: DELVING INTO CODING
Lee Shuh Shing, Yanika Kowitlawakul and Calvin Ho
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 still struggling with analysing qualitative data even though the theoretical part is well-understood. This workshop aims at offering a practical experience in qualitative research to participants focusing on practicing coding and analysing qualitative by hand.
Workshop Objective
At the end of this workshop, participants will be able to:
- Code and thematically analyse the qualitative
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.
W1P3
Wednesday 9th January 2019, 1.30pm – 5.30pm
FINDING THE RIGHT MODE FOR MEDICAL EDUCATION DIGITAL SCHOLARSHIP
Poh-Sun Goh and Min-Yen Kan
Singapore
Workshop Description
Digital teaching to promote learning, showcases "what we teach with, and assess on". As educational scholars, we can use Digital Scholarship to demonstrate not only the variety, breadth and depth of our educational activities; but also actively engage in educational scholarship, by making full use of digital tools, platforms, data and analytics.
The pre-conference workshop will review basic ideas underpinning traditional educational scholarship, and explore how this translates and transfers to our eLearning and Technology Enhanced Learning efforts. Widely used mobile, and online platforms (for example Instagram, WhatsApp, and Blogger) will be used during workshop activities to allow participants to develop a hands on feel of not only flexible, off the shelf, widely available tools and platforms that can assist us as eTeachers, but also as eScholars, to develop an ePortfolio. With so many different technology platforms at our disposal, it can be difficult to navigate which a scholar should leverage for eScholarship and eTeaching. We will unpack the key considerations that a scholar can consider for support of scholarship, teaching and reflection, and illustrate these throughout the workshop. The workshop (and symposium) will be supported by a dedicated session blog, with material for pre-workshop review and preparation (requiring around 2-hour preparation time before the workshop).
The main conference symposium will develop these ideas further, by highlighting the literature (in Digital Scholarship), exploring lessons and practice points from other fields, and engage the audience in a discussion of how we can transfer and translate these ideas into our educational and training practice, to develop as Digital Scholars. Material for pre-symposium review, and further reading will be provided on the session blog.
Session Resource LinkW1P4
Wednesday 9th January 2019, 1.30pm – 5.30pm
VALUES-BASED INTERPROFESSIONAL COLLABORATIVE PRACTICE - FROM EDUCATION TO PRACTICE
Chng Hui Ting, Chui Wai Keung, Sophia Ang Bee Leng, Lim Teik Chung Michael, Tai Yuen Ling Esther and Kee Li Leng Janice
Singapore
Workshop Description
The World Health Organisation has launched a global campaign “Medication Without Harm” to engage key stakeholders in the development and implementation of strategies for medication safety. Today, patients are attended to by multi-disciplinary professionals, therefore collegial interprofessional relationship and effective communication are essential elements to ensure safety in care provision. Clinical decision making by the care team should be shared and balanced; this is where the values-based approach will strengthen the final clinical decision, reduce potential conflict and maximize patient outcome and safety. Incorporating collaborative learning activities in interprofessional education (IPE), contextualised in patient safety scenarios, will help students acquire the necessary interprofessional competency. In addition, introducing the principles of values-based approach will enable patients to benefit consistently from clinicians working respectfully and collaboratively in a highly functioning team-based environment.
This workshop examines how collaborative learning and a values-based approach form the bedrock for effective team care. The programme includes a sharing of the NUS IPE experience in facilitating collaborative learning in a Patient Safety Workshop for undergraduate students; and the NUH experience in designing effective values-based practice training sessions.
Workshop Objective
Participants at the workshop will learn about
- How collaborative learning cultivate interprofessional relationship building through the acquisition of interprofessional competency.
- The design of an IPE patient safety workshop that involves medical, nursing, pharmacy and dental undergraduates in NUS.
- Principles of values-based practice.
- Challenges and learnings in setting up values-based practice training.
Who Should Attend
Educators, faculty, instructors, practitioners, students and administrators.
W1P5
Wednesday 9th January 2019, 1.30pm – 5.30pm
USING SCRIPT CONCORDANCE TEST TO ASSESS CLINICAL REASONING, ETHICS AND PROFESSIONALISM IN THE HEALTH CARE PROFESSION.
1Michael Wan, 2Kevin Tan, 2Gominda G Ponnamperuma and 2See Kay Choong
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 essay or OSCEs, SCT is a much more cost-effective and efficient way of assessing CR. The SCT format of questions has also been shown to be useful in the field of medical ethics and professionalism.
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, Dr See Kay Choong and Dr Gominda G. Ponnamperuma (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 optimisation 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 panellists 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:
- explain the educational theories underpinning the use of Script Concordance Test (SCT) to assess clinical reasoning
- explore the use SCT to assess medical ethics and professionalism
- develop high quality SCT items in their relevant health disciplines
- facilitate in the reference panel to score the SCT items
- discuss the pitfalls in the use of SCT in the formative and summative assessments
- collaborate with other institutions in sharing, benchmarking and researching of SCT..
Who Should Attend
Basic science 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, medical ethics and professionalism in the health profession (medicine, dentistry, nursing, physiotherapy, pharmacy, etc.).
W1P6
Wednesday 9th January 2019, 1.30pm – 5.30pm
THE BMJ OR INSTRUCTIONAL SCIENCE: HOW TO GET YOUR PAPERS PUBLISHED IN DIFFERENT TYPES OF JOURNALS?
Erik Driessen
The Netherlands
Workshop Description
As a researcher it is wise to think about your publication strategy: in which journals do you choose to present your work? The one with the highest impact factor? Or the journal that is read most by teachers and policy makers? Or the journal in which the theory you strive to advance is often discussed? The decisions made in this regard will have an effect on your scientific career. In this workshop, we will explore what reasons researchers have to choose for a target journal. Subsequently, we focus on how to get published in your target journal. Four articles on the same topic published in four different types of journals are discussed. We will look at writing style, structure, the composition of the introduction and discussion sections of the papers. Next to the technical aspects, we will also discuss the ethical side of publishing in different types of journals: how far are you prepared to go to get your paper published in that high impact journal? For example: to what extent will you follow up requirements of the editors for modification of your paper?
After a short introduction, we will interactively explore arguments for different publishing strategies. Next, we will discuss four articles on the same topic published in four different types of journals. Take home messages will be summarised in a plenary wrap-up. The workshop finishes with tips and pitfalls for getting your paper accepted by a journal.
Workshop Objective
More insight on how to plan a personal publication strategy. Awareness of the differences between journals and the impact that it has on reviewing of your paper. Tips for getting your papers accepted by a journal.
Who Should Attend
People who publish or want to publish research about medical education.
W1P8
Wednesday 9th January 2019, 1.30pm – 5.30pm
BLUEPRINT FOR STUDYING CULTURAL COMPETENCE IN THE CLINICAL SETTING: IDENTIFICATION OF CULTURAL ISSUES, TEACHING AND ASSESSMENT
Diantha Soemantri, Rita Mustika and Estivana Felaza
Indonesia
Workshop Description
Patient-centered care in the globalised world requires doctor to understand and taken into consideration on patients’ diverse values, belief of the self and health to provide optimum care. This specific skills translates into cultural competence which is the ability to establish effective relationships with patients, health professionals and others with different background. As with other competencies, cultural competence needs to be taught, starting from knowledge domain, in the early year of education continuum. In clinical setting, cultural competence teaching may focus on the attitude and behaviour changes towards diversity. Therefore, a curriculum of cultural competence education is important to map the learning process from learning objectives to assessment.
Clinical teacher plays significant roles in facilitating cultural competence teaching, including as role models for students. In order to perform this role, clinical teacher needs to be well informed on the conceptual aspect of cultural competence, able to identify cultural issues pertaining to various clinical encounters and design the appropriate curriculum.
In this workshop, participants will be introduced to the basic concepts of culture, cultural competence and how to foster cultural competence especially in the clinical setting. Furthermore, participants will also be discussing cultural aspects influencing doctor-patient encounters and developing strategies to facilitate and assess students to be culturally competent.
The workshop will employ participants-centered active learning strategies, first by involving participants to identify cultural issues in clinical encounters. Afterwards, participants will develop a blueprint of cultural competence teaching, consists of learning objectives, teaching methods and assessment system. Together, participants will also prepare examples of teaching or assessment materials to support learning.
Workshop Objective
At the end of this workshop, participants will be able to:
- identify cultural issues in different doctor-patient encounters in the clinical setting
- develop learning objectives based on the issues
- design teaching and assessment methods appropriate for the achievement of learning objectives
Who Should Attend
Teachers with interest in teaching cultural competence in clinical setting
W1P9
Wednesday 9th January 2019, 1.30pm – 5.30pm
DESIGNING ASSESSMENTS THAT DRIVE LEARNING
Susie Schofield and Stella Howden
United Kingdom
Workshop Description
There is little doubt assessment drives learning, but how we design our assessment massively impacts the type of learning (deep, surface or strategic), student engagement and ownership of feedback, and development of self-evaluation skills. In this workshop we explore how assessment design can encourage deeper learning. We explore the roles of formative, diagnostic and summative assessment, and discuss how feedback can be efficiently and effectively incorporated. We look at assessment culture, and how our own and others' attitudes can impact assessment. We look forward to a lively workshop with participants sharing their own experiences, challenges and successes in assessment-design, whether as student, as tutor or as curriculum designer.
Workshop Objective
By the end of this workshop participants will be able to:
- Define formative, diagnostic and summative assessment
- Identify how different elements of assessment design impact learning
- Describe own attitudes to assessment and the institutional culture
- Identify strengths, challenges and some potential solutions to own assessment
- Formulate next steps
Who Should Attend
Those with an interest in assessment, whether as student, assessor or curriculum designer
W1P10
Wednesday 9th January 2019, 1.30pm – 5.30pm
DESIGN-THINKING FOR MEDICAL EDUCATION
1David Game, 2Ivana Uzelac and 1Louise Moran
1United Kingdom, 2Australia
Workshop Description
An interactive workshop to investigate and prototype a design-based solution to the challenge of student engagement. Attendees will receive an introduction to design-thinking methodologies, build realistic persona and work together with delegates from schools across the Asia Pacific region to design a preliminary solution for a challenge that underpins the entire learning process for students.
There will be a follow up session at the Main Conference (11 Jan 2019) where Mr. Game will discuss the emergence of design-thinking, a methodology used by designers to solve complex problems by engaging the insights of all the stakeholders, share insights and disseminate the output from the pre-conference Design-Thinking workshop.
Workshop Objective
By the end of this workshop participants will be able to:
- Work through an abbreviated design-thinking process to identify a potential solution to the specific problem of student engagement.
- Create a preliminary solution presentation that participants can take away and apply if they choose to, within their institution.
Who Should Attend
Faculty with an interest in design-thinking and collaborative group work.
Note: Participants who have not attended Session 1 are welcome to attend Session 2.
W2A1
Thursday 10th January 2019, 8.30am – 12.30pm
CONDUCTING THE SELF-STUDY IN RESIDENCY PROGRAMMES: INTEGRATING PEOPLE, PROCESS AND STRUCTURE
Winnie Teo, Nicholas Chew Wuen Ming, Yvonne Ng and Faith L Chia
Singapore
Workshop Description
A major goal of the ACGME-I Next Accreditation System (NAS) is for residency programme accreditation to be a continuous process of programme quality improvement. A meaningful self-study process that aids in gathering knowledge from diverse stakeholders about the programme to identify areas of improvement is critical to this goal; however, self-study is new to ACGME-I accredited programmes in Singapore.
In this session, participants will learn about tools for engaging key stakeholders in productive conversations, and integrated frameworks to help identify levers for change and improvement. Participants will also discuss strategies to help plan a logical and unified self-study process.
It is hoped that a broad engagement by those with diverse experiences in various residency programmes across Singapore and elsewhere, will result in a richer, more holistic approach to planning self-study.
Workshop Objective
This workshop is a platform for leaders in residency programmes to discuss approaches to conducting the self-study assessment. It will introduce frameworks for identifying drivers of organisational performance, as well as suggest tools for engaging and aligning stakeholders in examining programme vision and aims, and identifying areas for improvement in the context of residency programme self-study in Singapore.
Who Should Attend
Leaders in residency programmes in Singapore and elsewhere who are interested in learning about conducting self-study for their programmes.
W2A2
Thursday 10th January 2019, 8.30am – 12.30pm
THE IMPACT OF INTERPROFESSIONAL CPD ON PRACTICE AND PATIENT OUTCOMES - AN ACCREDITOR PERSPECTIVE
Kathy Chappell and Kate Regnier
USA
Workshop Description
In 2010, the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) began accrediting organisations that develop interprofessional continuing education (IPCE) designed to improve healthcare team competence, performance, and/or patient outcomes. To date, more than 60 organisations representing medical education companies, universities, health care systems, specialty associations, and governmental agencies have achieved Joint Accreditation for the healthcare team. The programme has grown to include additional professions (Physician Assistants and Optometrists) and talks with more professions' accreditors are underway. The accreditors have also developed an innovative credit mark to identify activities that have been planned by and for the healthcare team. Through IPCE, jointly accredited providers have demonstrated a positive impact on clinical practice and patient outcomes.
Using interactive presentation and small group discussion, this session will provide an overview of a unique and innovative accreditation programme. Participants will learn how to identify characteristics of continuing education that is developed by and for the team (in contrast to single profession education), and is designed to improve team competence, practice, and patient outcomes. Presenters will share strategies and programme outcomes from jointly accredited providers using specific examples from case study submissions.
Implementing a framework for team based education can be described in the Donabedian model of structure, process and outcomes. This presentation will review different models of successful organisational structures; processes that have been implemented to promote IPCE and breakdown silos; and outcomes that include improvements in team competence, performance, and patient outcomes.
Traditional models of single profession health care education will no longer serve the needs of today's health care practitioner. Health care is delivered by interprofessional teams, and education will need to support clinicians to develop the knowledge, skills, attitudes and behaviours related to being members of interprofessional teams. This accreditation programme is just one strategy to incentivise organisations to develop team-based education, and continues to provide a successful framework for the future of health care education and health care delivery.
W2A3
Thursday 10th January 2019, 8.30am – 12.30pm
AN EXPERIENTIAL INTRODUCTION TO MIND-BODY MEDICINE SKILLS: TOOLS TO REDUCE STRESS AND FOSTER RESILIENCE AND WELL-BEING
Aviad Haramati
USA
Workshop Description
The goal of this 3 hour workshop is to introduce participants to the reality of stress and burnout, to gain insight from the physiology of stress on mechanisms that link chronic stress and burnout and then give participants an opportunity to experience several mind-body medicine skills (such as autogenic training and mindfulness meditation) as experiential exercises and thereby gain insight to their impact and utility.
Workshop Objective
Upon completion of this session, participants will be able:
- To explain the physiology and pathophysiology of stress and the scientific basis for mind-body therapies (such as meditation, breathing and imagery) used to reduce stress and improve well-being (medical knowledge)
- To reflect on the “experiential learning” exercises used to teach faculty and students Mind-Body Medicine skills for self-awareness and resilience (professionalism).
- To discuss the interventional models currently being utilised for students, faculty and practitioners to build resiliency and prevent, limit or reverse burnout (practice-based learning and improvement).
W2A4
Thursday 10th January 2019, 8.30am – 12.30pm
USING SOCIAL MEDIA TO DISSEMINATE YOUR SCHOLARLY WORK
1Julie K Hewett and 2Peter GM de Jong
1USA and 2The Netherlands
Workshop Description
When publishing scholarly work in a journal, in general a lot of time and effort is being invested on writing and revising the manuscript until it is being accepted for publication. However, that milestone should not be the end of the endeavour but is in fact just the beginning. From that moment on, most authors rely on passive dissemination of the article: researchers who perform a literature search might find the work through library systems. But why should the author not actively promote the work as well? Social media offer a wealth of opportunities to actively increase the visibility of the article, indirectly leading to more academic usage of and more citations to the work.
The goal of the workshop is to introduce the participants to the possibilities of social media for disseminating scholarly work, and to practice with several of these options to promote their own article(s) and themselves as a researcher/author. First an overview of several social media will be presented containing communication tools as well as social media research platforms. Different communication techniques such as Twitter and Facebook will be addresses in more detail. The participants will practice hands-on and learn how to formulate effective social media expressions for a specific sample article. Next social media research platforms such as LinkedIn and ResearchGate will be introduced and the participants will review several examples of researcher profiles and discuss the quality of them. At the end of the workshops the participants have learned how to actively promote their own article(s) and themselves as a researcher/author.
Workshop Objective
Social media offer a range of opportunities to actively increase the visibility of articles. This workshop will introduce the participants to the possibilities of social media for disseminating scholarly work, and will offer practice with several of these options to promote their own article(s) and themselves as a researcher/author.
Who Should Attend
The workshop is designed for faculty with already one or more articles published, or those who expect to have an article being accepted within the upcoming year.
W2A5
Thursday 10th January 2019, 8.30am – 12.30pm
MANAGING TRAINEES IN DIFFICULTY
1Maleena Suppiah Cavert, 1Seow Choon Sheong, 2Alok Tiwari and 1Tan Rou An
1Singapore and 2United Kingdom
Workshop Description
Programme - the workshop will be conducted along the following sequence:
Warm up: what experiences (personal or through colleagues) do participants have of the issue at hand
A discussion on the common signs to look out for suggesting that a trainee may be in difficulty
Short didactic session on what factors contribute to the problem
Case study 1 (15-20 minute Break)
- The essentials of effective communication
- Getting all the stakeholders on board to work towards a common goal: helping the trainee succeed
Case study 2 & Face-to-face interview for 2 volunteer participants
- Remediation & Support
- Summary
Workshop Objective
- Identify the common symptoms and situations that lead to trainee difficulties
- Recognise the common signs of trainees experiencing difficulty
- Manage and support a trainee in difficulty.
Who Should Attend
Anyone who supervises or trains junior doctors, nurses, pharmacists and allied health professionals.
W2A6
Thursday 10th January 2019, 8.30am – 12.30pm
THE ROLE AND SKILLS OF THE LEARNING COACH (LC): COACHING STUDENTS TO BECOME PROFESSIONAL SELF-REGULATED LEARNERS
Johanna Jordaan and Anna Vnuk
Australia
Workshop Description
Health professions education recognises the importance of ensuring graduates are agents of their own learning in preparing them for academic success; and a lifetime of learning within professional work. However, if left on their own to manage learning, students may have a limited ability to optimally utilise their self-regulated learning capabilities. Adjustments to the teaching and learning culture in health professions education can put students in the educational driver’s seat. Programmatic Assessment for Learning is such a programme which recognises the importance of students developing process skills, including self-regulated learning and professionalism. This shift in medical education pedagogy encourages students to “make meaning” of their learning and develop sustainable learning strategies for their future practice. The Learning Coach (LC) plays a critical role in this process.
In this workshop attendees will be introduced to the concept and role of the LC and how they can coach students towards (i) taking responsibility for their learning [professionalism], (ii) identifying and responding to feedback in a way that leads to improved outcomes [self-regulated learning] and (iii) better engagement with their learning [meaningful learning].
Through the use of videos and exercises participants will actively learn skills to coach learners to develop sustainable long-term learning strategies.
Workshop Objective
This workshop describes the strategies that help to develop students as professional and self-regulated learners with a particular focus on the role of the Learning Coach (LC).
Who Should Attend
This workshop is aimed at all levels from students to programme co-ordinators.
W2A7
Thursday 10th January 2019, 8.30am – 12.30pm
MOTIVATIONAL DESIGN TO NAVIGATE THE HIDDEN CURRICULUM AND WELLNESS: INNOVATIVE APPROACH FOR PRECLINICAL STUDENTS
Mai Mahmoud, Sa'ad Laws, and Amal Khidir
Qatar
Workshop Description
The goal of the workshop is to share an innovative approach to teaching the hidden curriculum and wellness to preclinical students. We will share our experience in exploring critical and sensitive topics that are germane to medical students before their clinical rotations. Our session objectives were to:
- Identify and analyse professional challenges that learners may encounter in clerkships
- Recognise cultural differences and incorporate cultural sensitivity in patients’ care
- Describe the learning environment and its impact on teaching and learning.
- Recognise resources to maintain values and promote wellness.
Workshop Objective
By the end of the workshop participants will be able to:
- Identify core concepts and definitions of motivational design based on the ARCS model of motivational design.
- Understand these concepts and illustrate the application to gamification for teaching instruction.
- Demonstrate how these concepts drive critical thinking and reflections that are paramount in the clinical environment.
Who Should Attend
Healthcare educators, clerkship directors, trainees
W2A8
Thursday 10th January 2019, 8.30am – 12.30pm
“DEALING WITH THE TALL POPPY” AND OTHER TEAM ISSUES: EXPLORING CULTURAL DIMENSIONS TO PREPARE HEALTH PROFESSIONS STUDENTS FOR WORKING IN HEALTHCARE TEAMS
1Indika Karunathilake, 1Asela Olupeliyawa and 2Chinthaka Balasooriya
1Sri Lanka and 2Australia
Workshop Description
Many Interprofessional Education and other (e.g. Crisis Resource Management based team training) initiatives aim to prepare health professions graduates for working in healthcare teams. By definition the goal of any healthcare team is better patient outcomes. However, teamwork is a culturally-based concept and health professional teachers need to consider the national, organisational and learning cultures in developing educational initiatives for preparing graduates to work in these teams.
In this workshop participants will explore their own cultures with regard to healthcare teamwork. This will include identifying their national cultures using Hofstede’s (1983) cultural dimensions theory, exploring their organisational cultures (e.g. Schein’s levels of culture, 1984), and discussing their workplace learning cultures (e.g. in clinical supervision) and the educational environment. Based on this understanding of their own cultures, participants will then prioritise teamwork behaviours necessary for medical graduates (Olupeliyawa et al, 2013). Finally, they will engage in designing educational initiatives to support the development of priority areas, which are feasible and are of educational impact in their own cultures.
References Hofstede, G. (1983). National Cultures in Four Dimensions: A Research-Based Theory of Cultural Differences among Nations, International Studies of Management & Organization, 13(1-2), 46-74. Schein, E. H. (1984). Coming to a new awareness of organizational culture. Sloan Management Review, 25(2), 3-16. Olupeliyawa, A., Balasooriya, C. D., Hughes, C., & O'Sullivan, A. J. (2013). Transition to clinical practice as a medical graduate: What collaborative competencies and behaviours are critical? Focus on Health Professional Education: A Multi-disciplinary Journal, 14(2), 57-70.
Workshop Objective
At the end of the workshop, the participants will be able to;
- Explore their own national, educational and organisational cultures with regard to healthcare teamwork.
- Analyse their workplace learning cultures and the educational environment.
- Prioritise teamwork behaviours necessary for medical graduates
- Identify educational initiatives to support the development of interprofessional education appropriate for their own settings
Who Should Attend
Medical and Health Professional Educators, Administrators, Medical and Health Professions' teachers
W2A9
Thursday 10th January 2019, 8.30am – 12.30pm
ASSESSING COMMUNICATION AND PROFESSIONALISM WITH MULTIPLE-CHOICE QUESTIONS (MCQS)
Krista Allbee and Kathleen Holtzman
USA
Workshop Description
Although medical educators agree on the importance of assessing physician professionalism and related ethical topics throughout the continuum, they often find it challenging to develop realistic MCQs that assess whether examinees can apply their knowledge in these areas to decisions related to patient care. This highly interactive workshop will allow medical educators to consider appropriate content for assessment from global and cultural perspectives and share/generate ideas for development of realistic scenarios/dilemmas that can be used as stimulus in traditional MCQ format or with more innovative formats that include video/multimedia; attendees will have the opportunity to practice writing/reviewing scenarios and option lists in order to gain skills and ideas for writing effective MCQs at their home institutions.
Workshop Objective
Attendees will leave the session with ideas for how to develop and use vignettes as stimulus for use in formative and summative assessment of professionalism at their home institutions. They will be also able to write and review well-structured MCQs that test application of knowledge. A tool box that includes guidelines for video development and sample scenarios for use locally will also be provided.
Who Should Attend
Faculty involved in writing exams, including directors of basic science courses, clinical clerkships, and postgraduate training, members of Royal Colleges and specialty boards, and others involved in assessment in the health professions.
W2A10
Wednesday 9th January 2019, 1.30pm – 5.30pm
DESIGNING PROGRAMMATIC ASSESSMENT – TRENDS AND TIPS
Lambert Schuwirth
Australia
Workshop Description
The most critical issue in programmatic assessment is NOT the framework, the choice of methods or even the way assessment results are collated. The critical issue is how to ensure that staff and students are on board. Perceptions and conceptualisations about assessment, the so-called naïve epistemologies about education, organisational and national culture and existing infra-structure need to be understood and managed to successfully develop programmatic assessment. In this workshop I want to explore with you what these issues are in your specific context and what approaches and narratives will most likely work for you.
W2P1
Thursday 10th January 2019, 1.30pm – 5.00pm
FROM CONTINUING MEDICAL EDUCATION TO CONTEMPORARY STAKEHOLDER LEARNING: A FUTURE-FOCUSED METHODOLOGY FOR OUTCOMES-BASED LEARNING IN COMPLEX HEALTH ECOSYSTEMS
1Thomas Kellner, 2Jo Varney and 2Leigh van Wyk
1Germany and 2United Kingdom
Workshop Description
What do we need to unlearn from past practice – which aspects of our educational models have become outmoded, particularly considering the seamless digital age in which we live where knowledge is instantly available? What do we need to learn anew to ensure healthcare professionals have appropriate learning resources and experiences to remain capable of delivering the best possible outcomes for their patients? These are some of the questions we will discuss during our session.
The science of learning in combination with a robust understanding of the evolving healthcare ecosystem paves the way for driving a new approach towards outcomes-based planning of learning strategies recognising multiple stakeholders in the healthcare ecosystem. Learning and performance gap analyses within the context of health ecosystems remain a foundational step before any educational strategy should be defined. Typical pitfalls, challenges within and outside of organisations, sources of bias need to be identified before they can be addressed through effective learning strategies. This session will start with a vision of the future healthcare ecosystem followed by identifying critical elements for planning and articulating potential executions of global learning strategies. This discussion will look at the latest evidence from the fields of behavioural and decision science and seek to describe how evidence from these spheres of academia can be deployed in educational settings, to shift beyond knowledge gain to support optimisation of clinical behaviour and in so doing improve patient outcomes. Importantly, the valid role that industry partners contribute to the continuing professional development of healthcare professionals will be critiqued and discussed.
Workshop Objective
Learning objective #1: Critique out-mode models of educational practices
Learning objective #2: Describe how health psychology / behaviour change models are being deployed in education
Who Should Attend
Medical and healthcare educators who are already involved in the planning and execution of CME/CPD programme.
W2P2
Thursday 10th January 2019, 1.30pm – 5.00pm
EVIDENCE-BASED DEEP LEARNING METHODS FOR EVERYDAY TEACHING ENCOUNTERS
Derek Heng Jiun Yi, Shirley Ooi Beng Suat, See Kay Choong and Chong Choon Seng
Singapore
Workshop Description
Learning and retention of knowledge are vital in our role as healthcare professionals. And with the exponential growth of medical knowledge, it becomes increasingly crucial that we ask ourselves: How do we learn better? How do we teach in a manner that is effective and lasting? Can such methods be used in large-group settings?
Superficial thought processing produces shallow learning. Higher-order thought processing like critical thinking produces deep, long-term learning which will help us maintain currency and deliver high-quality care.
Through this workshop, we hope to inform and encourage educators to integrate deep-learning methods in their teaching encounters and encourage their learners to adopt such methods. There will be 3 segments to the workshop and participants will be required to prepare two 5-minute teaching session on any two topics (medical and non-medical) prior to attending the workshop.
The first segment will be on the learning of skills where we will introduce concepts like deliberate learning and “whole task learning”--- teaching a skill in its global context. The second segment will be teaching in small group settings where teaching techniques that facilitate encoding like peer learning, elaboration and the Socratic method with its unpinning constructivist will be introduced. The facilitators will also share examples and experiences on how they weave deep-learning methods in similar teaching encounters. Instead of practising individual techniques, the participants will be challenged to conduct a short teaching session, leveraging on the “whole task learning” principle.
Lastly, we will tackle how to teach and facilitate effective learning during lectures. We will share techniques on how to engage and retain the attention of our listeners during lectures when to give the brain a break and methods to facilitate learning during lectures. The participants will then be given the opportunity to give a lecture on a topic of their choice—medical or non-medical—with feedback given to them by their peers and the workshop facilitators.
We believe that the techniques and tips shared during this workshop to be both immediately useful and easy to apply during the educator’s next teaching encounter.
W2P3
Thursday 10th January 2019, 1.30pm – 5.00pm
CONSTRUCTING CLINICAL DECISION MAKING QUESTIONS
Kalyani Premkumar and Rani Kanthan
Canada
Workshop Description
Given that each clinical presentation has unique challenges, clinical performance on one problem is not a good predictor of performance in other problems. Therefore, it is important to assess clinical decision-making (CDM) skills of students by using a wide spectrum of clinical problems. CDM questions using the key feature approach has high validity and reliability. In this session, the development of clinical decision making questions using the key feature approach will be discussed with a focus on sound principles of test development. Participants will be guided through the process of CDM question development.
Workshop Objective
- Describe the rationale of using a key feature approach to create clinical decision making questions
- Develop high quality clinical decision making questions based on contextual competencies
Who Should Attend
Involved in the assessment of students in Undergraduate and Post-graduate medical education.
W2P4
Thursday 10th January 2019, 1.30pm – 5.00pm
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 organisation of a journal. Based on several brainstorm exercises and actual experiences from the audience, the presenters will provide tips and recommendations.
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.
Workshop Objective
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.
Who Should Attend
The workshop is intended for those with no or little experience in submitting manuscripts to international journals for Medical Education.
W2P5
Thursday 10th January 2019, 1.30pm – 5.00pm
LEARNING FROM EXPERIENCE: THE POWER OF CRITICAL REFLECTION IN HEALTHCARE LEADERSHIP DEVELOPMENT
Poh Chee Lien, Lim Wee Shiong, Wong Teck Yee, Lawrence Lim, Lee Sin Yi and Dong Lijuan
Singapore
Workshop Description
Reflection plays a pivotal role in healthcare leadership development. In particular, critical reflection, a deeper, more intense and probing form of reflection, encourages leaders to think, act, share and question assumptions and practices, while considering the underlying power dynamics within the system. Critical reflection encourages leaders to pause, filter and integrate experiences with new learning (Densten & Gray, 2001). It is through this iterative reflective process that leaders gain insight and better understanding, which enable them to make better judgment in ambiguous and complex situations. Given the importance of critical reflection in leadership development, this workshop is designed to move beyond the mere introduction of the principles and conceptual framework underpinned reflection. It will be an interactive workshop that provides ample opportunities for participants to explore various creative use of reflection as a learning tool in leadership development, and experience the reflective process of critical reflection through a series of experiential activities.
Workshop Objective
This workshop will be conducted by an inter-professional team. Participants will learn about the conceptual framework underpinned critical reflection, explore various creative use of critical reflection as a learning tool in leadership development, and experience the reflective process of critical reflection.
Who Should Attend
All who are interested in incorporating reflective practices in healthcare leadership and/or faculty development programmes.
W2P6
Thursday 10th January 2019, 1.30pm – 5.00pm
CREATIVE APPROACHES IN HEALTH PROFESSIONS EDUCATION
Zarrin Seema Siddiqui
Australia
Workshop Description
Creativity been highly emphasised in higher education and identified as one of the essential graduate outcomes (2003). It refers to the skills and attitudes needed in generating ideas and products that are relatively novel, high in quality and appropriate to the task in hand (Amabile 1996). In the field of medicine, creativity might include the development of an entirely new operation, the discovery of the cause of disease, or the description and understanding of anatomy, physiology, biochemistry, pathogenesis, or disease (Pulec 1992). It is important to know if an adequate place for developing creativity exists in medical and health curricula. The purpose of this workshop will be to promote discussion about creativity in health education. It is proposed that understanding gained from the workshop will be transferable to other subjects.
Workshop Structure
A short introduction followed by the discussion focused on;
- What is creativity within a professional course?
- Are we helping/enabling our students to be creative?
- What approaches are we using currently in our teaching to foster creativity?
- How do we evaluate students’ creativity?
Pedagogical Principles
Using principles of active learning the main part of the workshop will focus on participants reflecting and sharing their views on the place of creativity in health disciplines.
Workshop Objective
- To reflect on what is creativity within a professional course.
- To share and discuss use of creativity and its assessment in improving the quality of students learning in health professions.
Who Should Attend
Academics involved in teaching health professions.
W2P7
Thursday 10th January 2019, 1.30pm – 5.00pm
PROMOTING INTERPROFESSIONAL EDUCATION IN HEALTHCARE SETTING
Ahmed Alhammadi, Manasik Kamil Hassan, Magda Ahmed Wagdy, Eman A Rahman Senan Al Maslamani and Hatim Abdulrahman
Qatar
Workshop Description
Collaborative practice occurs when multiple health professionals from different disciplines backgrounds provide comprehensive services by working with patients, families and communities to deliver the highest quality of care across clinical settings. Evidence suggests that interprofessional teams achieve better outcomes and that team-based care should become the normative clinical practice. Our workshops will emphasise the importance of Interprofessional education (IPE) through collaboration with various healthcare providers to enhance the quality and safety of patient care.
Workshop Objective
At the end of this workshop, participants will be able to:
- Highlight the importance of interprofessional education (IPE) in clinical practice
- Identify barriers for promoting interprofessional education (IPE)
- Apply some (IPE) skills and implement Interdisciplinary clinical round to promotes interprofessional collaboration
Who Should Attend
The workshop welcomes all stakeholders in medical education, physicians, nurses and other allied health working in any healthcare clinical environment, and other educators interested in faculty development
W2P8
Thursday 10th January 2019, 1.30pm – 5.00pm
"I AM ON A SHOE-STRING BUDGET- HOW CAN I IMPLEMENT SIMULATION?"
Indika Karunathilake and Ashwini de Abrew
Sri Lanka
Workshop Description
Simulation Based Medical Education can be defined as any educational activity that uses simulative aids to replicate a clinical scenario. These can range from role playing and simple task trainers to sophisticated computerised virtual learning environments. High fidelity simulation is costly and in current practice the use of simulation in resource poor settings are limited. This workshop is aimed at introducing and contextualising the application of SBME in a low resource setting.
This participant driven workshop will comprise of lecture discussions, demonstrations and hands on activities, providing the practical tools and the know-how in simulation methods and technologies. Hands on activities will include creating simulated effects and scenarios using low-cost, readily available material such as household items and basic make-up.
The workshop will provide different approaches in achieving a wide range of competencies including clinical skills, procedure-based skills, communication skills, leadership, team work, decision-making, interpersonal skills and professionalism though SBME within a resource setting. Techniques such as simulated patients, virtual patients, static and interactive manikins, hybrid patients and moulage will be discussed.
The workshop will encourage participants to build on current knowledge and promoted sharing of experience and best practices.
Workshop Objective
At the end of the workshop, the participants would be able to;
- Identify the applications of simulation in medical education
- Apply principles of simulation in low-resource settings
- Plan integration of simulation technique into existing system
- Simulate common clinical conditions using readily available household material
Who Should Attend
Medical Educators, Administrators, Clinical teachers, Simulated Patients, Medical Students
W2P9
Thursday 10th January 2019, 1.30pm – 5.00pm
BEST PRACTICES IN FACULTY DEVELOPMENT
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 most medical schools now offer formal faculty development programmes and activities, consisting of workshops and seminars, short courses, or longitudinal programmes and fellowships. However, faculty development can occur in a variety of contexts and settings, and often begins with informal learning in the workplace. The latter can include learning from experience (which often occurs through observation and reflection), learning from students, peers and mentors, and learning by belonging to a community of practice. The goal of this workshop is to examine how health professionals develop expertise, review best practices based on several systematic reviews of faculty development, and provide participants with an opportunity to design or refine a faculty development initiative, with input from their colleagues and the literature. We will also discuss how workplace learning can play a critical role in the development of faculty members and how we can help our colleagues value the community of which they are a part.
W3A1
Sunday 13th January 2019, 9.00am – 12.30pm
THE ZEN OF CONFLICT
Timothy P Brigham
USA
Workshop Description
Those who embrace conflict can build understanding and better relationships and experience greater personal and professional success. But managing conflict is not easy. This workshop will help you discover your own personal strengths and limitations relating to managing conflict and learn how to more effectively deal with others. The format of this workshop will be highly interactive and experiential, utilising both small and large groups.
Workshop Objective
At the end of this workshop, attendees will be able to
- Understand personal strengths and weaknesses regarding conflict;
- Identify different approaches that can be used to manage conflict;
- Prepare for and conduct conversations that parties may find difficult;
- Identify when it is appropriate to use various approaches to manage conflict;
- Understand how to handle difficult conversations.
Who Should Attend
All attendees
W3A2
Sunday 13th January 2019, 9.00am – 12.30pm
ENABLING EDUCATORS TO DELIVER THE AUTHENTIC CURRICULUM FOR 21ST CENTURY LEARNING
Mahalakshmi Venkatesan Natarajan, Ganesh Babu and Shivasakthy Manivasakan
India
Workshop Description
Format – Workshop limited to a minimum of 20 to a maximum of 30 participants.
Session Plan:
The participants of the workshop will be able to discuss the following issues and adopt them in their own professional practice as Medical Educators
- Characteristics of Millennial students and how these affect the teaching and learning process.
- The five R’s of engaging today’s students and how to use them in your classroom.
- What the ideal professor looks like to Millennials—and how to get as close as possible to that ideal.
- How to structure your class to accommodate the growing diversity of learners in terms of preparedness and abilities.
- How to improve student achievement by creating a learning environment that is better suited to the expectations of today’s students.
- The changing methods of assessing the knowledge and abilities of these students.
- How to engage and motivate the modern learner.
- Mapping a plan to lead changes in learning
- Engaging learners in 4C’s (Critical Thinking, Communications, Collaborations and Creativity)
- Teaching and Assessment of complex and Threshold concepts and Leveraging ‘Teachable Moments’
- Assessment practices in the classroom to guide instruction
- Fostering Higher order thinking skills among your students
- How to build in Critical Appraisal of electronic resources for the digital natives
The sessions would feature interactive strategies such as Buzz Groups, Group works, discussion of specific challenges and strategies along with debriefing and plenary sessions.
Workshop Objective
- Situation analysis – what is new in 21st century learning?
- Mapping a plan to lead changes in learning
- Engaging learners in 4C’s (Critical Thinking, Communications, Collaborations and Creativity)
- Teaching and Assessment of complex and Threshold concepts and Leveraging ‘Teachable Moments’
- Assessment practices in the classroom to guide instruction
- Fostering higher order thinking skills
- Build in Critical Appraisal of electronic resources for the digital natives
Who Should Attend
Teaching faculty from medical colleges, Heads of Departments, Medical Educators, Educational Administrators and other members involved in teaching and training of Health Professionals.
W3A4
Sunday 13th January 2019, 9.00am – 12.30pm
IT'S NEVER TOO EARLY TO INTRODUCE CLINICAL REASONING: STRATEGIES FOR TEACHING CLINICAL REASONING TO PRE-CLINICAL AND EARLY CLINICAL MEDICAL STUDENTS
Suzanne Goh, Sonali Chonkar, Shan Koh Bundgaard, Courtney Davis
Singapore
Workshop Description
Effective clinical reasoning is necessary for optimal application of knowledge in everyday clinical practice, and is what sets the expert clinician apart from the novice. Medical schools seek to foster the development of reflective and adaptable physicians who can engage with and apply core knowledge in patient care. Yet effective methods of teaching clinical reasoning are poorly established. The optimal time to begin the process is also debated, with an overall sense favouring an early start to contextualise information and promote understanding, retention and ultimately application.
Conventionally, clinical reasoning has been taught to more experienced medical students and residents, with the assumption that a certain amount of clinical exposure is pre-requisite. The gap between pre-clinical and clinical learning is very wide, and more effective strategies to equip the student transitioning to clinical clerkships would be greatly beneficial. Clinical reasoning for pre-clinical students however, requires a different approach from teaching clinical students and has not been well-described so far. We use concept maps to provide a strategy for students to link basic science to clinical practice in an organised and practical manner to enable them to reason clinically despite the lack of real experience.
In this workshop, we will demonstrate how to use concept maps to develop clinical reasoning in preclinical students, especially helping them generate broad differentials to common presenting complaints. Participants will be asked to derive a concept map on a given topic and present how it could enhance clinical reasoning or critical thinking relevant to the given topic. They will then learn to create a scaffolded case-based activity aimed at focused, hypothesis-driven history-taking and physical examination, generating differential diagnoses, and formulating basic management plans, appropriate to early clinical students.
Workshop Objective
- Describe the role of clinical reasoning in early medical education
- Describe the advantages of using concept mapping to drive clinical reasoning in the pre-clinical student
- Create a concept map for a given topic and discuss how the map enhances learning for the given topic.
- Describe techniques for scaffolding the development of clinical reasoning in early clinical students using case-based
Who Should Attend
Medical school teaching faculty