W1A1
Wednesday 8th January 2020, 8.30am – 12.30pm
RESEARCH PARADIGMS AND METHODS: AN INTERACTIVE AND APPLIED WORKSHOP ACROSS THE METHODOLOGICAL SPECTRUM, FROM POSITIVISM TO CONSTRUCTIVISM
Craig Webster and Marcus Henning
New Zealand
Workshop Description
In medical and health sciences education, it is important to consider the diverse set of research approaches required to answer multi-layered and often complex research questions. As senior academics who have interests in teaching research methods and in applying various paradigms and methods in their own research, we believe it is imperative for educational researchers to have an appreciation of the full breadth of the methodological spectrum, including quantitative, qualitative and mixed-methods approaches. We also believe it is important to consider the theoretical world views which frame the various research paradigms and which are then operationalised in the specific type of methods considered and selected, and which in turn determine the type of data collection and analysis.
The workshop will cover the below:
1. An introductory session will focus on the historical background of key research paradigms and their application in medical and health sciences educational research.
2. Group activities and discussions will consider methods of data collection that can be used in various contexts, and which best suit the research paradigm being employed.
3. An interactive discussion will cover exemplars of research, followed by teams working together to develop mini-research proposals dependent upon their own area of interest.
Workshop Objective
The specific learning objective is to allow participants to identify and deliberate on the various research paradigms that can be applied in medical and health sciences educational research.
Activities and examples will allow the exploration and discussion of the following:
1. How can we determine that the most appropriate research paradigms are being applied in reference to the research questions being asked?
2. How can we apply appropriate methods of gathering data dependent upon the research paradigm being employed?
3. What are the most appropriate research paradigms in different contexts, and in reference to research exemplars given, to ensure more rigorous and suitable research planning is conducted?
Who Should Attend
Anyone engaged in medical or health sciences research would benefit from this workshop. The workshop aims to develop participants’ conceptual understanding of the breath of educational research methods available.
W1A2
Wednesday 8th January 2020, 8.30am – 12.30pm
USE OF TECHNOLOGY TO NURTURE VALUES FOR EFFECTIVE PRACTICE
Joshua Jacobs
USA
Workshop Description
Leveraging technology to enhance patient care and health professions education is an exciting proposition in the current burgeoning environment of new tools like artificial intelligence and new platforms like virtual reality and others. Given resource constraints, pursuit of one technology incurs an opportunity cost of forgoing other technologies or interventions. This active learning session will engage participants in both large and small group work using cases and scenarios to apply a stage-gate decision-making framework to consider new innovations involving technology in healthcare and in health professions education in service of achieving the desired end goal: Excellent equitable patient care at sustainable societal costs while preserving joy and purpose in the healthcare workforce.
The ‘state of the science’ of new technologies will be reviewed. Existing and emerging technologies in healthcare and health professions education will be discussed, along with benefits and drawbacks for each. Some ethical considerations will be explored. Technologies to be covered include artificial intelligence, virtual reality, electronic health records, precision medicine, telehealth, smartphone apps for clinicians and for patients, and others.
Workshop Objective
At the end of this workshop, participants will be able to:
1. Apply a stage-gate decision-making paradigm to consider new innovations in healthcare and health professions education.
2. Characterize current and emerging technologies in healthcare and in health professions education.
3. Describe exemplar technology pitfalls and unintended consequences, including ethical dilemmas.
Who Should Attend
Healthcare system leadership and health professional educators involved in decision-making around technology purchasing and contracts, and those interested in innovation.
W1A3
Wednesday 8th January 2020, 8.30am – 12.30pm
LEADERSHIP FOR INCLUSIVITY AND CULTURAL APPROPRIATENESS
Anurag Saxena and Rani Kanthan
Canada
Workshop Description
Diversity of thought and talent is shown to underlie better workplace performance and higher engagement in many industries and sectors. The changing context in higher education (emerging markets, shifting customer attitudes and demographics and emphasis on diversity and inclusion; each of which are further affected by technology such as dissemination of ideas via hyper-connectivity) challenges the traditional leadership notions.
This workshop will explore the tenets and utility of inclusive leadership. Hofstede’s cultural dimensions, Deloitte’s inclusive leadership framework, the GLOBE study and evidence in peer-reviewed literature inform this session. Multiple perspectives on “inclusive” leadership have in common certain attributes such as awareness, belonging, respect and openness for diverse viewpoints, curiosity, cultural intelligence, facilitation of dialogue, empathy, diplomacy, healing and serving traditionally under-represented constituents.
The goal of this workshop is to enhance the abilities of health professions education leaders for inclusive leadership. This session is built upon the foundations of multiple relevant concepts such as equity/equality, bias, identity, cultural competencies, power, privilege, and currently relevant leadership perspectives.
The instructional methods rooted in constructivism learning theory include an alternating mix of brief didactic sessions and active and experiential learning. Following a brief overview of key concepts the participants will engage in sequential individual, paired, small group and large group exercises (including some elements of debate) on personal comfort with the knowledge and application of the behaviours conceptualized in inclusive leadership. The last section will have a brief didactic session on stretching one’s abilities to be more inclusive followed by group discussion and critique. The session will end with personal reflection for consciously applying inclusive leadership abilities.
Workshop Objective
At the end of this workshop, participants will be able to:
1. Explore the concept and leader behaviours of inclusive leadership with respect to its underpinnings.
2. Discern challenges, opportunities and impact of inclusive leadership.
3. Formulate and apply effective strategies to practice and create a culture of inclusive leadership in clinical and academic leadership roles.
Who Should Attend
Educational administrators, educational leaders, chief residents and leadership educators.
W1A4
Wednesday 8th January 2020, 8.30am – 12.30pm
BIOETHICS AND PROFESSIONALISM IN MEDICAL EDUCATION - EXPERIENCE FROM THE ASIA PACIFIC BIOETHICS EDUCATION NETWORK
1Shekhar Kumta, 2Dominique Martin, 1Ng Ho Keung and 1Olivia Ngan
1Hong Kong S.A.R. and 2Australia
Workshop Description
Bioethics and professionalism are distinct but interrelated disciplines. Bioethics explores ethical issues of emerging technology and bioscience striving to provide guidance for policy and practice. Professionalism instead encompasses the skills, attitudes, values and behaviours that physicians are expected to develop during their practice, as well as the standards to which they are held by their peers and society. In medical education bioethics and professionalism may be taught concurrently. However, bioethics is often emphasized during pre-clinical training and professionalism during the clerkship. It may be difficult to define where ethics ends, and professionalism begins, and also to design curricula that balance training and assessment of both domains and provide a suitable progression of skills that will best prepare students for their professional practice.
To successfully develop a holistic programme bridging pre-clinical and clinical training requires careful curriculum design that aligns with relevant institutional and professional governance systems. It also depends on judicious management of teaching resources, in particular, clinical staff who play a vital role in fostering professionalism.
This workshop features medical educators involved in bioethics and professionalism teaching from medical schools in the Asia Pacific region who have formed an Asia Pacific Bioethics Education Network (APBEN) (http://www.ome.cuhk.edu.hk/apben/). We will discuss the professional attributes and values associated with medical practice in the culturally diverse and ethically complex world of contemporary medicine. Pedagogical approaches and curriculum content contextualised to institutional and regional needs will also be explored. We will share practical tips from our experience explicating the importance of multiculturalism in the curriculum design and incorporating professionalism into workplace-based assessment.
This will be a lively and interactive workshop with participants sharing their own experiences, challenges and successes in curriculum-design and implementation. Case-scenarios relating to common challenges in bioethics and professionalism teaching will be used as a framework for discussions.
Workshop Objective
• To showcase various strategies and frameworks to teach bioethics and professionalism from a network of bioethics medical educators in the Asia Pacific
• To generate open discussion on the need for defining a set of “standard” values and attributes in bioethics and professionalism
Who Should Attend
This workshop is aimed at all those who are involved in ethics or professionalism training or education of medical students and professionals, regardless of the level or primary professional role. Medical educators, programme coordinators, clerkship or clinical school directors or clinical rotation leads, and those responsible for the oversight and accreditation of postgraduate medical trainees may all benefit from the opportunity to contribute to discussions and learn about different approaches to the development of ethical and professional practitioners.
W1A5
Wednesday 8th January 2020, 8.30am – 12.30pm
EDUCATING FOR COLLABORATION BEYOND IPE: CONCEPTS, CLAIMS, CULTURE, AND SYSTEM CHANGE
Kevin Tan, Tan Choon Kiat, Nigel and Jai Rao
Singapore
Workshop Description
Interprofessional education (IPE) is an increasingly popular education model that aims to educate healthcare professionals to be better collaborators by enabling them to learn with, from and about each other, in order to deliver improved team-based collaborative patient care. However, historical “waves” of IPE have fallen short of meeting this goal. IPE alone is a necessary but insufficient solution for system change. We must look “beyond the lamppost” (Paradis and Whitehead 2018) and embrace an education for collaboration model that is more rigorously supported by evidence that addresses workplace system and structures. The most efficacious models will combine undergraduate and uniprofessional education for collaboration with practice-based interventions.
The 4-hour interactive workshop will be facilitated by Drs Kevin Tan, Nigel Tan and Jai Rao (clinician educators). Through a short lecture, participants will first learn cutting-edge thinking about education for collaboration and the history of IPE. They will then be invited to reconsider the key concepts that underpin most IPE through interactive sessions. Finally, with support from the facilitators, they will workshop a research proposal on their area of specialty, and clearly define the core concepts – teams, teamwork, and educational intervention – that frame their proposal.
The aim of the workshop is to engage learners in critical thinking about what they mean when they talk about teams, teamwork, and education for collaboration, so that they can:
(1) more accurately select the concepts that reflect the reality they are trying to study;
(2) more diligently select evidence that supports the claims they are making;
(3) more rigorously interpret what their research tells them about clinicians, the organization of their work, and how they can learn to work effectively together.
Workshop Objective
By attending the workshop, the attendees will be able to
• summarise the history and context of interprofessional education, in global perspective
• explain the key conceptual frameworks and misunderstood assumptions used when discussing interprofessionality and education for collaboration
• explain why interprofessional education may not automatically lead to interprofessional collaborative practice
• identify how implementation of interprofessional collaborative practice may be influenced by factors such as power, hierarchy, trust, systems and structures
• apply conceptual frameworks in the design of a research study for interprofessional education and collaborative practice
Who Should Attend
Health professionals and health professions educators who are interested in designing interprofessional educational activities or develop and implement interprofessional clinical programmes whose members practice collaboratively. Those who are sceptical about how most IPE is conducted at present are particularly welcome.
W1A6
Wednesday 8th January 2020, 8.30am – 12.30pm
THE MEDICAL HUMANITIES AS A TOOL IN MEDICAL EDUCATION
Ong Eng Koon, Devanand Anantham, Victor Loh Weng Keong, Toh Ying Pin and Vivian Wong
Singapore
Workshop Description
The medical humanities can be been used to foster humanistic attitudes. This is based on the values that care is as important as cure; and that patients are unique individuals rather than a collection of diseases. The humanities help healthcare professionals reflect on their identity as care providers and provide a deterrence to burnout. The humanities also train clinical skills in observation and communication; and facilitate the training of complex medical encounters in a safe environment.
Following an introduction and overview of the role that the humanities play in clinical medicine, case studies will be used to illustrate the application in medical education. This will provide an illustration on how curriculum guided by the medical humanities can be designed.
Dr. Victor Loh will share how students created films based on the experiences of family physicians, highlighting the concept of professional identity formation and how the learner’s sense of self evolves through medical training. Dr Ong EK will describe the “HAPPE” project, where residents learn about empathy and patient-centred care using literature through readings of “The Death of Ivan Ilyich.” Dr. Toh YP will use art-experiential sessions to develop self-awareness, reflexive skills and a person-centred approach to care. Reflexive skills allow a practitioner to appreciate the situation that is unfolding and respond in real time to the situation. Its value is paramount in counselling, breaking bad news, holding family conferences and open disclosure.
Participants will breakout in small groups to rotate around various stations to participate in a hands-on experience of how the different modalities are used to promote learning in empathy, compassion, humanistic care through deep reflection, perspective taking and imagery.
The session will conclude with a discussion of ongoing and potential local endeavours to forward the medical humanities.
Workshop Objective
• Appreciate the importance of the medical humanities and its role in medicine
• Understand the application of various modalities of humanities in medical training
• Hands-on experience of the application of medical humanities as a tool to facilitate reflection, perspective taking, empathy development, professional identity formation and a better understanding of self (mindfulness).
• Network with ongoing endeavours in the local medical education scene that promote the use of medical humanities in medical training collaborative practice
Who Should Attend
All educators or learners who are involved in the teaching of professionalism, person-centred care, empathy and self-care through medical humanities. Educators who are concerned for how burnout and compassion fatigue could be mitigated; and learners who would like to develop skills to improve their own empathy and humanistic attitudes. All who would like to experience the facilitation of medical humanities first hand. No prior experience in the humanities is required, only a sense of curiosity and an open mind to explore innovative teaching methods.
W1A7
Wednesday 8th January 2020, 8.30am – 12.30pm
CONTEMPORARY MEDICAL LEARNING: A FUTURE-FOCUSED METHODOLOGY FOR OUTCOMES-DRIVEN ACTIVE LEARNING DESIGN
Dean Jenkins, Diana Reeks and Leigh van Wyk
United Kingdom
Workshop Description
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? 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? These are some of the questions we will discuss during our session.
Shift from time- to competency-based undergrad and post-grad medical curricula has exerted a significant pressure on faculty: across the board (from Undergraduate to continuing professional development) faculty now need to be capable of selecting appropriate instructional design and delivering effective outcomes-focused learning experiences. It is a paradox that as education gets more sophisticated – from grad school to university – fewer requirements apply for teaching skills: so, what do we as medical educators require as a bare minimum? This workshop will specifically focus on the fundamental processes of instructional design models and outcomes evaluation for medical education.
Workshop Objective
At the end of this workshop, participants will be able to:
1. Critique out-mode models of educational practices
2. Describe key criteria for designing medical learning for impact
3. Describe key evidence-based contemporary instructional models
Who Should Attend
Medical and healthcare educators already involved in the planning and execution of CME/CPD programs.
W1A8
Wednesday 8th January 2020, 8.30am – 12.30pm
TEAM-BASED TRAINING FOR COLLABORATIVE PATIENT-CENTRED HEALTHCARE DELIVERY
Sabrina Wong Kay Wye, David Ng Wei Liang, Lim Ziliang, Predeebha Kannan and Yeo Loo See
Singapore
Workshop Description
This workshops aims to showcase how healthcare professionals implementing team-based care can be equipped with pre-requisite interprofessional and cross –cutting skills through structured training outside of their clinic-setting . Although primarily designed for teamlets managing complex patients in primary care based on Bodenheimer’s (2014) Ten Building Blocks of High Performing Primary Care, the competencies covered in the workshop are useful to train healthcare professionals working in any setting. The ten building blocks (Bodenheimer, 2014) includes engaged leadership, data-driven improvement, empanelment, team-based care, patient-team partnership, population management, continuity of care, prompt access to care, comprehensiveness and care coordination.
By participating in this workshop, educators who are healthcare professionals themselves are able to experience some of the pragmatic and fun approaches used to equip healthcare professionals to be members of effective healthcare-teams. This will be done through a series of interactive activities, hands-on session, role-plays, games and mini-lectures.
At the end of the session participants would be able to appreciate the importance of communication, self-awareness, team dynamics, team huddles, role clarity whilst embracing diversity, collaborative leadership, conflict resolution towards building effective healthcare teams. Such high performing cohesive teams can provide patients and care-givers with holistic, patient-centred, comprehensive and coordinated healthcare delivery. These so-called principles of high performing primary care teams are cross-transferable competencies that can be adopted by any team of healthcare professionals in any setting with similar objectives of holistic healthcare delivery.
The training of healthcare professionals serve only as an initial important preparatory phase of teamlet development. Apart from team-based training, the long term sustainability of newer models of healthcare delivery requires a strategic alignment of systems designs, supportive processes and policies within healthcare systems including communication platforms, regulatory and national policies.
Workshop Objective
The workshop aims to equip healthcare professionals with the knowledge and key competencies to work effectively in teamlets. This includes:
1. Understanding interprofessional competencies and contextualising the competencies to your workplace
2. Developing team cohesiveness and clarifying roles: the role of interactive games
3. The role of personality in team building- experience with the colours personality test
4. Communication in teams- training strategies for interprofessional communication and conflict management
5. Evaluating team dynamics using the Team Development Measure
Who Should Attend
Doctors, nurses, educators, care coordinators, allied healthcare professionals involved in training of healthcare professionals and team care.
W1A9
Wednesday 8th January 2020, 8.30am – 12.30pm
LESS IS MORE: THE BASIS, VALUE AND PRACTICALITY OF FOCUSED WORKPLACE PLACEMENT ASSESSMENTS (WPA) IN BUSY DISCIPLINES
Yip Chee Chew, Clement Woon-Teck Tan, Wong Teck Yee, Foo Fong Yee and Chew Pei Kiang
Singapore
Workshop Description
Direct observation at the workplace to assess a student’s performance is common in medical education. Well-known validated WPA tools such as mini-CEX and DOPS have been used in many disciplines. However, in busy disciplines like Family Medicine, Ophthalmology and Nursing, 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 WPA tools pose significant cognitive overload to the student and teacher. This workshop provides an insight into the principles and challenges of WPA, and the strategies to adapt and contextualize WPA tools in the evaluation of undergraduate and post-graduate students.
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 doing WPA. Practical tips on the implementation of the WPA tools in a time-constrained learning environment will be shared. The participants will be engaged in small group, table exercises to design an assessment tool applying the principles being taught under the guidance of the faculty.
After the workshop, the participant will be expected to achieve the following outcomes:
1. Advances the knowledge and skills in the design of a focused WPA.
2. Applies relevant educational concepts to develop an effective WPA.
3. Understands the challenges in the implementation of a WPA.
4. Learns practical tips to overcome some of these challenges.
Workshop Objective
• 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 mini-CEX, Multi-Source Feedback (MSF) and Observed Procedural Skills (DOPS).
Who Should Attend
The target audience will be faculty or educators of undergraduate and post-graduate training programs.
W1P1
Wednesday 8th January 2020, 1.30pm – 5.30pm
EVIDENCE-BASED PRINCIPLES TO FACILITATE DEEP LEARNING IN EVERYDAY TEACHING ENCOUNTERS
Derek Heng Jiun Yi, Shirley Ooi, See Kay Choong and Chong Choon Seng
Singapore
Workshop Description
Learning and retention of knowledge are vital in our role as healthcare professionals. With the exponential growth of medical knowledge, it becomes increasingly crucial that we ask ourselves: How do we teach better, in a manner that promotes retention and application? Can such teaching methods be transferable and used in various settings from lectures to bedside tutorials?
Through this workshop, we hope to inform and encourage educators to integrate evidence-based teaching principles in their teaching encounters to facilitate deep learning in their learners.
There will be 2 segments to the workshop. Prior to attending the workshop, participants will be asked to prepare a 5-minute teaching session on any topic of their choice (medical and non-medical).
During the first segment, evidence-based teaching principles like knowledge structures and whole-task learning will be introduced to the participants with emphasis on their relevance in facilitating retention, recall and application in learners.
The second segment will held be in small groups where the participants will discover how the teaching principles can be easily applicable across the various teaching settings. The participants will then go deeper into how to apply the principles in the setting of their choice. During the discussion, the participants can also tap on each other’s and the facilitator’s experiences on how to weave the principles into the teaching setting of their choice.
The workshop will wrap up with opportunities for participants to teach a topic of their choice—medical or non-medical—integrating the teaching principles and received feedback from their peers and the workshop facilitators.
We believe that the principles and tips shared during this workshop to be both immediately useful and easy to apply during the educator’s next teaching encounter.
Participants will be required to prepare two 5-minute teaching session on any two topics (medical and non-medical) prior to attending the workshop.
Workshop Objective
1. Participants will be introduced to evidence-based teaching principles which facilitates deep learning
2. Participants will understand how to apply the principles in various teaching settings like lectures and small-group teaching.
3. Participants will get an opportunity to try out the principles and obtain feedback from their peers and the facilitators
Who Should Attend
Healthcare teachers who would like know and integrate evidence-based teaching methods to improve retention, recall and application in their learners.
W1P2
Wednesday 8th January 2020, 1.30pm – 5.30pm
A GLOBAL CPD CURRICULUM: WHAT ARE THE ESSENTIALS?
1Lisa Sullivan and 2Shilpa Mudgal
1Australia and 2Singapore
Workshop Description
Few organisations have established and delivered ongoing training education for CME/CE/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.
In January 2017, the GAME organisation received recommendations from its global members that creating and providing a global CPD curriculum was needed. Working closely with our partners, including the Alliance for Continuing Education in the Health Professions, GAME has designed a CE/CME/CPD curriculum for all CPD educators to provide basic skills for learning and assessment.
In this workshop we will present the concepts around this basic curriculum, 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 and provide new avenues of thought and experience for future CPD program development.
Workshop Objective
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.
Who Should Attend
Educators working in the CPD/CE/CME space, wishing to improve their ability to develop, distribute and assess educational content for life-long learners in healthcare.
W1P3
Wednesday 8th January 2020, 1.30pm – 5.30pm
SUMMATIVE ASSESSMENT FOR POSTGRADUATE TRAINING PROGRAMME: FROM DEVELOPMENT TO CONTINUOUS IMPROVEMENT
1Hirotaka Onishi, 2Osamu Nomura and 3Gominda G Ponnamperuma
1Japan, 2Canada and 3Sri Lanka
Workshop Description
Have you had any chance to review and evaluate the assessment tools for postgraduate training? This workshop is designed for trainers in postgraduate training programmes. Firstly, the participants will have a group discussion to share their current assessment tools and then moderators will conduct a discussion on the meaning of the assessment, relationship between objectives (outcomes, core-clinical problems and/or entrustable professional activities) and assessment, and strengths and weaknesses of popular assessment tools. Secondly, the participants will discuss how-to and then try to analyse simulated assessment data using spreadsheet software. In this part, participants will understand the concept of reliability and validity by calculating parameters such as Cronbach alpha coefficient, intraclass correlation, and Pearson’s correlation coefficient. Lastly, participants will have a short discussion with the facilitators about the meaning of different coefficients and discuss how to improve the assessment tools for the next season. Participants have to bring a lap-top computer with spreadsheet software such as Microsoft Excel.
Workshop Objective
By the end of the workshop, participants will be able to:
1. Select multiple assessment tools to maximize postgraduate training.
2. Evaluate reliability and validity of assessment tools for continuous quality improvement.
Who Should Attend
Those who are responsible for assessment in the postgraduate training should attend (from beginners to advanced trainers).
W1P4
Wednesday 8th January 2020, 1.30pm – 5.30pm
CURRICULUM AS DRIVER - CREATING A STRATEGIC OPERATIONAL FRAMEWORK FOR TRANSLATING 'ORGANISATIONAL VALUES INTO PRACTICE'
Mahalakshmi Venkatesan Natarajan and Jagan Mohan Rajaram
India
Workshop Description
The workshop will cover:
1. Pre reading and reflecting on resource material
2. Setting stage - self introduction, participants expressing their expectation from the workshop and resource persons sharing workshop objectives.
3. Introductory Lecture
4. Group task and Buzz sessions
5. Anchoring plenary
6. Sharing the best practices and examples
7. Creating and sharing plans for individual organisations
8. Networking to continue to share ideas and progress
Workshop Objective
After reading and reflecting on the pre reading materials and the deliberations in the workshop, the participants shall be able to demonstrate an understanding of:
1. The need to explicitly state the organisational values as clearly articulated Vision & Mission statements
2. How the curriculum is used to address the needs of various stakeholders in the organisation - Relevance, content, infrastructure, faculty, students and societal needs,
3. The role of curriculum as a dynamic tool to translate what is desirable into 'what is feasible and doable' to address the organisational change.
4. The role of different stakeholders in creating an operational plan for this process.
5. Strategies for quality enhancement by converting value statement into guidelines for everyday practice.
Who Should Attend
Health professions administrators, deans, directors of institutions, heads of departments, team leaders, curriculum planners and teaching faculty from medical, nursing, and allied health professions.
W1P5
Wednesday 8th January 2020, 1.30pm – 5.30pm
TRANSLATION OF INTERPROFESSIONAL EDUCATION INTO COLLABORATIVE CLINICAL PRACTICE
Ahmed Alhammadi, Manasik Hassan, Eman Almaslamani, Magda Wagdy and Hatim Abdelrahman
Qatar
Workshop Description
Interprofessional collaboration approach, involving interprofessional teams of health care providers offering comprehensive and coordinated health care services, is essential to the clinical learning environments of the future. Effective interprofessional collaboration associated with better patient care, less medical errors, increase teamwork & job satisfaction.
Our workshops will emphasize the importance of interprofessional education and collaboration with various healthcare providers and will equipped the participants with some strategies and practical tool to implement IPEC concept in a different clinical setting to enhance the quality and safety of patient care, finally will summaries some indicators to measure the success of IPEC. The didactics will address the different aspects of IPEC e.g.; definition, background, advantages, Afterwards, through analysing interactive video clips and using role-play, participants will introduce to the main concept of high‐functioning teams to reach a level of synergy that enhances their efficiency and effectiveness. In small groups, participants will practice use some skills and tool to enhance implement IPEC in a different clinical setting and at the end we will share some indicators of effective interprofessional collaboration.
Workshop Objective
• Highlights the benefit of IPEC and key concepts of high functioning interprofessional team
• Implement some strategy and practical tools to apply IPEC in the clinical learning environment
• Identify indicators of effective IPEC in the clinical practice
Who Should Attend
The workshop welcomes all stakeholders in healthcare clinical environment; physicians, nurses, clinical pharmacist, social worker and other allied health providers and educators interested in faculty and professional development.
W1P6
Wednesday 8th January 2020, 1.30pm – 5.30pm
WHERE HEART AND HEAD COLLIDE: THE NOTION OF LEARNING CLIMATE FOR NURTURING VALUES OF HUMANISTIC PHYSICIANS
Rita Mustika, Diantha Soemantri and Ardi Findyartini
Indonesia
Workshop Description
Humanistic physicians demonstrate respect for patients and fully attend to patients’ problems and concerns (Branch et al, 2015). During interaction with patients, physicians should demonstrate integrity, compassion, altruism, empathy and respect (Lee et al, 2016). Some studies showed that humanistic behaviour of physicians correlates with improved patients’ satisfaction and treatment success (Hojat et al, 2015). However, according to Pellegrino (2015), deprofessionalisation of physicians has happened. This deprofessionalisation of physicians, or the loss of some characters or attributes that define a profession, is suspected to be one of the most important causes of increased patients’ complaints.
Teaching humanism is a part of professional identity formation and considered to be important in developing physicians’ professionalism (Boudreau et al, 2014; Passi et al, 2010). Several strategies for teaching humanism have been explored. One of which is through role modelling of humanistic physicians. Teachers should be aware of teaching moments that can be used as opportunities to discuss humanism, encourage students to do self-reflection, and provide feedback. Despite all of these strategies, the importance of creating humanistic climate within students learning environment cannot be taken for granted (Branch et al, 2015).
Considering the importance of nurturing humanistic values starting from the beginning of medical study by providing a learning environment supportive of humanism, our workshop is intended to discuss the concept of humanistic physicians and learning environment. Through active participation and reflection on own experiences, participants will be engaged in the discussions regarding the attributes of humanistic physicians, their relevant application in practice and components of learning environment that supports humanistic values. Towards the end of the workshop, participants will be asked to discuss and formulate workable ways to create such humanistic learning environment for medical students.
Workshop Objective
At the end of the workshop, participants are expected to be able:
1. To identify attributes and importance of humanistic physicians
2. To explain the definition and components of learning environment
3. To identify the components of learning environment that supports humanistic values
4. To discuss ways to create such environment
Who Should Attend
Medical and health professions teachers with interest in teaching humanism.
W1P7
Wednesday 8th January 2020, 1.30pm – 5.30pm
A ROADMAP TO IMPROVE GENDER EQUITY IN INTERNATIONAL ACADEMIC MEDICINE
1Sophia Archuleta, 2Halah Ibrahim and 3Dora J Stadler
1Singapore, 2United Arab Emirates and 3Qatar
Workshop Description
This will be an active learning session. After a brief review and discussion of the current status of gender equity in international academic medicine, evidence-based interventions to improve gender equity, highlighting successful initiatives, will be presented, and feasibility discussed by all attendees. Attendees will participate in World Café to describe barriers in their institutions and brainstorm interventions to improve recruitment, retention and promotion of women faculty. Both institutional and individual strategies will be discussed. Instructional strategies will include (brief) presentation, active reflection, case study with small group discussion, World Café, and development of an Individual Action Plan.
Workshop Objective
At the end of this session, learners would be able to:
1. Describe current issues of gender inequity in international academic medicine.
2. List 3 existing strategies, programs or tools to foster gender equity.
3. Develop a “roadmap” of strategies that can be incorporated at home institutions
Who Should Attend
Clinician educator faculty, trainees considering careers in academic medicine, training program leaders (residency PDs), academic health centre leaders (CEOs, CMBs), medical school leaders (deans, department heads).
W1P8
Wednesday 8th January 2020, 1.30pm – 5.30pm
MINDFULNESS FOR EDUCATORS: SELF-CARE TO PREVENT BURNOUT
Mabel Yap, Tanya Tierney and Angie Chew
Singapore
Workshop Description
There has been increasing interest in the benefits of mindfulness practice in medicine and in education. Concern over the high rates of stress and burnout in practicing doctors and medical students has driven the recent focus on wellbeing in clinical settings and medical schools. However those involved in teaching are also at risk of burnout; medical educators are often juggling many competing responsibilities that may include clinical, research, administrative and leadership responsibilities. Educators who are burned out may experience difficulty concentrating and completing their work, difficulty empathizing with the learners (as well as patients and colleagues), poor health, increased absenteeism, mental health issues such as depression or anxiety, increased suicidal ideation. Indeed there are report that the rate of suicide in academic staff is rising.
In this workshop we will explore the impact of stress on wellbeing and consider ways to recognise and manage our response to stress. Whilst the main focus is on self-care, the benefits to the learners are also tangible as the learning experience will be enhanced if the educator is more present. In addition educators can recognise stress and burnout in their learners and pass on suggestions for self-care.
This is a practical workshop in which we will be practicing mindfulness. Participants are encouraged to dress in comfortable clothing and come with a beginners mind.
Workshop Objective
• Understand the relationship between stress and burnout
• Recognise the signs of stress in yourself and your learners
• Understand the benefits of self-care to prevent burnout
• Experience mindfulness practice
Who Should Attend
Staff involved in medical education at any level and anyone interested in self-care, wellbeing and mindfulness.
W1P10
Wednesday 8th January 2020, 1.30pm – 5.30pm
PROFESSIONAL DEVELOPMENT: RESILIENCE THROUGH PEER GROUP REFLECTION
Mairi Scott and Susie Schofield
United Kingdom
Workshop Description
Nowadays, increasing complexity of healthcare delivery is a cause of significant uncertainly in clinical decision making. Whilst healthcare professionals are trained to cope with uncertainly and its associated risk, evidence shows many groups of healthcare professionals are subject to work-related stress, sickness absences and burn-out. Medical educators can make a difference here by focusing on offering educational solutions that are integrated into practitioners daily practice and shift healthcare culture towards one of learning rather than one of overwhelm. Case based discussion with peers is a way to enhance resilience by enabling practitioners to critically reflect on their experiences and so gain new understandings about themselves and the care they give to patients.
This workshop has been designed to allow medical educators to develop additional skills in enabling their learners to undertake critical reflection and analysis on the care they give to patients in a creative and interactive way and so become more resilient. Delegates will be introduced to effective methods of small group learning with peers using a ‘values based’ Balint style approach to reflection, analysis and understanding of their own clinical experiences. The facilitation and teaching skills needed to achieve deep learning through this type of critical reflection will be made explicit along with hands-on experience of some of the necessary techniques required to create a safe place for personal development and so enable resilience.
The workshop will be delivered in phases;
1. Explanation and exploration of the technique known as Balint type case based learning
2. Review of participants needs assessments and tips for immediate improvement
3. Small group work 1 & 2 plus de-brief on process and facilitation
4. Whole group review of learning and address (with tips) remaining gaps in participant needs with agreed plans for further self-development.
Workshop Objective
The aim is for participants to experience themselves and so gain skills in teaching others to;
• Develop an approach to optimizing resilience in self and others and so enhance professional practice and development.
• Gain high level teaching skills in reflective practice based on enabling group discussion and critical analysis of the uniqueness of the clinician-patient interaction.
• Develop small group leadership skills in using awareness raising questions (ARQ’s) to enable in-depth critical analysis and reflection-in –action and reflection-on-action.
Who Should Attend
Medical Educators (particularly but not exclusively from the clinical teaching environment) who are involved in teaching undergraduates, postgraduate specialty trainees and established professionals undertaking CPD activities.
W2F1
Thursday 9th January 2020, 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.
W2A1
Thursday 9th January 2020, 8.30am – 12.30pm
PROMOTING VALUE-BASED LEADERSHIP THROUGH FINDING YOUR ‘WHY’ AND ADDRESSING UNCONSCIOUS BIAS
1Judy McKimm, 1Paul Kneath Jones, 2Kirsty Forrest and 3Greg Radu
1United Kingdom, 2Australia and 3Canada
Workshop Description
Contemporary medical and health professions’ leadership requires a focus on value-based, ‘moral’, inclusive and person-centred leadership approaches. This is often difficult when we are pressurized by targets, increasing student numbers and service demands, however, people are both central and essential to the work we do and leaders who forget this do so at their peril. We often assume that everyone has the same values about the way we should work, the priorities and the purpose of what we are doing. However, many conflicts and issues arise simply because people don’t have the same values and ‘moral purpose’ and effective leaders need to surface and discuss this, as Simon Sinek says, organisations and groups need to ‘find their why’ (Sinek, 2009).
Research in health and medical leadership focusses on compassionate and caring leadership (de Zulueta 2016; Gabriel 2015), this is not just about patients, carers and communities, but also involves learners, students and colleagues (West and Chowla 2017). Much evidence exists from industry that a person-centred and inclusive leadership approach which proactively values and nurtures diversity contributes to increased productively and innovation (Grissom 2019). However, we all have unconscious biases which can undermine a person-centred, inclusive and value based leadership approach. Health education organisations comprise diverse groups and individuals and prepare learners to work in diverse populations, leaders therefore need to ensure that they are addressing any unconscious/implicit biases as far as possible, and that colleagues and learners are supported to surface their own biases and to challenge behaviours that run against core values.
References:
de Zulueta, P. C. (2016). Developing compassionate leadership in health care: an integrative review. Journal of healthcare leadership, 8, 1.
Gabriel, Y. (2015). The caring leader–What followers expect of their leaders and why? Leadership, 11(3), 316-334.
Grissom, A. (2019). Inclusive leadership. Catalyst.
Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. Penguin.
West, M. S., & Chowla, R. (2017). Compassionate leadership for compassionate health care. Compassion: concepts, research and applications. London: Routledge, 237-57.
Workshop Objective
This workshop aims to raise awareness of how a value-based, inclusive leadership approach can empower and stimulate people and innovation and how ‘finding your why’ and addressing unconscious biases help develop more inclusive and value based leadership.
As a result of participating in this workshop, participants will be able to:
1. Identify key aspects of value-based, inclusive and person-centred leadership
2. Work with their teams to identify core values and purpose and ‘find their why’
3. Gain understanding of their own and others’ unconscious biases and be familiar with ways to address and challenge inappropriate behaviours
4. Identify areas for further leadership development
Who Should Attend
Anyone in a leadership role or aspiring to a leadership position at any level.
W2A2
Thursday 9th January 2020, 8.30am – 12.30pm
DISRUPTIVE BEHAVIOUR BY HEALTHCARE PROFESSIONALS - RECOGNISING ITS IMPACT ON HEALTHCARE WORKERS AND PATIENTS, AND ESTABLISHING AN ACTION PLAN AGAINST DB
Inthrani Raja Indran and Tan Chay Hoon
Singapore
Workshop Description
Disruptive Behaviour (DB), in healthcare, can be defined as any form of inappropriate conduct which interferes with or has the potential to interfere with, quality health care delivery. They include both verbal and nonverbal behaviours including yelling, demeaning remarks, harassment, and bullying. Studies have demonstrated that DB can contribute to a hostile working and learning environment, impair communication between healthcare workers, increase the risk of anxiety and depression, and negatively influence patient safety. Overall, these factors can affect the perspectives, attitude and emotional responses of healthcare professionals in various situations. Moreover, many studies have also shown that cultural barriers such as hierarchy and power distance that are widely embedded in the health care system further impedes resolution of these problems.
While research on DB has gained much traction over the years, issues surrounding a lack of policies and guidelines to address DB, reporting systems, internal organisational dynamics, leadership, and confidentiality, has largely hampered progress, and it remains as an ongoing problem. These factors have raised the need to review workplace practices and introduce agents of change to systematically improve the working environment of healthcare workers and address the root factors underpinning DB.
This workshop will provide a brief look at the different types of DB, possible factors underlying DB, the impact it can have on healthcare professionals and patients, and importantly focus on agents of change that could help reduce DB, and challenges in instilling these agents at an organisational level. Through our discussions, and resources provided we hope that the participant would be able to return back to their respective organisations and initiate an action plan that could eventually help to curb DB, and improve the lives of the healthcare professionals and the patients we care for.
Workshop Objective
This workshop will provide a brief look at the different types of DB, possible factors underlying DB, the impact it can have on healthcare professionals and patients, and importantly focus on three key areas that can help address DB. These include
1. Awareness, training and education
2. Promoting culture change active action by leadership
3. Promoting trust and facilitating complaints processes/mechanisms, and responding to them in a timely and unbiased manner.
Through our discussions, and resources provided we hope that the participant would be able to return back to their respective organisations and initiate an action plan that could eventually help to curb DB, and improve the lives of the healthcare professionals and the patients we care for.
Who Should Attend
Any healthcare professional with an interest in facilitating change from where you are. We hope that this workshop will help to raise discussion and awareness that is useful to all healthcare professionals, especially doctors and nurses, regardless of ranks to help manage DB more effectively. Professionals in leadership positions may find this session useful in helping you reflect on current practices, the challenges and institutional safeguards that may need to be instilled to provide a safe working environment for your colleagues and improve patient outcomes.
W2A3
Thursday 9th January 2020, 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. 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.
W2A4
Thursday 9th January 2020, 8.30am – 12.30pm
PROFESSIONALISM: HOW TO DEVELOP SURVEYS FOR PEERS AND PATIENTS
John Norcini
USA
Workshop Description
There is a growing awareness of the importance of professionalism and great interest in methods for assessing it. The goal of this workshop is to familiarise participants with the range of methods currently available. In addition, it will focus on one of those methods, patient and peer questionnaires, and address the issues of deciding on content for the questionnaire, determining the scale and scoring procedures, specifying ways of developing reliable scores, and estimating the bias introduced by settings and patients. Active involvement will be encouraged throughout and small group exercises will focus on defining behaviours associated with professionalism and developing items to capture those behaviours.
Workshop Objective
By the end of the workshop, the participants will:
1. be familiar with three discourses of professionalism,
2. learn about a variety of methods for assessing it,
3. have the knowledge necessary to develop a survey form for peers, patients, and others, and
4. will have practised the steps in questionnaire construction.
Who Should Attend
Beginners with an interest in professionalism and/or survey development.
W2A5
Thursday 9th January 2020, 8.30am – 12.30pm
WE PASS WITH A: A COMPREHENSIVE APPROACH FOR DESIGNING COMPETENCY-BASED ASSESSMENT
Gandes Retno Rahayu and Yoyo Suhoyo
Indonesia
Workshop Description
Student assessment is a crucial aspect for successful teaching and learning. When designing an assessment system, we have to base on assessment principles:
1) validity;
2) reliability;
3) transparency;
4) fairness;
5) comparability;
6) fitness for reflection;
7) educational impact;
8) feasibility and acceptability
To assist in designing good assessment, we have developed a comprehensive approach, named as WE PASS with A. WE PASS with A consists of 6 basic steps and 1 step for quality assurance: Writing, Editing, Preparing assessment, Assessment process, Standard setting, Specific feedback and Assessing the assessment.
Workshop Objective
After this workshop it is expected that the participants will be able to apply the WE PASS with A approach in their own contexts.
Interactive approach will be applied throughout the workshop. There will be individual, in pairs and small-group working, as well as brief interactive lecture. A handout about WE PASS with A, short power point and video will be used to support the interactivity of the workshop.
Who Should Attend
Medical and health professional educators, who are interested to learn about designing a comprehensive assessment.
W2A6
Thursday 9th January 2020, 8.30am – 12.30pm
FLIPPED CLASSROOM TEACHING: ENHANCING EXPERIENTIAL LEARNING FROM LABORATORY MEDICINE TO CLINICAL SKILLS
Wai-Tat Wong, Kaori Futaba and Mamie Hui
Hong Kong S.A.R.
Workshop Description
Experiential learning is the key to success for medical students to learning clinical medicine. However, didactic lectures and bedside teaching, traditional teaching methods commonly used in clinical medicine, can provide only limited chance for the students to experience clinical challenges. Some clinical skills/knowledge are particularly difficult to be experienced by the students: team work in crisis, delivering bad news, examining the breast and the groin of surgical patients and conducting informed consent conversation, and making decision based on the clinical findings and microbiology result.
A series of flipped classroom teaching using e-learning platform have been developed for the clinical year medicine students based on the above topics identified by a group of clinical teachers from different specialties (surgery, microbiology, anaesthesia and intensive care) in the Faculty of Medicine, the Chinese University of Hong Kong. We will explain the key concept and expected difficulties in flipping the classroom using the production of our work as examples.
Overview of the workshop:
• Flipped classroom: Choose the right topics
• Flipped classroom: From didactic lectures to e-tutorial
• E-learning: Animation and annotated video.
• Subsequent face to face teaching: matching the e-learning with the small group teaching
• Subsequent face to face teaching: matching the e-learning with the large group teaching
• Demonstration (using material provided by participants)
We understand teaching topics in different specialties in different institutions can be variable and there is no universal formula to flip a classroom in clinical medicine. We will demonstrate some possible flipping methods at the end of the workshop using material provided by the participants.
Workshop Objective
• Use e-learning platform effectively to simulate clinical work (not just recording e-lectures)
• Enhancing matching the intraclass small group bedside teaching or tutorial to the pre-class e-learning in teaching clinical skills.
• Engage students by simulating clinical decisions in large group teaching
Who Should Attend
Educators in medical schools, clinicians with interest in undergraduate or postgraduate teaching, and nurses/allied health practitioners with interest in undergraduate or post-graduate teaching.
W2A7
Thursday 9th January 2020, 8.30am – 12.30pm
INTRODUCTION TO MIND-BODY MEDICINE SKILLS TO FOSTER STUDENT AND FACULTY WELL-BEING
Aviad Haramati
USA
Workshop Description
The goal of the 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).
W2A8
Thursday 9th January 2020, 8.30am – 12.30pm
CHANGING MINDSETS: MOVING BEYOND “BUSINESS AS USUAL”
Yvonne Steinert
Canada
Workshop Description
It has been said that the mindset we adopt can shape future possibilities. A mindset refers to a set of assumptions, beliefs and values held by an individual or a group. It can also refer to people’s views of “where ability comes from” (Dweck, 2016). The goal of this workshop is to describe the notion of mindsets, their key characteristics, and the process of how mindsets can change. Through a series of individual and group exercises, participants will have an opportunity to analyse their own mindsets and how their assumptions and beliefs can influence them personally and professionally. We will also explore different strategies that can be used to change mindsets at the individual and organizational level, and we will give participants an opportunity to apply these strategies to medical education, using case studies and personal examples. Although the concept of changing mindsets has frequently been discussed in the management literature, its application to opportunities and challenges in medical education are yet to be fully explored.
W2A9
Thursday 9th January 2020, 8.30am – 12.30pm
STRATEGIES ON HOW PRE-CLINICAL TEACHING CAN IMPART VALUES IN CLINICAL PRACTICE
1Chiara Marie Dimla, 2Thilanka Seneviratne, 3Chen Zhi Xiong and 4Neil Osheroff
1Philippines, 2Sri Lanka, 3Singapore and 4USA
Workshop Description
The workshop will kick-start by examining the professional behavioural gaps in 3 different institutions and countries. This will be followed by a discussion to narrow down the deficient values that are responsible for these gaps. In the second part, speakers will share the strategies or practices that they employed to overcome these issues, followed by a sharing of other proposals from the participants. Finally, participants will practice applying one of the strategies using one of their teaching-learning events.
Workshop Objective
• Determine essential values for clinical practice and ascertain gaps in your students
• Learn strategies to impart clinically-relevant values during pre-clinical years
• Apply these strategies in your respective teaching-learning contexts
Who Should Attend
Medical science-and clinician educators involved in teaching pre-clinical years for medical and allied health students.
W2P1
Thursday 9th January 2020, 1.30pm – 5.30pm
COMMUNICATION SKILLS + PRESENTATION SKILLS = GREAT EDUCATION
Lawrence Sherman and Kathy Chappell
USA
Workshop Description
This workshop is designed to be completely interactive, and to share and enhance best practices in presentation styles and skills. The target audience for this workshop is novice and experienced medical educators seeking to enhance and embellish their presentation techniques, while also helping their peers to do the same.
The workshop will be facilitated by Lawrence Sherman, FACEHP, CHCP, and Kathy Chappell, PhD, RN and will be geared towards identifying the best practices in each participant, and encouraging group discussion. Lists of skills and techniques will be developed, and groups will work to prioritize the skills into need to have versus nice to have, and individualized differences will be highlighted and addressed.
Some of the topics that will be addressed include:
• Real-time needs assessment
• Reading an audience
• Use of visual aids
• Positioning/posture/voice/hands
• Moving from passive to active teaching
• Meeting interprofessional and multidisciplinary needs
Participants will be encouraged to be open and active during the session!
Workshop Objective
By the end of workshop, the participants will be able to:
• List the qualities of effective communication and presentation
• Demonstrate effective communication skills
• Outline the effective use of eyes, hands, voice, posture, connectors and visuals
• Describe the skills involved in effective presentations
Who Should Attend
All medical educators with an interest in improving their presentation and communications skills.
W2P2
Thursday 9th January 2020, 1.30pm – 5.30pm
ENSURING QUALITY IN EDUCATION IN LOW RESOURCE SETTINGS
1Nakapi Tefuarani, 2Alec Ekeroma, 3Tran Diep Tuan, 4Pete Ellis, 5Dujeepa D Samarasekera, 6Michael Field and 7David Gordon
1Papua New Guinea, 2Samoa, 3Vietnam, 4New Zealand, 5Singapore, 6Australia and 7France
Workshop Description
The workshop will highlight the best evidence practices in ensuring medical school standards and appropriate audit processes in countries with limited resources, taking into account the World Federation Medical Education (WFME) standards. Through sharing of experience in different countries, the workshop will also focus on the challenges faced in operationalising standards and discuss ways forward.
Workshop Objective
• Discuss the medical school standards and appropriate audit processes in countries with limited resources
• Compare and contrast the medical school standards and audit processes in various countries
• Discuss challenges faced and ways to overcome those challenges
Who Should Attend
This workshop is for educators, administrators and accreditors involved in standard setting.
W2P3
Thursday 9th January 2020, 1.30pm – 5.30pm
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.
W2P4
Thursday 9th January 2020, 1.30pm – 5.30pm
THE WORLD FEDERATION FOR MEDICAL EDUCATION (WFME) RECOGNITION PROGRAMME FOR ACCREDITING AGENCIES: PURPOSE, PROCESSES, AND CRITERIA
John (Jack) R Boulet and Marta van Zanten
USA
Workshop Description
While the purposes of accreditation of basic medical education are to evaluate and ensure the quality of medical education programmes and encourage improvement, accreditation practices vary considerably worldwide. As a result, the quality of medical education can vary considerably both within and across countries. Low-quality educational programmes are more likely to yield graduates with some knowledge and skill deficiencies, including questionable values for effective practice. With this in mind, the World Federation for Medical Education (WFME) has developed and implemented a global programme aimed at recognising agencies that accredit medical schools at an international standard. This workshop will provide an overview of the WFME recognition programme and an in-depth understanding of its purpose, processes, and criteria.
The workshop will include presentations on the WFME Recognition Programme, followed by group activities aimed at increasing participants’ overall understanding of the programme, including potential strategies for setting up an accreditation system and enhancing current systems to better comply with WFME criteria. Associated challenges and how an agency can move towards fulfilment of the elements will also be addressed. The workshop will conclude with a discussion of the important themes that have emerged.
Workshop Objective
At the conclusion of this workshop, participants will have gained an in-depth understanding of the WFME Recognition Programme, the process of recognition, and the specific criteria used in evaluating accrediting agencies. This information will be useful for individuals to help ensure that medical education, and specifically the accreditation of medical programmes, in their home settings is operating at a global level.
Who Should Attend
Anyone with an interest in the accreditation of basic medical education is invited to participate. Individuals involved with accreditation agencies or regulatory organisations are especially encouraged to attend.
W2P5
Thursday 9th January 2020, 1.30pm – 5.30pm
ALIGNING MEDICAL EDUCATION AND HEALTH SYSTEMS
Sawsan Abdel-Razig and Hatem Alameri
United Arab Emirates
Workshop Description
There is a significant misalignment of the global health care workforce skills and competencies with the health care needs of populations. At the core of this challenge are the often-isolated spheres of operation between health systems regulators/policy makers and educational stakeholders including accreditors, academic institutions, and physician educators. This session provides a “macro- level” framework for addressing specific health systems challenges through transformative medical education policy and structure. Participants will then work in groups using 3 country cases applying the framework towards specific health systems’ challenges identified. Topics covered during this session include an overview of health systems universal components and structure, overview of medical education systems components and structures, and a transformative approach towards aligning both systems.
The session will include both lecture and case based discussion. In the lecture, presenters will provide an overview of universal health systems’ factors determining health delivery, educational systems’ structure and stakeholders, and a model to align the two. Then, using a case-based approach, participants will engage in group activities to study specific health and educational systems from around the world, identify challenges and suggest specific systematic interventions to address them using the model proposed. The following are the session topics that will be covered:
1. overview of global health systems indicators and performance metrics
2. educational systems components and performance metrics
3. introduction of specific models to improve alignment of health and medical education systems; and
4. country specific case based challenges
Workshop Objective
• Identify the salient features of global health systems structure and stakeholders and their contributions towards and challenges as they relate to population needs.
• Understand current approaches to medical education systems development and the principles of transformative medical education policy
• Demonstrate practical skills in applying a systematic approach towards impactful medical education reform/intervention to address specified health systems' challenges
Who Should Attend
DIOs, program directors, faculty, hospital administration/C-Suite/leadership, residents/fellows and health policy makers.
W2P6
Thursday 9th January 2020, 1.30pm – 5.30pm
HOW TECHNOLOGY, APPLIED STORYTELLING, AND THEATRE CAN HUMANISE VALUES FOR EFFECTIVE PRACTICE
Poh-Sun Goh, Ian Mathews and Edmund Chow
Singapore
Workshop Description
The pre-conference workshop will explore, illustrate and demonstrate how technology, applied storytelling, and theatre can nurture values for effective practice. The workshop will be highly interactive and experiential. From the use of simple storytelling techniques to more complex role plays, participants will experience moments that promote reflection, and improve empathy, communication skills, teamwork, and professionalism.
A follow-up main conference panel discussion will go deeper into the literature and evidence underpinning the use of technology, applied storytelling, and theatre to humanise our values for effective practice. It will also involve the audience in interactive discussions, and a theatrical experience. Our aims for both the pre-conference workshop and main conference panel discussion are for participants to understand the pedagogical implications of applied storytelling and theatre in medical education, to immediately use and apply practical techniques in clinical setting, and to evoke feelings and convictions related to the session theme – to know, do, and feel.
W2P7
Thursday 9th January 2020, 1.30pm – 5.30pm
KNOCK KNOCK ….. WHO’S THERE? SUPPORTING WELL-BEING AND SUCCESS FOR ALL
1Jo Bishop, 2Aviad Haramati and 3Greg Radu
1Australia, 2USA and 3Canada
Workshop Description
The facilitators will introduce the need for supporting learner wellbeing and why it must be a focus. Challenges to learner well-being includes personal and environmental factors, these domains explore the learner journey and transitions, length and challenges of programmers respectively
The role of the education providers in promoting well-being will be explored along with evidence based support framework that can be utilised in the learning environment, such as;
• general support that is easily accessible, transparent and timely,
• preventative support such as activities that help with resilience and personal and professional support sessions and
• extra support for the specific needs of the individual, personalised and offered early
The facilitators will particularly focus on the roles of faculty and peers in student support; the evidence based staff development framework will explore difficult conversations and provide sufficient tools for delegates to feel confident in the strategies discussed. The likely student concerns that present will be reviewed with activities and role-play including study, relationships, financial, physical illness, mental health. Case-based scenarios will explore how delegates have responded previously and how best to triage with local guidelines and policies in mind.
Whilst supporting staff who support students, we can explore:
• why staff need training and support too
• who should be recruited and selected to these roles
• how they should be suitable inducted
• the role clarification and expectations
• ongoing professional development and
• how to deal with emergency situations
The session will conclude with how the delegates are currently focusing on their own well-being, with increases stressors and demands of the higher education and work environment. Practical advice will be shared and delegates armed a sense of purpose, meaning and connection.
Workshop Objective
The objective of the workshop is to briefly review the current literature on supporting learner well-being and discuss frameworks and practical approaches for those who educate and may be confronted with and required to respond to distressed learners whilst maintain their own well-being.
Who Should Attend
Educators (teachers and clinicians), fellow learners, professional staff and those who manage others who are frontline for student support.
W2P9
Thursday 9th January 2020, 1.30pm – 5.30pm
THE ROAD LESS TRAVELLED: PROGRAMMATIC ASSESSMENT AS CONTINUOUS QUALITY IMPROVEMENT
Eric Holmboe
USA
Workshop Description
For over a century, medical education has relied mostly on a rigid structure and process approach to designing and implementing curriculum and assessment. However, growing research has surfaced major issues in the quality and safety of health care, leading policy makers to push the medical education enterprise to focus more on outcomes and continual improvement to meet societal needs. Yet focusing educational programs on outcomes has proved elusive and challenging. Assessment has been heavily focused on knowledge through high stakes multiple choice tests. At the end of the 20th century, simulation and standardized patients became common methods of assessment for clinical skills.
Regrettably, these traditional assessment approaches have failed to substantially improve educational outcomes. Multiple studies continue to document persistent and important competency deficiencies of graduates. Programs are struggling to implement assessment processes that effectively prepare health care professionals for 21st century practice. With the important push to outcomes, medical education must shift to a continuous quality improvement mindset in programmatic assessment. It is also clear work-based assessment must play a larger role in outcomes-based education.
This highly interactive precourse will provide participants an opportunity to apply key lessons and principles from quality improvement and implementation science in designing and running a program of assessment. The precourse will utilize small group work, reflective practice and video review exercises.
Participants will learn how to create feedback loops from their programs of assessment for learners, programs and institutions. Participants will have an opportunity to develop a plan on how they can use learning analytics (LA) in their own programs.
Finally, participants will learn how to apply co-production strategies with learners, faculty and institutional leaders to facilitate better educational and clinical outcomes. Participants will be provided a number of resources they can take back to their home institutions. They will also develop an action plan for improving their own programs of assessment.
Workshop Objective
• Discuss and apply key quality improvement and implementation science principles and strategies in designing, implementing, and continually improving programs of assessment.
• Explore how learning analytics can provide meaningful feedback data for multiple stakeholders in programmatic assessment
• Apply key principles and strategies of coproduction in implementing programmatic assessment.
Who Should Attend
Anyone interested in assessment, especially programmatic assessment.
W3A1
Sunday 12th January 2020, 9.00am – 12.30pm
USE OF VIRTUAL REALITY SIMULATION & COMPLEMENTARY TECHNOLOGY TO ENHANCE MEDICAL COMPETENCY
1Suresh Pillai and 2Antoine Tesniere
1Singapore and 2France
Workshop Description
The workshop is intended to highlight the use of new technologies like Virtual and Augmented Reality simulation in Medicine and medical training & education. Participants will be given an overview of the different types of technology-modified reality simulations available and the facilitators will explore their potential applications in Medicine. Workshop participants will also discuss how such technology can be used in their own respective field of work, discipline or area of expertise. The facilitators will demonstrate some of their own work using Virtual Reality simulation and have the participants experience, in real-time, how to use such modalities.
Workshop Objective
1. Provide an overview of the different types of technology-modified reality simulations
2. Explore potential applications of virtual reality and other types of reality simulations in Medicine
3. Demonstrate some applications of Virtual Reality Simulation in medical training
4. Enable participants to have hands-on practice of using Virtual Reality simulators developed by the facilitators
Who Should Attend
Participants who are keen to explore newer technologies in medical training and education should attend. This can include doctors, nurses, allied health professionals, medical educators and IT personnel with an interest in Virtual Reality and associated technology-modified reality simulations.