W1A3
Wednesday 24 May 2023, 8.00am – 12noon

DESIGN THINKING IN CURRICULUM/COURSE DESIGN FOR MEDICAL EDUCATORS

Carmen Wong, Samuel Wong, Paul Lai and Eddie Ng
Hong Kong S.A.R.

Design thinking in instructional and curriculum design can enhance creativity in teaching and learning in assessments by taking an empathetic student-centric approach, whilst balancing the teaching and learning possibilities with constraints of the department, faculty and institutions. The model of empathy (define, ideate, prototype and testing) (1) will be used in group design activities and discussions occurring in-person along with the usage of Padlet. Groups collaborate on group members’ ‘real’ educational problems. The design thinking mind set encompasses curiosity, empathy to needs and contexts of individuals and users, collaborative working in valuing diversity, acceptance of uncertainty and progress (2) and can be used to innovate, problem solve and enhance existing curriculums (3).

The workshop will be structured as follows: (Participants will be placed in groups -lecture, group interaction & padlet)

1. Welcome & Group Introductions (10 mins)
2. Concepts of Design thinking model (15 mins)
3. Group Design thinking - simple task (20 mins)
4. Problem sharing and selection (30 mins)
BREAK
5. Design thinking approach to selected problem - empathy, define, ideate (80 mins)
BREAK
6. Design prototype (20 mins)
7. Implementation of design and problem solving (20 mins)
8. Case studies (20 mins)
9. Q&A (10 mins)

Total Workshop - 4 hours

At the end of the workshop, participants will be able to:

1. Describe design thinking approaches in education
2. Enhance techniques to empathise with students and key stakeholders
3. Define educational design problems
4. Ideate individually and collaboratively
5. Apply design thinking to prototype curriculum design
6. Adopt an interdisciplinary design thinking approach to problem solving
7. Strategize design implementation from funding to change management

Examples of workshop are seen here: https://www.linkedin.com/in/designthinkcuhk/

People either involved with curriculum design or interested in the uses of design thinking in medical education. For example: medical faculties and allied health professionals including supporting staff in education (e.g. Professors, Associate Professors, Lecturers and supporting staff) are welcome to join.

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W1A4
Wednesday 24 May 2023, 8.00am – 12noon

Virtual Platform

INTRODUCTION TO DATA SCIENCE FOR EDUCATION ANALYTICS

Kenneth Ban
Singapore

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:

• Unsupervised learning for uncovering patterns
• Supervised learning for prediction

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.

The workshop welcomes stakeholders in medical education who are interested in learning how data science can be used to analyse education data.

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W1A5
Wednesday 24 May 2023, 8.00am – 12noon

Virtual Platform

BEST PRACTICES FOR IMPLEMENTING TEAM-BASED LEARNING (“TBL”) IN AN ONLINE MODALITY

Brian O'Dwyer
Singapore

Effective distance education could have several benefits:

• Provision of access to high quality conferences for educators that lack the resources to attend in person
• Extended educational reach to rural communities
• Helps to continue education even during natural disasters or epidemics
• Student wellness – students can prepare before they reach campus

However, most traditional distance education is limited to passive content transmission, such as webinars, as opposed to more active learning methods. Can some of the active learning strategies used to transform classrooms from didactic lectures into engaging learning experiences be employed online? Team-based learning (“TBL”) is an active collaborative learning methodology that is becoming more common in medical education. Some institutions are starting to implement TBL in an online modality. In 2017, the Team-Based Learning Collaborative (“TBLC”) formed an online community of practice in response to the growth in use of TBL in both synchronous and asynchronous online modalities. In 2018, the TBLC Online Community of Practice released its first whitepaper describing the best practices for online TBL, which was co-authored by 17 faculty members from ten institutions. The whitepaper focused on TBL in learning environments where the learners and faculty were not physically co-located and were connected by technology either synchronously or asynchronously. The co-authors divided into teams and developed principles for online TBL across four dimensions: Preparation, Readiness assurance, Applications and Peer evaluation. Teams then used a variety of methods including literature searches, appreciative inquiry, faculty surveys and reviews of existing online teaching frameworks such as Quality MattersTM in addition to drawing on the experience of the co-authors. This session will describe some best practices for implementing TBL online.

At the end of this participants should be able to:

• Define online team-based learning (“TBL”)
• Experience TBL as a student in a simulated or actual online synchronous modality
• Describe how to implement TBL in an online modality

This session will benefit existing TBL educators interested in the online adoption of TBL, and educators new to TBL.

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W1A6
Wednesday 24 May 2023, 8.00am – 12noon

Virtual Platform

EVALUATION OF THE MEDICAL SCIENCES BRIDGING PROGRAMME - A PEER TEACHING INITIATIVE BY STUDENTS FOR STUDENTS

Jonathan Liang, Lincoln Lim, Clarissa Wong, Gayathri Basker, Thaarum Thirumeninathan, Lye Yan Nerng
Singapore

The faculty and student facilitators will introduce the need for co-creating a joint curriculum to serve as a bridge for incoming medical students without a formal biology education background. Challenges to the execution process, take up rate amongst students, academic outcome, and the following problems will be discussed during the workshop:

1. Coming up with what content medical students should teach/bridge to incoming students: resolved by looking through both the A level and IB syllabus outlines and comparing it with the M1 syllabus, to pick out relevant topics to teach, and how integrate into the existing program.
2. Dealing with the "how to teach aspect": referenced "Curriculum development for medical education: A six-step approach" by Patricia A. Thomas et al. to develop a curriculum structure and identify pedagogical methods that could be of use to student facilitators.
3. Testing for knowledge: sending pre-lecture and post-lecture quizzes and comparing scores of participants to identify difficult topics, and if the peer teaching was beneficial.

The objective of the workshop is to briefly review the current literature on such endeavour worldwide. · For the student facilitators to showcase their teaching materials, the experience, and outcome from the program at the Yong Loo Lin School of Medicine.
Participations from the teachers, and medical students, will be encouraged so that the process can be further enhanced, and more students will benefit from the program.

• To identify more potential faculty and student facilitators to be involved in the programme

All educators (both teachers and students), fellow learners, administrative staff, and anyone who is interested in peer teaching.

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W1P1
Wednesday 24 May 2023, 1.00pm – 5.00pm

POWER, TRAUMA AND DISRUPTIVE BEHAVIOUR IN HEALTHCARE

Inthrani Raja Indran, Marion Aw, Benjamin Goh and Chay Hoon Tan
Singapore

Healthcare occurs in a fast-paced, high stakes environment. We have inherited a legacy from being an Asian Healthcare system. Hierarchy and power in the system allow for specific conversations and behaviours while disavowing others. This may facilitate the culmination of high-tension encounters and disruptive behaviours in healthcare. The inability to seek recourse and support can be experienced as trauma and negative self-assessment by individuals. In this workshop, we will explore

• Why efforts to address these issues have not gained sufficient traction worldwide despite the vast amount of information and research highlighting their significance
• The potential of the healthcare system to move towards awareness and kindness with a trauma-informed lens
• How can we empower our students to better handle these situations

As individuals in the healthcare system, we bring our values and beliefs, childhood and life experiences, our way of seeing the world, and our aspirations for the future to work. How can we carry ourselves to work while taking better care of ourselves and others? Join us for a workshop in exploration and learning.

At the end of the workshop, participants should be able to

• Appreciate the levels of systems in organizations
• Recognise power in systems via an experiential learning model
• Recognize high-tension situations, disruptive behaviours and their impacts in healthcare system settings
• Demonstrate greater intra-personal awareness in daily encounters in healthcare
• Discuss and explore strategies individuals can adopt to tackle disruptive behaviour at an individual and organizational level

• Individuals who would like to learn about power in systems.
• Individuals who are working with students and looking to expand their awareness and possible interventions in this topic
• Individuals who have witnessed and/or experienced these high-tension encounters/disruptive behaviours and would like to explore how they could better address such behaviours at an individual and organizational level

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W1P2
Wednesday 24 May 2023, 1.00pm – 5.00pm

APBSEA PROFESSIONAL DEVELOPMENT COURSE: TRANSITIONING INTO MEDICAL SCIENCES EDUCATION IN HEALTH PROFESSIONS

¹Ardi Findyartini, ²Vishna Devi Nadarajah, ³Chen Zhi-Xiong
¹Indonesia and ²Malaysia and ³Singapore

Medical science educators have been facing changing of roles in health professions education. There are demands on the relevance of medical science with clinical practice and increased roles of medical science educators in the current health professions education curricula. Becoming medical science educators in health professions education is indeed a journey involving internal and external factors. The journey or transition may be varied from one person to another. Therefore, it is important to address the transition to further support medical science educators in exploring their motivation, developing their competence and professional identity, and in tackling multiple responsibilities in health professions education.

The course targets early-career biomedical scientists and clinicians seeking to transition into medical sciences education in health professions. It aims to clarify concerns and instil confidence with regards to the transition by providing the ‘how’, and inspiring participants to look into the future. Last but not least, it seeks to invite senior education leaders and administrators to partner aspiring medical sciences educators to co-create this transition journey.

In the course, participants will learn how to:

• Develop personal attributes that will facilitate the transition
• Create a supportive environment and plan for the transition
• Lead self and others in health professions education

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.

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W1P3
Wednesday 24 May 2023, 1.00pm – 5.00pm

STRATEGIES TO SUPPORT WELL-BEING FOR OUR LEARNERS, OUR PEERS AND OURSELVES

²Jo Bishop, ¹Aviad Haramati, ²Diann Eley and ¹Stuart Slavin 
¹United States of America and ²Australia

The facilitators will introduce the need for supporting well-being for all and why it must be a focus. Challenges to well-being include personal, professional 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 an 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 learner support; the evidence-based staff development framework will explore ‘difficult’ yet necessary conversations and provide sufficient tools for delegates to feel confident in the strategies discussed. The likely 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 learner, we can explore: why staff need training and support, 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 academic and work environment. The imperative for self-care will be discussed, along with practical advice for the delegates so they will be armed with a sense of purpose, meaning and connection.

The objective of the workshop is to briefly review the current literature and share strategies on supporting the well-being of our learners, peers and selves. Our intent is to provide frameworks and practical approaches for those who educate and may be confronted with and required to respond to distressed learners and peers whilst maintain their own wellbeing.

Educators (teachers and clinicians), fellow learners, professional staff and those who manage others who are frontline for student support.

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W1P4
Wednesday 24 May 2023, 1.00pm – 5.00pm

Virtual Platform

REMEDIATION; THE ART OF FACILITATING A 'COURSE CORRECTION' FOR LEARNERS

Mairi Scott and Susie Schofield
United Kingdom

Remediation is traditionally thought of as a practice to remedy underperforming students demonstrating a failure of competence. However, the emphasis has more recently moved towards it being considered as a way to support all learners in achieving competence at any point in time. (Chou et al.,2019). This workshop will consider the contextual elements of remediation based on theoretical frameworks of organizational systems and empirical research and will share approaches and techniques that can be used to support the acquisition of competencies. It will focus particularly on supporting participants in leadership roles in considering the components of developing their own remediation programme (programmatic elements, faculty development, accountability and outcomes) using a framework that will help shift the organizational culture away from offering quick fixes for student failure to one that de-stigmatizes underperformance by normalizing seeking help. Through the use of case studies and active role play, the workshop will allow participants to try out a range of different approaches to support learners with common challenges, such as internalising the different study skills needed in modern day medical education, the challenge of teaching clinical reasoning in an incremental way, and health concerns that present as obstacles to performance.

By the end of the workshops, participants will be able to:

• Describe the contextual and individual issues that can lead to underperformance
• Critically evaluate the resources that can be used to enable remediation
• Identify approaches to support learners in achieving competence in their own context

Medical Educators (particularly but not exclusively from the clinical teaching environment) who are involved in teaching undergraduates, postgraduate specialty trainees, established professionals undertaking CPD activities, those who are involved in teaching/tutoring small groups of students, and those who may or may not also have a leadership role. The workshop will benefit both new and experienced small group tutors as the format of the workshop includes a self-rating scale that will allow individual participants to focus on the workshop activities and processes most relevant to their own current practice and their own future development.

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W1P5
Wednesday 24 May 2023, 1.00pm – 5.00pm

Virtual Platform

FOUNDATIONS OF ASSESSMENT METRICS: AN OVERVIEW

Gominda Ponnamperuma
Sri Lanka

In health professions education, like in any other formal education setting, we collect information on the ability of the learners on a regular basis. Such information is crucial to decide whether we are happy to graduate the learner, allow the learner to progress to the next level and/or provide the learner with quality feedback. When the said decisions are made, we need to ensure that they are accurate, precise and fair. Toward this end, we must evaluate whether the tools and methods used to find out the ability levels of learners (i.e., assessments that we administer to the students) are appropriate. Assessment metrics are one of the prime ways of finding out how well the assessments have helped us take those crucial decisions about the learners. This workshop focuses on the basic analytics of assessment performance data of the examinees and the performance of examiners.

At the end of the workshop, participants will be able to:

• Discuss different types of assessment metrics
• Apply assessment metrics to assessment results
• Decide on the quality of assessments using assessment metrics

Health professions teachers, administrators and health professions education postgraduate students who are involved in assessments, both developing and operationalising assessments.

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W1P6
Wednesday 24 May 2023, 1.00pm – 5.00pm

Virtual Platform

BLENDED (HYBRID) LEARNING: A NEW PORTENTOUS MODALITY OF TEACHING IN MEDICAL EDUCATION IN THE ERA OF POST PANDEMIC

Manasik Hassan, Magda Yousef, Eman Al Maslamani and Hatim Abdelrahman
Qatar

Teaching is the corner stone for the development of medical education with that requires different methods and wide variety of rang in education and delivering the information. New situation like pandemic might limit or change the way of teaching and education to the medical trainees in which new modality might take over old one. However, post pandemic education changed again to a new way of teaching and learning. Blended (hybrid) learning define as a combination of traditional face-to-face learning and asynchronous or synchronous e-learning, has been presented as a promising alternative approach for health education because it is characterized as synthesizing the advantages of both traditional learning and virtual e-learning. Still blended learning considered a new way of teaching in medical education especially in the busy clinical sitting.

In this interactive workshop, participants will be engaged in several activities:

• Interactive didactic introduction on the definition of blended (hybrid) learning and it is importance as alternative methods of education when it is needed
• Engagement in discussions and reflections on video-clips of different approaches in how to implement the different types of blended (hybrid) learning
• In small groups, participants will identify barriers to implement blended (hybrid) learning especially in the busy clinical program
• Sharing successful stories of implemented blended (hybrid) learning

• Define the blended (hybrid) learning and highlight it is importance in medical education
• Describe different strategies to implement blended (hybrid) learning
• Identify benefits and challenges to apply it in the busy clinical work

The workshop welcomes all stakeholders in medical education, physicians, training program leaders and other educators interested in the medical education and teaching.

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W2A1
Thursday 25 May 2023, 8.00am – 12noon

USING SOCIAL MEDIA TO DISSEMINATE YOUR SCHOLARLY WORK

¹Julie Hewett and ²Peter GM de Jong
¹United States of America and ²The Netherlands

When publishing scholarly work in a journal, one has to invest a lot of time and effort into writing and revising the manuscript until it is acceptable for publication. However, that milestone should not be the end of the endeavour, but should instead be 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. Yet, why should the author not actively promote the work as well? Social media offers a wealth of opportunities to actively increase the visibility of the article, indirectly leading to greater academic usage of 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 both their own article(s) and themselves as a researcher/author. Firstly, an overview of several social media platforms will be presented containing communication tools as well as social media research platforms. Different communication platforms such as Twitter and Facebook will be addressed in more detail. The participants will get hands-on practice and learn how to formulate effective social media messages 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 their quality. At the end of the workshops the participants will have learned how to actively promote both their own article(s) and themselves as a researcher/author.

Social media offers a range of opportunities to actively increase the visibility of journal articles and other scholarly products. This workshop will introduce the participants to the possibilities of social media for disseminating scholarly work and will offer practice with several options to promote both their own article(s) and themselves as a researcher/author.

The workshop is designed for faculty members with one or more articles or other scholarly products already published, and also those who expect to have an article published in the upcoming year.

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W2A2
Thursday 25 May 2023, 8.00am – 12noon

MIND-BODY APPROACHES TO ENHANCING STUDENT AND STAFF WELLBEING IN HIGHER EDUCATION

Marcus Henning, Craig Webster, Yan Chen and Chris Krageloh
New Zealand

In medical and health science education, it is important to consider methods that could be used for enhancing wellbeing amongst students and staff. There has been a burgeoning interest in harnessing the use of mind-body approaches in enhancing wellbeing. Workshop activities and exemplars will allow the exploration and discussion of the following questions:

• Where do the ideas underlying the mind-body approaches to wellbeing come from? What are the indigenous approaches to the mind-body approach?
• How can we determine the efficacy of these approaches and how applicable are they for higher education students and staff?
• What are some cost-effective considerations that need to be determined?

We envisage the following activities:

• An introductory session focusing on discussing the historical and philosophical background to the mind-body discourse.
• Engagement in seated meditation (e.g., mindfulness practice) and movement-based interventions (e.g., Indigenous meditation practices, Taijiquan, and Yiquan). These will be trialled followed by reflections from the personal experiences of attendees. This will be followed by deliberations on the potential utility for higher education students and staff.
• An interactive discussion investigating the quality of evidence supporting the usage of these methods. In addition, methods of research that could be further used to determine the efficacy of these approaches will be assessed.
• Discussions around the use of technology (e.g., biofeedback, handheld devices, and artificial intelligence) are proposed.

We aim to structure the workshop so that it includes discussions on the conceptual basis of the mind-body approach, reflections on the science and evidence, and deliberations on applicability for higher education. We intend to include discussions on indigenous approaches to meditation and other mind-body therapeutic systems. We will further focus on the utility of artificial intelligence and consider future initiatives that aim to augment traditional approaches to promoting and enhancing wellbeing.

Anyone engaged or interested in medical or health science research, pastoral care, self-care, and/or education would benefit from this workshop. The workshop aims to develop participants’ understanding of the mind-body approaches that could be used to heighten wellbeing for staff and students in higher education settings.

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W2A3
Thursday 25 May 2023, 8.00am – 12noon

OWNERSHIP CYCLE: A STRUCTURED APPROACH IN GROOMING STRUGGLING LEARNERS FOR HIGH STAKES ASSESSMENTS

¹Ashokka Balakrishnan, ¹Soh Jian Yi and ²K Anbarasi
1Singapore and 2India

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 2awho 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 learners 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 contexts 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.

• 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.

• Educators, mentors, academic support teams
• Residency core faculty, coordinators, PHD program candidates and teachers
• Clinical preceptors and exam support coaches
• Residents and postgraduates
• Phase coordinators, curriculum planners and academic executives

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W2A4
Thursday 25 May 2023, 8.00am – 12noon

Virtual Platform

STRATEGIES FOR DEVELOPING OPEN EDUCATION RESOURCES (OER) IN MEDICAL EDUCATION

¹Tao Le, ²Teresa Chan and ³Poh-Sun Goh
¹United States of America and ²Canada and ³Singapore

Historically, high-quality medical education has been expensive to develop and limited only to selected authors working with medical publishers. However, new digital platforms have accelerated the development of open education resources (OER) which has evolved to address critical cost and accessibility issues in education globally. The United Nations and UNESCO identified OER as a global priority and developed guidelines and policies supporting OER development at national and institutional levels. In medical education, OER are also known as Free Open Access Medical education (FOAM) and include learning and teaching materials that are freely and legally available to health professions educators to Reuse, Retain, Redistribute, Revise and Remix (the 5Rs of OERs). Students and trainees can also now access OER/FOAM and create peer-to-peer (P2P) learning experiences. Finally, novel shared curricular ecosystem platforms can standardize and facilitate the management of OER/FOAM to empower a global community of medical educators to share, collaborate, and go further together. This hands-on, interactive workshop will provide participants with an introductory overview of OER and FOAM, including UNESCO guideline recommendations. Participants will be able to explore best practices for leveraging OER/FOAM in existing curricular development processes. The facilitators will then discuss and demonstrate a variety of free or low-cost tools for the development, management and sharing of OER/FOAM. In small group breakouts, participants will have an opportunity to experiment with selected tools to develop OER/FOAM and share them with each other. Potential pitfalls such as quality, critical appraisal and copyright issues will be addressed. Finally, the workshop will explore strategies for engaging learners in creating and leveraging OER/FOAM for P2P learning experiences.

Upon completing this workshop, participants will be able to:

• Explain the history, goals and impacts of OER and FOAM
• Discuss best practices for the development and implementation of OER/FOAM
• Identify and use free or low-cost tools to develop, manage and share OER/FOAM
• Discuss and implement appropriate policies and processes for quality assurance, critical appraisal, and copyright compliance
• Guide learners to develop OER/FOAM for P2P learning experiences

Health professions education leaders, educators, and learning designers in medical, nursing and allied health fields who are interested in sharing and collaborating with others, especially in low resource settings.

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W2A5
Thursday 25 May 2023, 8.00am – 12noon

Virtual Platform

DOWN BUT NOT OUT: IDENTIFYING AND SUPPORTING LEARNERS IN DIFFICULTY IN HEALTH PROFESSIONS EDUCATION

Faith Chia, Law Hwa Lin, Heidi Tan, Jamie Lim, Phua Dong Haur, James Kwan, Tracy Tan and Xanthe Chua
Singapore

Most learners in health professions education complete their training without significant difficulties. However, a small proportion of learners struggle with some aspect of learning or clinical performance during training. They take up a disproportionate amount of faculty time and can be a source of frustration and distress for those working with them. These learners are often identified late during training and experience an increased risk of unsuccessful remediation and dismissal. Therefore, it is essential that faculty receive training and are well equipped in identifying, diagnosing and managing learners experiencing difficulty at an early stage to maximise their chances of successful remediation. We will use a combination of educational strategies to maximise the interaction and engagement of participants:

• Brainstorming
• Mini-didactic presentations
• Small group exercises
• Skills practice
• Role-play

• Analyse key challenges for identifying, diagnosing, and managing learners in difficulty
• Discuss best practices and institutional policies for managing learners in difficulty
• Apply frameworks for early identification of learners in difficulty and elucidating root causes, and practice using these frameworks in small group exercises using sample scenarios
• Develop action plans for supporting learners in difficulty

Clinical teachers and educators responsible for supporting learners in difficulty Faculty leaders responsible for staff development

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W2P1
Thursday 25 May 2023, 1.00pm – 5.00pm

TIPS AND TRICKS FOR SUCCESSFULLY PUBLISHING SCHOLARLY WORK IN AN INTERNATIONAL JOURNAL ON MEDICAL EDUCATION

¹Peter de Jong and ²Julie Hewett
¹The Netherlands and ²United States of America

When publishing scholarly work in a scientific journal, both the author’s writing skills and the right strategies in preparing and submitting the work are important. Due to the different nature of education in regard to biomedical sciences, some slight differences exist with other fields. In the workshop the moderators will present 7 steps to successful publishing. It starts with what exactly the content is, who the intended audience should be, and what journal might be the best fit. An overview of several journals in Medical Education will be presented and their differences will be discussed. Characteristics of several manuscript types available in these journals and the importance of the cover letter will be discussed, as well as some general advice on making the process of submission more successful. Before submitting a manuscript it might also be useful to know how the Editorial Office and Editorial Board of a journal handle the manuscripts they receive. The presenters will therefore give the attendees more insight into the editorial processes and will showcase what is happening “behind the scenes” of a journal. During the session the participants will get a few small group assignments on topics like barriers to publishing, article formats and writing strategies. With the discussions, the several steps in submitting a manuscript will be clarified. Based on the brainstorming 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 how a manuscript should be submitted.

In publishing scholarly work, it is important to choose the right strategy in submitting the work to the most appropriate journal. The session will provide the attendees with several strategies to increase the chances of acceptance of their work and will give them some insight into the editorial processes of a journal.

The workshop is intended for those with little or no experience in submitting manuscripts to international journals specifically in the field of Medical Education, even if they already have experience with publishing in other fields.

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W2P2
Thursday 25 May 2023, 1.00pm – 5.00pm

PORTFOLIOS; TOO MUCH OR NOT ENOUGH? CREATING THE BALANCE THROUGH TUTOR LED SMALL GROUP SESSIONS.

Mairi Scott and Susie Schofield
United Kingdom

Portfolios are becoming increasingly accepted as a useful way for students to record their experiences and learning and are more recently also being used as a means of assessment. Yet, we are aware that the evidence of their effectiveness is inconsistent and that our students can find them to be time consuming and frustrating. Consequently, portfolios may end up achieving the opposite of what was intended when they were created in the first place. For portfolios to be worthwhile and valued by both tutors and students they must be seen to be an effective and robust way for students to demonstrate to themselves and their tutors the longitudinal development of both their clinical skills and professional attributes. Assessments must adopt a more qualitative approach with individual student feedback focusing on learning through enhancing reflective practice. Yet, individual feedback on student portfolios is very time consuming and may be impossible to manage in many medical schools. However, another approach is through small group tutor led sessions designed to ensure that students acquire the skills of critical self-reflection in a safe environment. Initially, these groups must be led by tutors trained in teaching reflective practice, though over time students can become less tutor dependent and even adopt a peer led model in their senior years. This workshop will explore approaches to addressing these problems through enabling a constructive alignment of achievements through the setting of clear goals and criteria using templates and/or rubrics. It will examine ways to record these longitudinally so that students can see and act on evidence of their progression. Finally, it will provide a structure for enabling students to develop reflective practice through a range of techniques which can be used as part of the content and delivery of tutor led small group sessions throughout the medical program.

By the end of the workshop participants will be able to:

• Explore why educators promote portfolios and why students resist them.
• Review the benefits and limitations of most portfolios
• Identify the components necessary for a fully comprehensive portfolio based on the interaction between learner and tutor/mentor
• Engage with examples of reflective journaling to define the learning opportunities, intentions and outcomes

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 and those who are particularly involved in teaching/tutoring small groups of students. The workshop will benefit both new and experienced small group tutors as the format of the workshop includes a self-rating scale that will allow individual participants to focus on the workshop activities and processes most relevant to their own current practice and their own future development.

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W2P3
Thursday 25 May 2023, 1.00pm – 5.00pm

WORKPLACE-BASED ASSESSMENT: DESIGNING A BASIC FACULTY DEVELOPMENT WORKSHOP

John Norcini
United States of America

• Workplace-based assessment background. Participants are provided with a brief description of the common workplace methods of assessment and some of the pertinent research is reviewed.
• Conducting an encounter. A description of some of the common pitfalls in conducting an encounter are described.
• Frame-of-reference training. A video or live trainee-patient encounter is shown and assessed by the participants. They are broken into small groups to discuss their evaluations. At the end of their discussions, the small groups will report on their results.
• Feedback exercise. Another video or live trainee-patient encounter is presented, and participants discuss/demonstrate how feedback is given to the trainee.

Participants in this workshop will go through each of the components as faculty would, and after each, the group will reflect on what was effective and what was not.

The objective of this interactive session is to help participants create their own faculty development workshop for workplace-based assessment. The learner will become familiar with an evidence-based workshop model, go through it, and then reflect on what has been effective and what has not.

Healthcare professionals interested in learning the basics of workplace-based assessment and/or those interested in teaching new faculty about it.

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W2P4
Thursday 25 May 2023, 1.00pm – 5.00pm

Virtual Platform

ARE YOU STILL USING POWERPOINT? SIMPLE WAYS REVITALIZE YOUR PRESENTATIONS AND REIGNITE STUDENT INTEREST IN THE CLASSROOM.

Michael Herr
United States of America

All medical science educators use PowerPoint. There are easy ways to make presentations more appealing to attendees which also aid in their understanding. This workshop goes beyond the addition of simple animations and intends to introduce medical educators to ways to easily organize their current presentations to make them more memorable and relatable for students. This four-hour workshop is designed to provide a hands-on experience for medical educators. Participants will learn how to re-organize current PowerPoint presentations and apply slide transitions, animations, videos, and other features that they can employ immediately after attending. The instructions provided in the workshop range from simple to involved changes and additions that will make presentations more dynamic and engaging. All methods involve hands-on instruction and the workshop is designed at an easily understood, introductory level of learning. Attendees will need their laptop computers or tablets equipped with Microsoft PowerPoint. The instructor will provide a PowerPoint template to work with for the first two hours. There will be a short (less than 30 minute) introduction. The introduction is used to demonstrate the drastic difference between a static and dynamic presentation, and also to introduce three panes of PowerPoint – the selection pane, format shape pane, and animation pane. Participants will then learn how these panes can be used to organize a presentation with slide transitions and animations. We will discuss the artful use of animation in presentations and understand the fine balance between static and dynamic presentations. Attendees are strongly encouraged to bring one of their own PowerPoint slide shows to work on for the remaining two hours with the help of their peers and the workshop facilitator.

The objective is to learn and understand how to effectively use PowerPoint to create dynamic, engaging presentations. This objective will be achieved by introducing and utilizing the three panes of PowerPoint – the selection pane, format shape pane, animation pane – to create engaging presentations.

Any medical science educator that still uses PowerPoint. That is, everyone! Attendees will acquire the skills necessary to easily edit their current PowerPoint presentations into creative, dynamic presentations that will capture student interest and further their understanding and retention. Attendees will be able to walk away from the presentation with the skills needed to implement a change in their presentations. The workshop is entirely hands on, utilizing a template file at the beginning and then a presentation of their choosing towards the end.

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W2P5
Thursday 25 May 2023, 1.00pm – 5.00pm

Virtual Platform

WHO DEFINES ‘QUALITY’? DECONSTRUCTING HEGEMONIC IDEAS OF QUALITY IN MEDICAL EDUCATION

Ahmed Rashid
United Kingdom

The workshop will start with a welcome from the facilitator and participants will be invited to introduce themselves and describe their current roles in medical education. An anonymous poll will then be used to enable participants to answer a series of questions about quality in medical education, including about principles that are currently dominant and the extent to which these apply in their own contexts. The facilitator will then present a historical examination of notions of quality in medical education and how certain ideas have come to dominate in recent decades, with a particular focus on globalization and international approaches to quality management. Participants will then work in small groups to answer a series of questions that critically examine the ‘status quo’ in global approaches to medical education quality management, sharing their responses with the broader group. In the final part of the session, participants will work in small groups to reimagine the idea of quality in medical education by focusing on local contexts and cultures, and developing a different role for global players. The workshop will conclude with a summary of key messages and a discussion about future policies and practices that might help to realign approaches to quality that are contextually authentic.

To critically examine assumptions that underpin discourses of quality in medical education and consider the extent to which a global approach can be applied across the varied contexts of medical education around the world.

This workshop will be of interest to those who are seeking to define and operationalize ideas about quality in a medical education context, and to those who have an interest in globalization as applied to medical education.

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W2P6
Thursday 25 May 2023, 1.00pm – 5.00pm

Virtual Platform

OPEN BOOK EXAMINATIONS: THE FIVE WS AND HOW

Er Hui Meng, Wong Pei Se, Vishna Devi Nadarajah
Malaysia

In view of the exponential growth of knowledge, increasing efforts have been directed towards teaching and learning strategies that promote transformative learning. Similarly, innovative assessment methods are necessary to ensure that the students’ competencies are appropriately assessed and the graduates are work ready. Open book examination (OBE) is one such tool that has been commonly used in health professions education since the COVID-19 pandemic started in 2020. Despite claims that it promotes deep learning, problem solving and analytical thinking among the students, there is insufficient literature evidences to support its exclusive use thus far. The advancement of technology has enabled OBE to be conducted onsite or remotely. With the latter, issues around academic integrity and ethics need to be looked into in order to assure the stakeholders of the validity and reliability of OBE. Clearly, the implementation of OBE needs to be carefully planned in alignment with the learning outcomes and assessment blueprint of an academic programme. In this workshop, these practical considerations will be discussed in the context of health professional training.

1. Discuss the educational objectives of open book examinations.
2. Identify learning outcomes that can be appropriately assessed using open book examinations.
3. Explore the practical considerations for planning and conduct of open book examinations.

This workshop will be useful for academic administrators, programme and assessment coordinators, faculty and examination professional staff.

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W2P7
Thursday 25 May 2023, 1.00pm – 5.00pm

Virtual Platform

HOW CAN I MAKE THE MOST OF MY QUALITATIVE RESEARCH DATA? QUALITATIVE DATA COLLECTION AND ANALYSIS

¹Lee Shuh Shing, ²Diantha Soemantri
¹Singapore and ²Indonesia

Qualitative research can shed light on new phenomena and offer rich details in any study area. Still, if qualitative researchers fail to convey their findings succinctly, clearly, and easy to understand, it is unlikely that this research will ever reach relevant audiences. Hence, collecting qualitative data and analysing qualitative research findings in a proper manner is crucial because this is how researchers can convince journal editors to publish their manuscripts and practitioners to pay attention to and apply their findings. However, most of the time we learn qualitative data collection and analysis in theory and hardly have opportunities to do hands-on practice until we apply qualitative research methodology in our own research.

In the present workshop, participants will be given the opportunities to critically appraise some interview guides and interview transcripts so that they are aware of the commonly make mistakes while developing an interview guide and how this can affect the data gathering process during the interview. In the second section of the workshop, participants will have the opportunities to analyse some data using a few methods. Participants who encounter challenges during data collection and data analysis phases are encouraged to share their experience and we will try to help/provide some advice for the participants on how to proceed.

At the end of the workshop, participants are able to:

1. Create a good interview guide
2. Carry out a proper interview session with the interviewees
3. Apply different types of qualitative analysis method in analysing the qualitative data

Faculty members, researchers and administrators who are involved in qualitative research.

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W3A1
Sunday 28th May 2023, 8.30am – 12.30pm

BEHIND CLOSED DOORS: MAKING DEFENSIBLE HIGH STAKES DECISIONS IN COMPETENCY-BASED HEALTH PROFESSIONS EDUCATION

James Kwan, Faith Chia, Ng Wee Khoon, Phua Dong Haur, and Tracy Tan
Singapore

Groups such as progression review committees or clinical competency committees are tasked with making high stakes summative decisions in 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. They meet at regular intervals, review assessment information about individual learners from multiple sources, synthesise this information to judge their performance against a set of performance standards, document the rationale for the decision, provide feedback to learners and implement a remediation action plan if appropriate. Despite the advantages of group decision making in sharing information to make informed decisions, monitoring learner performance over time and early identification of struggling learners, there is wide variability in group processes and the quality of decisions being made. Therefore, members of such groups must undergo the necessary training to improve the quality and defensibility of high stakes progression decisions for individual learners, as well as structured remediation plans with documentation of impact.

Structure of the Workshop:
We will use a combination of educational strategies to maximise the interaction and engagement of participants:

• Brainstorming
• Mini-didactic presentations
• Small group exercises
• Skills practice
• Role-play

• Reflect on the challenges of making high stakes summative progression decisions
• Apply principles of group decision making processes and best practices in making defensible high stakes progression decisions
• Practise skills of making high stakes progression decisions in small group exercises using sample scenarios

• Members of progression review committees in undergraduate or postgraduate health professions education
• Faculty leaders responsible for staff development

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W3A2
Sunday 28th May 2023, 8.30am – 12.30pm

PROFESSSIONAL IDENTITY FORMATION IN HEALTHCARE EDUCATION

Natalia Puspadewi and Gisella Anastasia
Indonesia

Professional identity formation has been increasingly acknowledged as one of the essential objectives of healthcare education. Professional identity can be considered the 'soul' of healthcare professions, which defines the attitudes, values, beliefs, and other characteristics expected from them. Developing one's professional identity mostly includes understanding one's place within their chosen profession and their place in relation to other professions involved in patient care. Using 'Role Identity Theory' and Gee's Identity Development theory, this workshop provides a systematic approach to facilitating the formation of health professions education students' professional identity, starting from understanding: 1) how one's identity is formed throughout their lives; 2) the roles, expectations, and responsibilities associated with their chosen professions ('generic' professional identity) and their relation to other professions (relational identity); 3) the kind of healthcare professionals that one aspires to be based on their professional and relational identities ('individual' professional identity). The proposed model of professional identity formation can be applied across healthcare professions and can also be implemented during the early stage of interprofessional education sessions.

By the end of this workshop, participants will be able to: 1. Know essential concepts related to identity and professional identity formation, including the key elements that influenced identity and professional identity formation as well as relational identity and its role in supporting interprofessional collaboration 2. Use, adapt, or modify the steps to facilitate health professions education students' professional identity formation provided in this workshop

1. Healthcare educators who are concerned about facilitating the development of professional identity during educational phase
2. Anyone interested in identity formation and professional identity formation

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W3A3
Sunday 28th May 2023, 8.30am – 12.30pm

Virtual Platform

CRITICAL REFLECTION OF YOUR CURRICULUM: DEVELOPING A GRADUATE PROFILE

Hong Wei Han, Yang Faridah Adbul Aziz, Vinod Pallath and Jamunarani Vadivelu
Malaysia

Review of the graduate profile is a process to ensure your programme remains relevant, competitive and sustainable. A systematic approach of this process is essential in ensuring gaps in your existing programmes are rationally addressed. During this workshop, participants will be expected to reflect on the impact of their current curriculum on the expected attributes of their graduates. Discussions and activities will involve the development of competencies and strategies to ensure the development of a future-proof graduate as healthcare professionals.

On completion of the workshop, participants will be able to:

1. Reflect and systematically review existing curriculum and its intended outcome for your graduates.
2. Consolidate expected competencies of your graduates' profile.
3. Identify the gaps in your existing curriculum that do not align to the expected graduate profile.
4. Propose strategies to implement the expected graduate competencies.

Health Professional educators, health professionals, leaders and educational management professionals who are interested in promoting relevant and sustainable healthcare programmes.

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W3A4
Sunday 28th May 2023, 8.30am – 12.30pm

Virtual Platform

POSTGRADUATE SUPERVISION AND MENTORING IN HEALTH PROFESSIONS EDUCATION (HPE)

¹Veena Singaram, ²Diantha Soemantri, ³Vishna Devi Nadarajah
¹South Africa and ²Indonesia and 3Malaysia

Attraction and retention of healthcare professionals into postgraduate research programmes is a multifaceted challenge in higher education. Postgraduate supervision directly influences the success of master's and doctoral researchers’ progression, attrition rates and quality of experiences. Clinical educators hold a high degree of structural power over students and junior colleagues. Postgraduate supervisors must become more conscious of how this may impede the supervisor relationship and feedback-seeking behaviour in health professions postgraduate research. We need to advocate for aspects of psychological safety that include trust, relationship building, and supervision alliances and create more inclusive ‘safe’ neutral supervision spaces that dismantle the negative impact of the power dynamics in postgraduate research. This interactive workshop aims to provide insights into the supervisor's role as a mentor at different stages of the master's and doctoral journey. Practical and educational strategies will be shared to enhance the knowledge, skills, and attitudes of postgraduate supervisors in HPE. Participants will also be introduced to the latest frameworks, theories, tools, and strategies to enhance their supervision and mentorship styles to facilitate the success and wellbeing of both postgraduate students and supervision in health professions graduate education.

• Introduce doctoral supervision and mentorship models and pedagogies
• Identify styles, attributes, and skills needed for effective doctoral supervision and mentorship.
• Explore how informal online and face to face spaces can be used to create and foster supportive supervisory environments and relationships
• Develop and enhance the mentorship skills of HPE postgraduate supervisors through interactive activities, and role plays.

Novice and intermediate educators interested or involved in postgraduate supervision.

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W3A5
Sunday 28th May 2023, 8.30am – 12.30pm

Virtual Platform

ENHANCING BIOETHICS TEACHING AND LEARNING THROUGH THE USE OF LOCAL RESOURCES

¹Lau Weeming, ²Olivia Ngan, and ²Wong Wai Tat
¹Malaysia and ²Hong Kong S.A.R.

This four (4) hours workshop will focus on active participation by the registrants in exploration of innovative approaches in teaching and learning of Bioethics in an undergraduate medical programme. Students have frequently commented that Bioethics is too philosophical, a dry and dull subject with minimal relevance to their core medical programme or significant enough to impact upon their medical career. On the other hand, teachers have difficulty engaging the students in the subject, or that there are not enough trained Bioethics teachers. There are also universities where Bioethics are taught sporadically throughout the programme, although there are some where these are delivered as modules or a whole discipline. In the former, students may not get a good feel of Bioethics. Irrespective of the settings, teachers need to focus on making Bioethics applicable and pertinent to the students. One way would be to include local resources into the delivery of Bioethics, and this is the main goal of this workshop.

The three (3) workshop facilitators have more than 10 years’ experience in the teaching and delivery of Bioethics. They have experimented with various forms of delivery and wish to share the challenges and successes they encountered with these approaches. The format of the workshop will be as follows:

1. Ice Breaking and Introduction
2. Discussion on the use of local resources by workshop facilitators
3. Registrants to create teaching resources using local materials
4. Discussion of the challenges (and how to resolve them) when developing these resources

Take home messages: Bioethics teaching is challenging in the undergraduate programme. Teaching and learning approaches can be improved to engage students

• Discuss different delivery methods in Bioethics Teaching
• Explore the use of local resources to make Bioethics relevant to students
• Discuss the barriers and enhancers when developing these resources
• Involve participants in creating local resources for use relevant to their workplace

Students, Administrators, Course Coordinators, Curriculum Designers, Educators, Clinicians, Researchers

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