PCW1_A2
Wednesday 12th January 2022, 8.30am – 12.30pm
ASSESSING COLLABORATION IN LIFELONG LEARNING – THE ASIA PACIFIC PERSPECTIVE
1Lisa Sullivan, 2Dale Kummerle, 2Matthew
Frese and 3Celeste Kolanko
1Australia, 2USA and 3United Kingdom
Workshop Description
Background:
The Global Alliance for Medical Education (GAME) is a global leader in facilitating best
practices and collaboration in life-long learning translation into improved healthcare.
One focus for GAME to achieve its vision has been addressing barriers and developing
solutions for collaboration in lifelong learning. In small group workshops at the
European CME Forum and AMEE, GAME presenters asked participants to explore how to
collaborate, considering GAMEs core values of inclusivity, credibility, integrity and
transparency. Three topics were specifically investigated, including 1) how to
incorporate the core value of transparency into collaboration, 2) barriers that inhibit
collaboration across stakeholders, and 3) resources needed for collaboration in lifelong
learning. From the engagement of previous learners, GAME has produced a white paper on
these topics. Missing, though, from previous discussions was how to measure the success
of a collaboration in CPD from the Asia Pacific perspective. Through interactive
discussions, the experienced GAME presenters will guide the participant to create an
assessment tool that they can use to measure success of their own collaborations in the
three areas.
Structure:
Attendees will be assigned to breakout rooms for small group interactivity. Initially,
there will be a 30-minute background presentation on the findings from the GAME white
paper on Collaboration in Lifelong Learning. Three 30-minute (1.5 hour total) breakouts
of small discussion groups will explore 1) the Asia Pacific perspective on
collaborations, 2) non-traditional collaborations, and, 3) assessing collaborations in
CPD. The last group session will follow as a 25-minute group discussion to share
learning from across breakout groups.
Workshop Objective
Participants will gain an understanding of how the core values of inclusivity,
credibility, integrity and transparency impact collaborations in CPD. After interactive
discussions with presenters and each other, participants will have shared their
perspectives on collaboration in CPD, explored some non-traditional collaborations, and
come away with a plan on how to assess successful collaborations in CPD.
Who Should Attend
Any CPD or healthcare professional who in interested in working in a collaboration and
willing to assess their work.
PCW1_A3
Wednesday 12th January 2022, 8.30am - 12.30pm
EDUCATING FOR COLLABORATION BEYOND IPE: CONCEPTS, CLAIMS, CULTURE, AND SYSTEM CHANGE
Kevin Tan, Nigel Tan Choon Kiat, Jai Prashanth Rao, Raymond Goy Wee Lip, Gormit Kaur
D/O Bachan
Singh and Catherine Poey
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 experienced clinician educators, Kevin Tan, Nigel Tan, Jai Rao, Raymond Goy, Gormit Kaur and Catherine Poey. Through short lectures, 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.
PCW1_A4
Wednesday 12th January 2022, 8.30am - 12.30pm
FORMATIVE MEASURES OF PERFORMANCE AND FEEDBACK FALLACIES - A CASE FOR EXCELLENCE IN WORKPLACE BASED LEARNING IN COMPETENCY BASED MEDICAL EDUCATION (CBME)
Vinod Pallath, Foong Chan Choong, and Jessica Grace Cockburn
Malaysia
Workshop Description
Performance measures or assessment in CBME has the prime purpose of guiding and driving
learning. The assessment for learning or formative assessment has feedback as the
essential component in ensuring competency development. Feedback is said to play an
essential role in improving the performance and developing behavioural excellence in
workplace. In essence, the assumption is that, if feedback is provided and received in
the right way and at the right time, it should create opportunities for behavioural
modifications resulting in excellence among trainees and in general among the health
professionals at workplace. But in reality, research has shown that the feedback always
does not lead to excellence in performance at workplace, although it can be said that
the feedback leads to adequacy in performances. Competency development is a continuum,
which anyone does not attain once and for all, and should continue through professional
development during his/her career.
This workshop tries to analyse the feedback during workplace based learning through the lens of ‘feedback fallacies’ given in the literature. It is an attempt to enhance the efficacy of workplace based learning leading to excellence in performance, instead of mere performance improvement.
Workshop Objective
On completion of the workshop, participants will be able to:
• Review the existing feedback practices during workplace based learning in the context
of CBME.
• Discuss feedback fallacies and related assumptions.
• Reflect on the effectiveness of feedback practices in promoting excellence in
performance.
• Propose the best practices for feedback during formative performance assessments to
promote excellence in workplace based learning.
Who Should Attend
Clinician educators, health professionals, trainers, health professional educators,
assessment coordinators, leaders and educational management professionals who are
interested in promoting excellence in workplace performance.
PCW1_A5
Wednesday 12th January 2022, 8.30am - 12.30pm
KNOCK KNOCK ….. WHO’S THERE? SUPPORTING WELL-BEING AND SUCCESS FOR ALL
1Jo Bishop, 2Greg Radu and 3Aviad
Haramati
1Australia, 2Canada and 3USA
Workshop Description
The facilitators will introduce the need for supporting learner well-being 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 suitably 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.
PCW1_P1
Wednesday 12th January 2022, 1.30pm - 5.30pm
FROM LECTURE TO LEARNING TASKS: THE USE OF 4C/ID TO DEVELOP ONLINE COURSES IN HEALTH PROFESSIONS EDUCATION
1Astrid Pratidina Susilo, 1Ardi Findyartini and
2Jeroen van Merrienboer
1Indonesia and 2The Netherlands
Workshop Description
During the COVID-19 pandemic, academic institutions have been struggling to shift their
face-to-face courses into online ones. Engaging students in online lectures is not an
easy task. Teachers-students’ interactions are changing. Teachers often find it
difficult to ensure students’ active participation in the classroom. 4C/ID (Four
Components Instructional Design) can be used to structure online courses to improve
students learning. The main assumption of 4C/ID is that good education is built from
four interrelated components. The first component is learning tasks, which provide a
backbone of the educational program. The learning tasks are whole-tasks, which are based
on professional authentic tasks. The second component is supportive information that
helps students to perform the problem-solving and reasoning aspects of the learning
tasks. The third is procedural information that helps them perform the routine aspects
of the learning task. Finally, the fourth component is called part-task practice.
Part-task practice might be necessary to provide additional practice for the routine
aspects of learning tasks. More information about 4C/ID can be accessed at
https://www.4cid.org/.
In line with the principles of 4C/ID, this workshop will also give learning tasks for the participants to develop their own courses using 4C/ID. Participants are encouraged to bring their own project beforehand, develop their project after listening to lectures, and obtain feedback from peers and facilitators.
Workshop Objective
This workshop aims to provide basic insights on how to use 4C/ID to develop an online
course in health professions education. Participants will have the opportunity to learn
about 4C/ID, and the implementation in an online learning process. They will then try to
develop a course based on 4C/ID and obtain feedback from their peers and the
facilitators.
Who Should Attend
Teachers in health professions education, faculty leaders, curriculum development staff,
course designers.
PCW1_P2
Wednesday 12th January 2022, 1.30pm - 5.30pm
NO LEARNER LEFT BEHIND: SUPPORTING STRUGGLING LEARNER/TRAINEE
Amal Khidir, Sohair Elsiddig, and Samar Magboul
Qatar
Workshop Description
Teaching in clinical settings is challenging especially with incoming learners/trainees
of different medical education backgrounds and levels. Learners may struggle at
different aspects like knowledgebase, clinical skills, attitude, or behaviour.
Supervisors/educators need to recognize struggling learners, identify underlining
challenges that negatively impacted their performance or behaviour. Supervisors are also
faced with the need to coach the learner, give constructive feedback, and develop
tailored remediation plan. Moreover, COVID globally affected the healthcare systems
adding additional challenge for learners, especially the struggling ones. Workshop will
support attendees to complement their professional development to support struggling
learners. Robust system and processes in intuitions is crucial for the success of this
support.
Workshop includes brief interactive didactics and hands-on exercises; attendees are invited to reflect, discuss, and share their experiences. Didactics address adult learning theory, approaches to struggling learners, and designing remediation plan. Hands-on interactive exercises offer attendees opportunity to navigate the problem and how to address it using scenarios (written and videos). Through role paly attendees will demonstrate giving constructive feedback and team up with the learner to design a tailored plan. Last activity addresses and reflects on institutional approach to support learners and remediation process. Virtually, activities will be instructed using polls and chat for attendees to share their input, and breakout rooms to discuss scenarios and conduct role paly exercises.
Emphasis of workshop are to 1) discuss and highlight learners’ challenging behaviours, 2) reflect on challenges shared by attendees, 3) demonstrate effective feedback strategies to help the learner change their performance, 4) empower the trainees to support their struggling peers, and 5) work on designing or refining the system used to support the learners.
References:
• International Competency-based Medical Education:
http://gocbme.org/icbme-site/index.html
• Kalet A, Guerrasio J, Chou CL. Twelve tips for developing and maintaining a
remediation program in medical education. Med Teach. 2016 Aug;38(8):787-92.
Workshop Objective
By the end of this workshop the participants should be able to:
• Recognize the struggling learner/trainee, challenging behaviour, and the effect of
COVID-19 pandemic on learners.
• Describe approaches to address the challenges.
• Apply constructive feedback and prepare a SMART plan with the learners.
• Prepare and develop senior trainee to support struggling learners.
• Evaluate the existing system to support/remediate the learners.
Who Should Attend
• Educators in any healthcare profession who teach and supervise postgraduate or
undergraduate learners,
• Health providers who supervise learners,
• Trainees: Fellows, residents, and interns,
• Learners: Trainees and students in health care, or
• Participants who are interested in faculty development.
PCW1_P3
Wednesday 12th January 2022, 1.30pm - 5.30pm
FLOURISHING IN HEALTH PROFESSIONS EDUCATION: A POSITIVE PSYCHOLOGY APPROACH
Toh Ying Pin Ann, Marion Aw, Wong Lee Yuen, Victor Loh, Chen Zhi Xiong and Maleena Suppiah
Singapore
Workshop Description
This experiential workshop will introduce educators to the concept of well-being based
on a positive psychology framework and its application to health professions education.
Educators who attend the workshop will learn about the benefits of integrating positive
psychology concepts and how principles of positive psychology can be applied to teaching
and learning in interesting and engaging ways. Workshop attendees will experience
easy-to-implement positive psychology activities that they implement could use for their
learners.
Workshop Objective
The objective of this workshop is to equip health professions educators with applied
knowledge and skills for supporting the well-being of their well-being and that of their
learners. This workshop aims to not only equip educators to survive but beyond that to
thrive and flourish.
Who Should Attend
We invite all individuals who are keen to learn how to integrate the science of
well-being to create a healthier learning environment and nurturing the well-being of
their selves and their learners.
PCW1_P4
Wednesday 12th January 2022, 1.30pm - 5.30pm
TIPS AND TRICKS FOR SUCCESSFULLY PUBLISHING SCHOLARLY WORK IN AN INTERNATIONAL JOURNAL ON MEDICAL EDUCATION
1Peter de Jong and 2Sandy Cook
1The Netherlands and 2Singapore
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. 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 breakout room assignments on topics like barriers in publishing, article formats and writing strategies. With the discussions the several steps in submitting a manuscript will be clarified. Based on the 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.
PCW1_P5
Wednesday 12th January 2022, 1.30pm - 5.30pm
LET'S ENGAGE THEM ONLINE: STUDENTS ENGAGMENT IN AN ONLINE LEARNING SETTING
Mahwish Arooj
Pakistan
Workshop Description
Most of the teachers are struggling with low student engagement in online sessions.
Engagement is an important factor in achievement. No matter how well organized the
lesson is, students learn only when they are engaged. In order to ensure better
learning, we need to ensure that the students are actively involved and engaged in the
teaching and learning experience.
In this workshop we will share different ways that would enhance student engagement in an online teaching and learning environment.
Workshop Objective
By the end of the workshop the participants will be able to:
• Discuss different softwares for student engagement.
• Comprehend the different levels of student engagement.
• Apply principles of student engagement during online teaching.
• Appreciate how to use different online softwares to enhance student’s engagement.
Who Should Attend
Deans, principals, teachers & faculty members, health professionals & academicians.
PCW2_A1
Thursday 13th January 2022, 8.30am - 12.30pm
PEER OBSERVATION OF TEACHING: PROVIDING A SAFE AND SUPPORTIVE ENVIRONMENT FOR FACULTY
Er Hui Meng, Wong Pei Se, and Vishna Devi Nadarajah
Malaysia
Workshop Description
Along with the rapid change in higher education environment, there is a need for faculty
not only to continue developing good practices in face to face teaching, but also
building pedagogical and technological skills for online teaching. Studies have shown
that peer review is an effective platform for faculty to exchange views on teaching
technique, disseminate good teaching practices and promote faculty development and
improvement. Teaching observation is widely promoted as an approach for enhancement of
quality of teaching and learning process in higher education establishments.
Nevertheless, the subjective nature of teaching and observer bias are among the factors
that could reduce the effectiveness of teaching observation. In order to ensure the
sustainability and effectiveness of peer observation of teaching programme, the
practical aspects of the implementation must be considered in the planning. Besides, it
is crucial that the peer observation tools are clear and transparent, with specific and
measurable indicators.
Workshop Objective
• Introduce peer observation of teaching models.
• Propose practical approaches for implementation of peer observation of teaching
programme.
• Develop peer observation tools for teaching and learning activities.
Who Should Attend
Faculty, education administrators, academic programme coordinators.
PCW2_A2
Thursday 13th January 2022, 8.30am - 12.30pm
WHO ARE YOU? DEFINING AND REDEFINING YOUR IDENTITY AS A HEALTH PROFESSIONS EDUCATOR
1Neil Osheroff, 1Kimberly Dahlman and 2Chen
Zhi Xiong
1USA and 2Singapore
Workshop Description
The development of professional school curricula that include highly integrated courses
and active learning methodologies has significantly impacted the career paths of many
scientists and clinicians involved in the educational process. Over the past decade,
there has been a seismic shift away from the traditional health professions teacher,
whose duties were often limited to the role of lecturer or course organizer, to a
professional educator with a more complex skill set. Nevertheless, the “gold standard”
for defining educational excellence at many institutions remains student evaluations of
teaching sessions, with little regard for other valuable educator accomplishments. This
workshop will explore how changes in health professional curricula have induced the
shift from health professions teachers to educators, how that shift has altered the
professional identity of faculty members, and how it is likely to further alter
professional identity in the future. Participants will identify and discuss the skills
that should be expected of a “modern” health professions educator and what should be the
standards for educator excellence. This information will be leveraged to help
participants identify their educator strengths and opportunities for improvement and
future growth.
The workshop will begin with an interactive large group session that explores how the
professional identity of health professions educators has changed as a result of modern
curricula. This will be followed by an interactive discussion regarding the roles of the
modern health professions educator. Three small group activities will follow:
• Attendees discuss standards for assessing educator excellence. This discussion will be
followed by a report back to the large group.
• Participants will self-identify areas of educator strengths and weaknesses and plans
for improvement. They will then share and request feedback about their
self-reflections.
• Participants will identify potential new roles for health professions educators as
curricula move evolve in the future.
Workshop Objective
This interactive workshop will provide practical information and a framework that
participants can use to assess their current roles, potential future roles, and
excellence as educators. Following this workshop, participants will be able to:
• Describe their professional identity and how it has changed as a result of integrated
health professional curricula.
• Define the different roles of health professions educators.
• Describe best practices and potential standards to assess educator excellence.
• Self-identify their educator strengths and weaknesses and determine strategies for
improvement.
• Identify potential new roles that will help future-proof their careers as health
professions educators.
Who Should Attend
This workshop is targeted to medical science and clinician educators who are involved in
teaching medical and other health professions trainees. Educators at all career stages
will benefit from attending.
PCW2_A3
Thursday 13th January 2022, 8.30am - 12.30pm
BEYOND CLOSED DOORS: MAXIMISING THE EDUCATIONAL IMPACT OF HIGH STAKES LEARNER PROGRESSION DECISIONS BY IMPROVING THE INDIVIDUAL AND THE INSTITUTION
1James Kwan, 1Tracy Tan, 1Phua Dong Haur,
1Ng Wee Khoon, 1Faith L. Chia and 2Subha
Ramani
1Singapore and 2USA
Workshop Description
Groups such as progression review committees or clinical competency committees are
tasked with making high stakes summative decisions in both undergraduate and
postgraduate health professions education. Such committees are responsible for ensuring
that learners have met the requirements to progress to the next stage of their training
and that graduates of their programs are ready for appropriate levels of independent
practice. In addition to making these decisions, such committees are also responsible
for providing feedback and coaching to promote learning and growth among their learners,
and at a systems level, for improving the quality of the education program. However,
there are significant gaps in how feedback data are utilised to promote individual
learner development and practice change while concurrently applied at a systems level
for quality improvement of the educational program. Therefore, it is essential that
faculty leaders receive training in sharing feedback from progression review committees
with individual learners aiming for growth and ongoing development as well as quality
improvement of the education program at a systems level, while also using the data to
diagnose any deficiencies within the training program so that required system-level
changes can be implemented.
We will use a combination of educational strategies to maximise the interaction and
engagement of participants in a virtual environment:
• Brainstorming
• Mini-didactic presentations
• Small group exercises
• Skills practice
• Role-play
Workshop Objective
• Analyse key challenges and formulate potential solutions for learner remediation, and
ensure that the educational system that maximally supports learner development.
• Apply effective feedback and coaching principles and practice these skills in small
group exercises using sample scenarios.
• Apply best practices in systems design for quality improvement of the education
program.
Who Should Attend
• Members of progression review committees in undergraduate or postgraduate health
professions education.
• Faculty responsible for coaching and remediation of learners.
• Faculty leaders responsible for staff development.
PCW2_A4
Thursday 13th January 2022, 8.30am - 12.30pm
FINDING THE CORRECT BLEND TO ENGAGE YOUR STUDENTS ON-CAMPUS AND OFF-CAMPUS USING INSTRUCTIONAL DESIGN PRINCIPLES FOR DESIGNING ONLINE LEARNING EXPERIENCES
Hasnain Zafar Baloch
Malaysia
Workshop Description
Online, Open and Distance learning is becoming an integral part of healthcare education.
Educators need to meet the needs of diverse learners and design and develop online
learning experiences that are engaging, promote interaction, motivate learners, and
above all facilitate learning on campus and off-campus. This workshop is to introduce
participants to the basics of instructional design and development of online learning
experiences with a hands-on component to explore different tools to plan, design and
develop online learning activities and designing of online modules.
In this workshop, we will be exploring the framework of Technology (the Convergence of Technology, Pedagogy and Content) and how to design online activities using different tools to engage learners.
Workshop Objective
• Identify the importance of instructional design in developing online learning
activities/module.
• Identify appropriate instructional strategies for effective course delivery.
• Find correct blend to achieve Learning objectives.
• Explore appropriate tools.
• Plan an online learning activities including the assessment and the feedback.
Who Should Attend
Educators, Lecturers, Facilitators, Junior Instructional Designers, Module
Administrators, Programmed Directors, IT and eLearning staff with an interest to design
and develop online learning experiences.
PCW2_P1
Thursday 13th January 2022, 1.30pm - 5.30pm
OWNERSHIP CYCLE: A STRUCTURED APPROACH IN GROOMING STRUGGLING LEARNERS FOR HIGH STAKES ASSESSMENTS
1Ashokka Balakrishnan, 1Soh Jian Yi,
2Daniëlle Verstegen and 1Chen Fun Gee
1Singapore and 2The Netherlands
Workshop Description
The workshop is designed to be conducted in four parts.
The first part is the introduction to the characteristics or traits that are generally predictive of learners who struggle with assessments that are high stake. Data will be shared from study done in exploring the attributes that predict success in high stake encounters.
The next part is the core concept of "Ownership Cycle" described by its founder Dr Jian Yi Soh; explaining the concepts of three components namely the ownership of reality, communication and action. Further insights would be provided on the resilience factors for learners when they pursue this journey.
The third segment of the workshop focuses on the practical application of the concepts in guiding the leaners through the path of self-discovery, realisation of present state and self-regulation towards the high stake hurdle.
The last part of the workshop is designed to address practical difficulties when applying these concepts, common pitfalls when attempting to engage learners with poor insight, handling those with avoidance from academic support services offered. These will include sharing of practical experiences from various context of the facilitators from the Masters and PhD Programs of Maastricht, Netherlands and from postgraduate programs is medical and procedural specialities in Asia.
The workshop will conclude with further clarifications of the concepts with invited illustrations from contextual scenarios from the workshop participants.
Workshop Objective
• Understanding the characteristics of struggling learners when facing high stakes
assessments.
• Introduction to concept of Ownership cycle, components and approaches.
• Practical application of ownership cycle in helping learners to overcome
difficulties.
• Sharing experiences from 3 different contexts of high stakes examinations and patterns
of failures.
Who Should Attend
• Educators, mentors, academic support teams
• Residency care faculty, coordinators, PHD program candidates and teachers
• Clinical preceptors and exam support coaches
• Residents and postgraduates
• Phase coordinators, curriculum planners and academic executives
PCW2_P2
Thursday 13th January 2022, 1.30pm - 5.30pm
INTRODUCTION TO DATA SCIENCE FOR EDUCATION ANALYTICS
Kenneth Ban
Singapore
Workshop Description
With the increasing digitalization of education, data that is being generated and
collected has the potential to provide insights for guiding student learning through
analysis of data from various sources including admissions, student class engagement and
assessments.
In this workshop, participants will have the opportunity to learn about fundamental concepts in data science that can be applied in analysing education data. Using an open-source data mining and machine learning tool, participants will have the opportunity to work on synthetic education datasets through a series of case-based scenarios. Through hands-on exercises, participants will learn the basics of data cleaning/visualization and two broad approaches in machine learning: (1) unsupervised learning for uncovering patterns and (2) supervised learning for prediction.
Workshop Objective
At the end of the workshop, participants will be able to:
• Describe the types of questions that could be addressed by analytics.
• Perform basic data cleaning and visualization of datasets.
• Perform basic analysis for uncovering patterns and predicting outcomes.
Who Should Attend
The workshop welcomes stakeholders in medical education who are interested in learning
how data science can be used to analyse education data.
PCW2_P3
Thursday 13th January 2022, 1.30pm - 5.30pm
BUILDING EFFECTIVE VIRTUAL LEARNING PLATFORM AT THE TIME OF PANDEMICS IN CLINICAL SETTING
Manasik Hassan, Ahmed Alhammadi, Eman A Rahman Senan Al Maslamani and Magda Ahmed Wagdy Youssef
Qatar
Workshop Description
New global situation of COVID19 pandemic mandate the transition of medical education and teaching from physical to rapidly expanding technology based teaching (virtual learning) creating challenging in effecting a successful learning platform in busy setting.
Virtual learning and learning platform define as a range of integrated web-based applications that provide teachers and learners with information, tools, and resources to support and enhance educational delivery and management.
Constructing an effective virtual learning platform need multiples phases and strategies to accommodate it into the daily busy clinical practice.
Workshop Structure:
Participants will be engaged in several activities:
• Interactive didactic introduction highlights the history; definition of virtual learning platform and important needed elements and it is significance in the virtual teaching and education in the clinical setting.
• Engagement in discussions and reflections on video-clips in how to create and build the virtual platform and identify necessary fundamentals needed for it is successful.
• In small groups table discussion; participants will identify barriers to implement virtual learning platform in a daily busy clinical environment
• At the end we will share some measures to assess the effectiveness of virtual learning platform on patient outcomes and learners’ behaviours, skills and knowledge.
Workshop Objective
• Define the virtual learning platform and the components with highlighting it is importance in the virtual teaching and education.
• Identify benefits and challenges to implement it in a busy clinical setting.
• Describe different strategies and steps to build virtual platform and how to assess its effectiveness.
Who Should Attend
The workshop welcomes all stakeholders in medical education, physicians, training program leaders, faculty development and other educators interested in the medical education and teaching.
PTW_P1
Sunday 16th January 2022, 1.30pm - 5.30pm
FROM COMPETENCIES TO COMPETENCE: FUTURE-PROOFING THE DENTAL GRADUATE FOR INDEPENDENT PRACTICE
Tan Hee Hon and Wong Mun Loke
Singapore
Workshop Description
Dental education has increasingly adopted a competency-based approach where specific
clinical competencies are identified as being pivotal for a newly qualified dentist to
demonstrate. A period of pre-clinical simulation training is often the mainstay of the
conventional pedagogical approach in clinical education. It is assumed that such
pre-clinical exposure will translate into clinical application as students transition
into the clinical years of their training. A seamless and linear transition from
pre-clinical to clinical training is rare or almost non-existent. This workshop will
address some of the reasons for this and explore how common barriers in clinical
education can be mitigated and overcome. Other key success factors for clinical dental
education will also be considered. This includes the effective use of feedback and
self-reflection to engender a spirit of independent and active learning in the clinical
student will be discussed. Through interactive discussions and sharing of experiences
from a clinician’s perspective, the workshop will allow participants to contribute
towards the development of possible strategies for effective teaching, learning and
assessment in the clinical phases of dental education. While the focus will be on dental
education, the key workshop take-aways will also be applicable and relevant in the
broader context of healthcare professions training.
Workshop Objective
This workshop:
• Highlights common challenges and barriers encountered in clinical training.
• Offers fresh perspectives on clinical training from the perspectives of experienced
clinicians.
• Outlines possible ways to mitigate and overcome these challenges and barriers.
• Provides an opportunity for an interactive and collaborative development of a possible
pedagogical approach for effective clinical education.
Who Should Attend
This workshop is appropriate for:
• Clinical educators.
• Pre-clinical educators.
• Curriculum planners for healthcare professionals training.
• Preceptors engaged in clinical internships and workplace assessments.
PTW_P2
Sunday 16th January 2022, 1.30pm - 5.30pm
VIRTUAL INTERPROFESSIONAL CLINICAL TEACHING - A HYBRID APPROACH
Har Mohan Pal Singh, Jalina Karim and Bhavani Pathmanathan
Malaysia
Workshop Description
Overview of interprofessional education: In light of Interprofessional Education (IPE)
principles, the WHO statement (2010) - that “If we can work together then why can’t we
learn together?” - has ardently excited global educationists with the intention to
improve healthcare. IPE goals can be met in many ways including planned collaborative
learning experiences. Due to pandemic circumstances, most teaching activities are being
done virtually, hence we propose an innovative method of online teaching, in which, we
blend the IPE with OSCT (Objectively Structured Clinical Teaching) in a virtual flipped
mode and to teach outside the hospital setting with standardized patients. The
advantages of such a teaching approach include to give participants the opportunity to
educate themselves and to develop an understanding of their unique professional
responsibilities. Furthermore, this technique will enable the formation of cohesive
teams amongst cross-disciplinary learners and prepare them for the future healthcare
workplace.
Study Design of Virtual IPE
The following steps will demonstrate an effective IPE approach to objectively structure
clinical teaching with standardized patients:
1. Topic Selection: The faculties of different disciplines will meet virtually a week
beforehand and finalise topic with common learning outcomes.
2. Preparing the repository: All the Faculty will prepare their resources and
validate.
3. Pre-class meeting: The moderator will brief students about their roles (3 days
beforehand) and give them access to the resources.
4. Pre-class SP training: The selected SP is briefed about the case script and
trained.
5. Classroom activity: Classroom time will be spent in engaging activities for students,
e.g. in the form of case-based learning / quiz / symposia / gamification as per the
resources.
6. Assign the task to all teams and send them to breakout rooms (The facilitators will
guide them how to design a virtual IPE session).
7. Team wise presentation: Brief presentations followed by debriefing.
8. Post-test: Slido - polls to get a feedback.
9. Debriefing with summary/take home message.
Workshop Objective
• To give first-hand experience of designing interprofessional teaching in virtual
mode.
• How to form IPE teams with common learning outcomes.
• How to organise a virtual IPE in flipped mode with OSCT.
• How to train the SPs and give / take effective feedback.
Who Should Attend
All healthcare professional educators (medicine & allied health) are welcome to attend
this virtual IPE session.
PTW_P3
Sunday 16th January 2022, 1.30pm - 5.30pm
DECONSTRUCTING INTERPROFESSIONAL IDENTITY THROUGH PERSONAL, PROFESSIONAL AND INTERPROFESSIONAL REFLECTION
Diantha Soemantri, Ardi Findyartini, Nadia Greviana, Gita Sekar Prihanti and
Martina Sinta Kristanti
Indonesia
Workshop Description
Interprofessional education has been implemented in health professions education to
enhance interprofessional collaboration capacity of medical and health professions
students when working in healthcare settings. Reflective skill is one of the core
competencies in interprofessional education, covering both individual and team
reflections. While its development and assessment has been embedded in the
interprofessional education, it is argued that the reflective skills should include
personal, (uni)professional and interprofessional aspects. The argument stems from the
fact that personal and professional identities influence on how ones view themselves as
members of the team, consider their professions’ contributing roles and interact with
others (interprofessional identity). The interprofessional identity is necessary for the
development of interprofessional responsibility, so that each individual will take part
in the collaboration. Therefore, it is important to consider the three contexts of
reflection in supporting the development of reflective skills towards interprofessional
competence.
This workshop will discuss the personal, professional and interprofessional identity formation and their relevance to personal, professional and interprofessional reflective skills to overcome barriers in interprofessional education and interprofessional collaborative practice, such as stereotyping, interprofessional communication, etc. This workshop will employ participants-centered approach using various methods to understand the different layers of reflection in the interprofessional education context and how it can be developed through teaching and assessment. A role play on how to conduct reflective dialogue for the development of interprofessional identity will also be covered in this workshop.
Workshop Objective
This workshop aims to discuss interprofessional identity as a critical component in
interprofessional education and interprofessional collaborative practice, by
deconstructing the three layers of reflection on personal, professional and
interprofessional identities. The workshop will also engage participants to reflect on
the teaching and assessment at the curriculum and microteaching levels through analysis
of current practice, case studies and role plays on reflective dialogue.
Who Should Attend
Teachers, faculty leaders, curriculum development staff, from all health professions
education, who have experiences in planning, implementing and evaluating
interprofessional education and/or interprofessional collaborative practice.