W1A1
Wednesday 15 Jan 2025, 8.00am – 12noon

Venue: TBC

CLIMATE CHANGE, DISASTERS, IMPACTS AND SUSTAINABLE PRACTICES IN STUDENT SELECTION AND WIDENING PARTICIPATION IN HPE IN THE ASIA PACIFIC

¹Julie Willems and ²Lesley Gray
¹Australia and ²New Zealand

The impacts of climate change are evident across the Asia Pacific, with increasing numbers and severity of bushfires, droughts, heatwaves, storms, earthquakes, flooding, and landslides occurring. At the intersection of this lies the issue of health profession education (HPE) in times of disruption. Developing an understanding of the needs of practitioners involved in the continued education delivery and training of health professionals during, and in the aftermath, of disasters, a holistic framework for sustainability is required. Considerations around education sustainability must enter discussions to future-proof healthcare pipelines, especially in regional, rural, and under-resourced areas. This workshop will focus on these complexities. Small group work will focus on key questions around the continuity of HPE in such times, and suggestions for preparing practitioners for future disaster events. Plenaries will follow each small group activity and provide opportunities for sharing. Through this dynamic, hands-on approach, presentation of the latest research, hearing lived and living experience stories, and using the collective wisdom in the room, workshop attendees will have multiple opportunities to actively participate in the session, and contribute towards the design and subsequent development of a framework for sustainability of HPE in times of crisis. The workshop leaders are health professionals and health educators with research interests in climate change, disasters and disaster recovery; we will share our own experiences which have led to our interest in this area. The session will be handled in a trauma-informed way, acknowledging the potential of the lived and living experience of the workshop participants, and/or the potential for vicarious trauma of others in hearing the stories of others. Research ethics will underpin the session with the intent of writing up the findings of this session in order to highlight the HPE delivery in times of disruption

The objective of this workshop explores sustainability of HPE in relation to climate change and disasters. We will explore the impact of disasters on delivery of healthcare education, possible workarounds, and considerations around the design and subsequent development of a framework for sustainability of HPE in times of crisis.

This workshop would be of interest to those concerned about sustainability of healthcare education in times of disruption.

<< Back to programme

W1A2
Wednesday 15 Jan 2025, 8.00am – 12noon

Venue: TBC

CRAFTING AND GRADING WRITTEN ASSESSMENTS WITH CHATGPT

Ivan Low, Nathasha Luke, Intekhab Islam, and Chen Zhi Xiong
Singapore

In the ever-evolving landscape of medical education, the incorporation of advanced technologies such as ChatGPT presents an unprecedented opportunity to enhance learning and assessment methods. This workshop is designed to equip medical educators with the skills to utilize ChatGPT in both the creation and grading of written assessments, with particular emphasis on Modified Essay Questions (MEQs) within the context of medical education. Participants will engage in hands-on sessions on prompt engineering, tailored for crafting comprehensive clinical cases for MEQs generation, and explore the creation of grading rubrics through ChatGPT to promote fair and objective evaluation of written assessments. Using the rubrics generated, participants will also explore the capabilities and limitations of ChatGPT as an automated grading tool for written assessments. Lastly, the workshop will conclude with an open dialogue regarding the ethical considerations and implications associated with the use of ChatGPT and other generative AI tools for assessment content generation and grading. Through practical demonstrations and interactive discussions, it is envisaged that participants would gain deeper insights on the methods for integrating ChatGPT into their assessment strategies. Effective and ethical use of ChatGPT would not only help to enhance the efficiency of the assessment process but also elevate the quality of medical education. (Abstract is refined by ChatGPT-4.0 based on the author’s original work)

The primary objective of this workshop is to empower medical educators with the skills to utilize ChatGPT in creating and grading written assessments. Participants will learn to engineer effective prompts for generating MEQs and grading rubrics for the evaluation of written assessments. Moreover, participants will also explore how grading rubrics can be converted into effective prompts for automated grading by ChatGPT. By the end of the session, attendees will be proficient in harnessing ChatGPT to enhance assessment quality and efficiency, as well as navigating the ethical dilemmas associated with AI usage in medical education.

This workshop is designed for medical educators, curriculum developers, and assessment coordinators seeking innovative approaches to written assessments. It is particularly beneficial for those looking to integrate artificial intelligence into their teaching and assessment methods. Attendees will gain hands-on experience in using ChatGPT for assessment generation and grading, making it a must-attend for forward-thinking professionals in medical education.

<< Back to programme

W1A3
Wednesday 15 Jan 2025, 8.00am – 12noon

Venue: TBC

CULTIVATING HOLISTIC HEALTHCARE PRACTITIONERS FOR A SUSTAINABLE FUTURE

¹Poh-Sun Goh and ²Eilsabeth Schlegel
¹Singapore and ²Bahamas

This workshop is dedicated to empowering educators and healthcare professionals to develop holistic healthcare practitioners through innovative educational strategies and practical applications. To do so we will focus on the integration of traditional and alternative medical practices, emphasising preventive care and promoting environmental consciousness in medical practice. Participants will explore how to design curricula that reflect these values, assess their effectiveness, and engage in faculty development activities that promote these goals. Through interactive sessions and group discussions that include Social Sustainability to enhance the quality of life, improving well-being, and promoting equity within a population, participants will design actionable strategies to foster environments that facilitate connections and enable access to health. This highly interactive workshop will include short faculty presentations exploring background, key ideas, current and innovative curricular practices, assessment strategies and role of faculty development. Participants will leave with a comprehensive understanding on how to foster environments that facilitate connections, enable access, and enhance overall health, and be inspired to be ready to implement changes that lead to more sustainable and equitable healthcare practices.

At the end of the workshop participants will gain insights into how innovative curricular and assessment strategies, and faculty development methods can together forge a roadmap for implementing sustainable healthcare practices centered on patient needs. Attendees will leave equipped with a toolkit of actionable strategies to implement sustainable education that is ready to push change that improves standards of care, champions social justice, and focuses on long-term sustainability of the health systems we serve.

This workshop is designed for health professions educators, curriculum developers, clinical trainers, healthcare administrators and other stakeholders who are committed to advancing sustainable, holistic healthcare education. It is particularly designed for professionals looking to integrate innovative curricular and assessment strategies, engage in meaningful faculty development, and apply step-by-step strategies to foster a socially sustainable program. Attendees who are passionate about enhancing the well-being and equity of their communities through medical education will find this workshop valuable.

<< Back to programme

W1A4
Wednesday 15 Jan 2025, 8.00am – 12noon

Venue: TBC

USING HEALTH HUMANITIES IN HEALTH PROFESSIONS EDUCATION

Kelby Smith-Han
Australia

The technologizing of healthcare practice and systems is increasing with health professionals becoming concerned that this trend may overlook the humanistic elements of healthcare. In this changing technological healthcare landscape, patients still need to feel viewed, heard and valued as a human being by their healthcare practitioners. Health Humanities is an interdisciplinary approach to understanding the meaning of health, illness and disease in the social context in which we live. It is an evolving field that uses methods from the arts, humanities and social sciences into many areas of health such as health professions education and clinical practice. Health professions students engaging with health humanities educational approaches assist in developing important areas of practice such as observational skills, active listening, perspective taking and interpretation, developing empathy, self-care/awareness, tolerating uncertainty/ambiguity and reflective practice. The aim of this workshop is to firstly overview the field of Health Humanities, and then to illustrate some pedagogic tools that educators can implement in their own health professional context. The tools that will be focused on will be Narrative Medicine and Object Based Learning via the use of artworks.

By the end of the session, participants will be able to:
• Describe the field of Healthcare Humanities
• Describe facilitation skills as applied to Narrative Medicine and Object Based Learning
• Facilitate learning activities in Narrative Medicine and Object Based Learning

This workshop is designed for health professions educators who are interested and want to know more about what the field of Health Humanities involves and who are thinking of implementing Health Humanities approaches in their curriculum yet are unsure where to begin. This is NOT an English Literature or Art History session. Please do not be discouraged because you feel that you ‘don’t know anything about literature or art’. All you need to bring to this workshop to get something out of it is your enthusiasm and perspectives!

<< Back to programme

W1A5
Wednesday 15 Jan 2025, 8.00am – 12noon

Venue: TBC

BEYOND THE GLOBAL NORTH: CONDUCTING INTERNATIONAL HEALTH PROFESSIONAL EDUCATION RESEARCH & SCHOLARSHIP

Sophia Archuleta and Shefaly Shorey
Singapore

Health professions education (HPE) is globalizing rapidly, as exemplified by regular international exchanges, more institutional partnerships, and a movement to standardize educational outcomes worldwide. Educators have more opportunities than ever before to learn in the context of diverse collaborations and contribute to advancing the scholarship and practice of HPE internationally. However, voices from the Global North continue to dominate the discourse and publications in medical education (meded) journals. The problem is that international collaborations are complex; Global South educators are busy, often under-resourced and may not know how to take advantage of these opportunities. In this session, we will explore geographic diversity in HPE research (or lack thereof), as well as common challenges when pursuing educational scholarship internationally and tips to overcome them - with examples from the speakers’ own experience in educational scholarship related to Boyer’s 4 forms: research/discovery, integration, application and teaching.

By the end of the session, participants will be able to:
a) Articulate at least two reasons for engaging in international HPE scholarship
b) Understand the current status of globalization and geographic diversity in HPE research
c) Describe common challenges when pursuing educational scholarship internationally and ways to overcome them
d) Identify at least one example of international educational scholarship in each of Boyer’s forms: research, teaching, application & integration
e) Identify at least one next step they will take to engage in international educational scholarship after the session.

The workshop will bring together healthcare professionals, researchers, educators, and Global South inclusivity advocates to engage in thoughtful discussions and knowledge sharing. We propose this workshop to share lessons we’ve learned from experiences with international HPE scholarship and give participants a starting point for doing so themselves. No prior experience in HPE scholarship is required. We also hope that by getting to know participants we can remain in contact and provide support to them as they attempt to navigate the international HPE landscape.

<< Back to programme

W1A6
Wednesday 15 Jan 2025, 8.00am – 12noon

Venue: TBC

BALINT GROUPS – ITS ESSENCE IN THE HEALTHCARE PRACTITIONER/STUDENT - PATIENT RELATIONSHIP

Andre Tay Teck Sng, Tan Lay Ling, and Sasidhran Nair Sanjiv
Singapore

In line with the APMEC 2025 theme of "Developing a Holistic Healthcare Practitioner for a Sustainable Future - Trends ● Issues ● Priorities ● Strategies" - Balint Groups aim to broaden our learning experiences to become better healthcare practitioners for tomorrow by focusing strategically on understanding fundamental dynamic issues relevant to the healthcare practitioner - patient relationship through cultivating a culture of reflective inquiry and developing empathy for our patients, and colleagues. Health reflects our goal to not only treat diseases, but also trends toward improving the total well-being of all. Balint Groups achieve this by prioritizing the appreciation of the person behind the patient with compassion, so as to develop a holistic and integrated approach towards caring for the patient as a whole. In this workshop, participants will learn how Balint Groups serve as safe reflective spaces for healthcare practitioners and students from diverse backgrounds and disciplines, to come together and share challenging interpersonal clinical situations without the need for prior preparation. While they are usually trained to seek the “right” answers to clinical problems, in a Balint Group, the focus is on enhancing the ability to connect with and care for the patient. Through interactive lectures with case examples, and a live Balint Group demonstration involving invited volunteers from the audience, we hope that participants can gain a deeper understanding of the Balint Group process and its benefits. Participants can develop better observational capabilities, increased self-awareness, and better appreciation of the usefulness of examining their reactions to patients. They can experience the generativity of working as a group which is more than the sum of its parts. By becoming more creative, divergent, and integrative in their thinking, participants can also develop greater sensitivity and skills in addressing psychological aspects of their patients’ problems, resulting in increased professional satisfaction.

The Educational Objectives are:
1. Know what a Balint Group is.
2. Know the basics of how a Balint Group is conducted.
3. Understand how Balint Groups can be helpful in understanding the dynamics within the healthcare practitioner/student - patient relationship (using case examples).
4. Appreciate the benefits and limitations of Balint Groups.

Healthcare practitioners from a wide range of backgrounds including doctors, nurses, allied health professionals, as well as students from various healthcare disciplines etc., and anybody else who shares a therapeutic relationship with patients/clients.

<< Back to programme

W1A7
Wednesday 15 Jan 2025, 8.00am – 12noon

Venue: TBC

GAMIFYING TEACHING AND LEARNING: DESIGNING AND PROTOTYPING ANALOG GAMES FOR MEDICAL EDUCATION

Arthur Lau, Priya Paranthaman, Krishnan Jayabharathi, Neelima Gupta and Wong Lik Wei
Singapore

The medical curriculum is in constant dynamism with new strategies to deliver teaching more efficiently and effectively and improve students’ learning experiences. A creative approach that can spur active learning and student participation is through game-based learning. Game-based learning (GBL) is defined as the use of games to support the achievement of learning outcomes. A type of game used in GBL is serious games, which are games used primarily for training, education, and healthcare with entertainment being made secondary but not excluded. Serious games can come in a non-digital form which is also termed as analog or table-top games. Examples of analog games are card or board games. The advantage of analog games is the promotion of collaboration, engagement and strategic and analytic thinking. Further, unlike digital serious games, the physical presence when playing analog games encourages interaction and team-bonding amongst students. However, the literature highlights that although educators are aware of the concept of game-based learning, many do not know how to design or develop games. As a result, there is a hesitancy among educators to use games in teaching practice. This workshop aims to support educators in designing and developing analog games. Participants will first be introduced to the concept of game-based learning and understand what makes a game. They will have opportunities to tap into their own experience of playing games, and create prototype analog games which are playable. Craft materials will be provided that participants can use to build their games for their own learning outcomes. It is not a prerequisite to build a complete game but to understand the steps of designing and developing one. With an understanding of how to build their own games, participants will be empowered to develop and use their own games for their teaching practices.

Given the audience may come varying backgrounds, ranging from novices to experts in game-based learning, the objectives are as follows:
• Introduce the concept of game-based learning.
• Differentiate what is and what is not a game.
• Distinguish game-based learning from gamification.
• Outline the steps of designing analog games such as card or board games.
• Design and develop a prototype analog games. At the end of the workshop, audience should have a breadth of knowledge of GBL, experience of developing a prototype game and be able to generate their own gaming resource for teaching and learning.

Any healthcare educators or students who are keen to learn how to design, develop and prototype their own analog games for teaching and learning. Background experience in game design and development is not required. However, having some experience of playing board or card games can be helpful to understand the mechanics of a game.

<< Back to programme

W1P1
Wednesday 15 Jan 2025, 1.00pm – 5.00pm

Venue: TBC

STRATEGIES TOWARDS WIDENING ACCESS AND PARTICIPATION IN MEDICINE ACROSS THE ASIA PACIFIC

¹Julie Willems, ¹Alexia Pena, ²Diantha Soemantri, ³Marion Aw and ⁴Gominda Ponnamperuma
¹Australia, ²Indonesia, ³Singapore and ⁴Sri Lanka

Much has been written regarding the history of medicine, and that it historically has been a profession of the socially and economically affluent. In terms of selection and participation, structural barriers may exist for representatives of minority groups, as well as for those with geographical, financial and cultural-linguistic differences. Hence, the effort to widen access and participation in medicine preferably starts from the selection process. How to make the selection process fairer and more inclusive for members of different groups in the community is perhaps the key to this widening access. However, there is this ‘push’ and ‘pull’ between the need to widen the participation in medicine and the requirement to keep the high standard of medical education. The policies related to widening participation are also highly influenced by the local needs and context. For the workshop Pre-work, we will invite workshop participants to think about what happens around selection and participation into medicine in their own region: what are the challenges and what solutions are being implemented to overcome these challenges? We will commence the workshop by briefly framing this challenge in both history and scholarship. Small group work will include discussions around a series of five statements to generate discussion and sharing. A Plenary will follow each small group activity. To summarise, the workshop facilitators will provide a summary of methods/current approaches in selection to compare with the discussions of the small group work. Total duration of the workshop is 4 hours.

The aim of this APMEC 2025 workshop is to expand on the initial exploration of widening selection into medicine in the Asia Pacific by inviting workshop participants to consider this dilemma from their own regional perspective and inviting the sharing of solutions to the problem.

<< Back to programme

W1P2
Wednesday 15 Jan 2025, 1.00pm – 5.00pm

Venue: TBC

HEALTH HUMANITIES GLOBAL CLASSROOM USING DIGITISED ART/MUSEUM OBJECT-BASED LEARNING – AN APPROACH TO DEVELOP HOLISTIC HEALTHCARE PRACTITIONERS FOR A SUSTAINABLE FUTURE

Chng Hui Ting, Chang Yueh-Siang and Lim Chee Han
Singapore

In this workshop, participants will learn about the design of a Health Humanities Global Classroom (HHGC) using digitized art/museum object-based learning and collaborative, online, international learning (COIL) pedagogy to engage students studying across multiple Universitas 21 (U21) universities in the area of health professions education to develop:

1) Observation, critical and creative thinking skills
2) Communication skills and empathy
3) Interprofessional collaboration
4) Intercultural sensitivities and global perspectives

The HHGC was designed by an interdisciplinary and international team from the National University of Singapore, University of Melbourne, and University of Hong Kong. This collaboration arose from the U21 Educational Innovation subgroup “Learning Across the Curriculum Through Campus Museums and Galleries”. The merits of this initiative are that the online platform provides a borderless, cost-effective and sustainable means for students to learn interprofessionally from peers around the world. The digitized objects gathered from the various university museums and galleries prompts creative and lateral thinking, and provides an easy conversation topic for cross-cultural exchanges. Students can also explore and look at the digitized objects from various angles and magnification which may not necessarily be amenable with physical objects. This hones observation skills which are critical in health professions education and practice. Participants of this workshop will experience and participate in a simulation of the HHGC and discuss their learnings with one another. The team will also share their preliminary findings from their pilot study.

To learn about the design of a Health Humanities Global Classroom To learn from one another through participating in a Health Humanities Global Classroom simulation

Educators, faculty, instructors, practitioners, students and administrators from healthcare professions and museum and art galleries.

<< Back to programme

W1P3
Wednesday 15 Jan 2025, 1.00pm – 5.00pm

Venue: TBC

PATHWAYS TO FACULTY EXCELLENCE: NAVIGATING CLINICIAN EDUCATOR MILESTONES

¹Laura Edgar, ²James Kwan, and ³Fremen Chou Chihchen
¹United States of America and ²Singapore and ³Taiwan

Clinician Educators are pivotal in shaping the next generation of medical professionals, yet they often lack structured guidance for their ongoing development. In response, this workshop has been designed to empower educators with the necessary tools and strategies for continuous growth and excellence in their roles. The workshop begins by highlighting the collaborative effort that led to the creation of competencies and Milestones tailored specifically for Clinician Educators. These Milestones serve as a standardized framework for self-assessment and professional advancement, catering to educators at all stages of their careers. Participants will delve into the core competencies essential for effective clinical education, such as assessment, feedback, and reflective practice. Through interactive activities and discussions, they will evaluate their current proficiency levels in these areas and craft personalized learning plans to enhance their skills and teaching methodologies. Furthermore, the workshop explores broader themes of personal and institutional development in the realm of clinician education. Participants will engage in brainstorming sessions to identify implementation strategies within their respective institutions, fostering a collaborative environment conducive to shared learning and best practices.

Key take-home messages from the workshop include:
1. Empowering Self-assessment: Utilizing the Milestones, educators can assess their teaching abilities objectively and outline clear pathways for improvement and growth.
2. Institutional Impact: Institutions can leverage the Milestones to bolster the quality of education, scholarly activities, and leadership among their clinician educators, contributing to overall organizational excellence.
3. Collaborative Growth: By sharing experiences and insights, participants contribute to a collective effort aimed at advancing clinician educator training and support initiatives across the medical education landscape.

In conclusion, "Navigating Clinician Educator Milestones" equips participants with practical tools, insights, and a collaborative network to thrive as effective clinician educators, ultimately benefiting medical education and patient care outcomes.

1. Enhance Self-Assessment Skills: Participants will use the Clinician Educator Milestones for objective self-assessment, identifying strengths and areas for improvement in teaching competencies like assessment, feedback, and reflective practice, fostering professional growth.
2. Facilitate Institutional Development: Participants will discuss strategies to use the Milestones for improving clinical education quality, fostering scholarly activities, and nurturing leadership among clinician educators, leading to positive institutional changes and enhanced educational outcomes.
3. Promote Collaborative Learning: The workshop encourages participants to share experiences and best practices, enabling the identification of innovative implementation strategies for clinician educator training and support, contributing to collective advancements in medical education practices.

Clinician educators and faculty development leaders from across the continuum of medical education and all levels of experience.

<< Back to programme

W1P4
Wednesday 15 Jan 2025, 1.00pm – 5.00pm

Venue: TBC

DECONSTRUCTING THE JOURNEY OF SUCCESSFUL MENTORING RELATIONSHIPS: A WORKSHOP FOR MENTORS TO DEVELOP EFFECTIVE MENTORING RELATIONSHIPS TARGETING MENTEES’ PROFESSIONAL GROWTH

¹Subha Ramani, ²Ardi Findyartini and ³Vishna Devi Nadarajah
¹United States of America, ²Indonesia and ³Malaysia

Many successful professionals can point to inspiring mentors who guided and influenced them along various stages of their career. Whereas traditional mentoring models emphasise dyadic long-term relationships between junior mentees and senior mentors, newer models are more flexible and include single focussed interactions, short-term relationships, peer and group mentoring, and mentor networks that offer varying perspectives on a single challenge or goal. Regardless of format, mentoring relationships should provide a safe and supportive environment for mentees to reflect on their strengths and limitations and formulate professional development plans, facilitated by mentors. However, mentors rarely receive training on the mentoring process, they are often ill equipped to face challenges when taking on major mentoring responsibilities. Using brief didactics, brainstorming, facilitated large group discussions, personal reflections, small group exercises and rotating stations, this interactive workshop will discuss core mentoring skills and theoretical underpinnings, designing mentoring programs, mentoring challenges, etiquette and ethics of mentoring relationships. The opportunities to interact will take advantage of the experiences of senior faculty in the group and the diverse perspectives of an international audience.

Participating in this workshop will provide participants opportunities to:
1. Reflect on various aspects of mentoring using the framework of personal, interpersonal and institutional perspectives
2. Identify their own personal motivations to serve as a mentor
3. Acquire new understanding and skills in relation to mentoring and relationship building
4. Apply guiding principles and a systematic approach to development of institutional or professional mentoring programmes

• All levels of health professions educators, who mentor trainees and junior educators
• Educators who wish to reflect on their own mentoring experiences and practice skills that they wish to develop or refine
• Educators interested in developing mentoring programs at their own institution
• Educators who would like to network and learn from international peers and discuss cross-cultural perspectives in mentorship

<< Back to programme

W1P5
Wednesday 15 Jan 2025, 1.00pm – 5.00pm

Venue: TBC

DESIGNING AND APPLYING EFFECTIVE QUESTIONNAIRES

Marcus Henning and Mataroria Lyndon
New Zealand

In medical and health sciences education, it is important to consider methods that could be used for collecting and describing phenomena within the educational landscape. Workshop activities and exemplars will allow the exploration and discussion of the following: (1) What is a questionnaire? (2) Types of questionnaires and ways to deploy a survey; (3) Key stages of a questionnaire design process; (4) Identifying and developing the items for the questionnaire; (5) acquiring psychometric data; (6) analysis, usage, and interpretation of psychometric data; and (7) displaying and reporting findings.

Learning outcomes:

At the end of the course the participants will be able to:
• Explain the processes involved in designing questionnaires
• Create and implement an effective questionnaire
• Access online questionnaire devices, such as Google forms
• Understand how to perform fundamental psychometric analysis
• Apply questionnaires to research problems

This workshop aims to cover the key components of questionnaire design and development followed by research application. We aim to cater for individuals who intend to use, or are designing, questionnaires for their research or practice. The workshop follows a step-by-step process and involves discussion around the application of psychometric statistical methods.

Anyone engaged or interested in medical or health sciences research that requires the design and use of questionnaires. This is a hands-on workshop and is ideal for individuals charged with the task of creating an effective questionnaire for gathering respondent data. The workshop will be ideal for individuals who aim to use, or are using, questionnaires in their research or practice.

<< Back to programme

W1P6
Wednesday 15 Jan 2025, 1.00pm – 5.00pm

Venue: TBC

REVOLUTIONISING HEALTH PROFESSIONS EDUCATION: THE POWER OF LARGE LANGUAGE MODELS (LLMS)

Kelvin Foong, Intekhab Islam, Lim Li Zhen, Eugene Loh and Jonathan Sim
Singapore

This workshop explores the cutting-edge applications of Large Language Models (LLMs) in health professions education. Participants will engage in hands-on activities to understand how LLMs, like ChatGPT, Google Gemini, and others can support clinical reasoning, research, and patient communication. The workshop will address both the capabilities and limitations of LLMs, fostering critical thinking about their integration into health professions educational pedagogy.

• Case Study Analysis: Participants will be presented with a complex clinical case. They will use an LLM to generate differential diagnoses, identify potential treatment options, and explore relevant research literature. Discussion will revolve around accuracy, comprehensiveness, and the LLM’s reasoning.
• Evidence-Based Summaries: Participants will select a clinical/health topic. They’ll task an LLM to provide a summary of the research, highlighting key studies and conflicting viewpoints. Participants will critically evaluate the output.
• Patient Communication: Participants will practice using LLMs to generate patient education materials in different styles (e.g., explanatory, reassuring), and at various reading levels.
• Critical Evaluation: Small groups are presented with LLM-generated content that contains factual errors or biases. They are to identify and discuss strategies to mitigate these limitations.

At the end of the workshop, participants will have:

1. An awareness of Generative AI and Large Language Models
2. A familiarity with Prompt Engineering
3. A familiarity with the capabilities and limitations across the learning contexts of clinical reasoning, research summarisation, and patient communication

• Healthcare educators who are keen to understand and thoughtfully apply LLMs to augment their teaching capability and to enhance student learning.
• Administrators who support healthcare education and are invested in student learning.

<< Back to programme

W1P7
Wednesday 15 Jan 2025, 1.00pm – 5.00pm

Venue: TBC

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

¹Tao Le and ²Poh-Sun Goh
¹United States of America and ²Singapore

Historically, hiqh-quality medical education has been expensive to develop and limited to selected authors working with medical publishers. New digital platforms have accelerated the development of open education resources (OER) which 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 the country and institutional level. 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 for 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 was successfully presented at APMEC 2023 and will provide participants with an introductory overview to 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 or OER/FOAM. In small group breakouts, participants will have an opportunity to experiment with selected tools to develop OER/FOAM and share with each other. Potential pitfalls such as quality, critical appraisal and copyright issues will be addressed, and 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 professional education leaders, educators, learning designers in medical, nursing and allied health fields who are interested in sharing and collaborating with others, especially in low resource settings.

<< Back to programme

W2A1
Thursday 16 Jan 2025, 8.00am – 12noon

Venue: TBC

ADDRESSING AND REDUCING BIAS IN ASSESSMENT FOR HEALTH PROFESSIONS EDUCATION

Eric Holmboe
United States of America

Background: Assessment is essential to professional development. Assessment provides the information needed to give feedback, support coaching and the creation of individualized learning plans, determine appropriate supervision levels, and help ensure patients receive high-quality, safe care. One of the most significant assessment challenges is the pernicious effects of bias. Learners from diverse backgrounds, including those from racial/ethnic groups typically underrepresented in medicine (URiM) as well as those from other groups often marginalized by bias in assessment (e.g., women, people living with disabilities, international medical graduates, and more), face additional and unwarranted obstacles in their professional development. Studies from around the globe have documented significant assessment biases in health professions education (HPE), from selection for training programs to assessment of clinical competence. When learners experience bias, it results in suboptimal learning environments, which compromise learners’ well-being and ability to function at the top of their skills. For example, multiple studies have found that learners from groups historically URiM receive lower assessment ratings of clinical competence from faculty. Assessment bias can lead to and reinforce stereotype threat and impostor syndrome. These effects are cumulative and even small differences in assessment can translate to disparities in future opportunities, including training and employment, a phenomenon described as the amplification cascade.

The session will contain four sections: 1) a brief refresher on key aspects of work-based assessment; 2) synopsis of key findings from the latest research on bias in assessment, including studies from a national assessment data system in the United States; 3) Participant reflection on their own program’s potential sources of bias and how they can identify sources of bias in their assessments; and 4) sharing and discussing with participants techniques that can be used to help faculty identify and reduce bias in their program, using recommendations from communication science and psychology.

1. Review and discuss key issues, facilitators, and barriers to effective work-based assessment
2. Discuss the impact of biased assessments on learners and training programs
3. Discuss and apply techniques to reduce bias in assessment, including take-home strategies

Anyone involved in assessment at the undergraduate and graduate medical education levels. This workshop may be especially useful for clerkship and program directors, and members of clinical competency committees.

<< Back to programme

W2A2
Thursday 16 Jan 2025, 8.00am – 12noon

Venue: TBC

EMPLOYING HOLISTIC EVALUATION STRATEGIES TO ACHIEVE EDUCATIONAL PROGRAM SUSTAINABILITY

Kimberly Dahlman, Nancy Moreno, Alana Newell and Neil Osheroff
United States of America

Program evaluation is the systematic assessment of educational initiatives, policies, programs, or interventions to determine their effectiveness, efficiency, relevance, and impact on trainees, educators, and communities. It involves collecting and analyzing holistic data to provide evidence-based feedback on the strengths and weaknesses of the program, as well as recommendations for improvement or modification. A strategic and holistic approach to evaluation is essential to achieve the long-term success and sustainability of programs. In this pre-conference workshop, an experienced investigation and program evaluation team will guide participants through program evaluation elements, and provide templates, strategies, and practice to develop a holistic healthcare practitioner who is able to foster excellence in their educational programs.

Structure of Workshop:
• (10 min) Introductions, session goals, agenda, and distribution of resources
• (10 min) Session Warm-Up: and think pair share discussion of questions and experiences related to planning and evaluating an educational program aimed at preparing holistic healthcare practitioners.
• (20 min) Overview of a holistic program evaluation tool, with examples.
• (10 min) Guided demonstration of using a program evaluation tool, starting with development of measurable outcomes, and showing the importance of alignment across components of a program.
• (120 min) Individual and Small Group Activities: Individuals will select a project that is relevant to their work and use the program evaluation tool to identify outcomes and impacts, plan program activities and outputs, and identify resources and other “inputs”. Between each step, mentored small groups will discuss and troubleshoot challenges. Session leaders will act as program mentors.
• (25 min) Small Group Activity: Sustainability and inclusiveness will be assessed for each of the programs.
• (25 min) Large Group Activity: Presentation and discussion of program evaluations created.
• (20 min) Group Discussion and Questions: What were the most challenging aspects of implementing a holistic program evaluation? How might you use a program evaluation?

The workshop emphasizes the importance of program evaluation for the long-term success and sustainability of educational programs, includes the use of holistic data and evidence-based feedback to improve programs, and addresses priorities and challenges in health professions education.

As a result of participating in this session, participants will be able to:
• Describe a range of approaches to holistic program evaluation, and
• Apply a program evaluation tool to refine evaluation and assessment strategies in the context of their own programs.

The workshop is directly related to the conference theme Developing a Holistic Healthcare Practitioner for a Sustainable Future – Trends ● Issues ● Priorities ● Strategies because it offers practical guidance and tools for developing holistic healthcare practitioners who can contribute to the sustainability and effectiveness of health professions education programs. As such, the workshop will be relevant for a wide range of conference participants who are involved in program design and are either familiar or less familiar with program evaluation.

<< Back to programme

W2A3
Thursday 16 Jan 2025, 8.00am – 12noon

Venue: TBC

FOLLOW THE YELLOW BRICK ROAD TO SCHOLARLY EXCELLENCE: TIPS ON DEVELOPING SOLID SCHOLARLY PROJECTS AND SUCCESSFUL PUBLICATIONS

¹Peter GM de Jong, ²Diann Eley, and ³Julie Hewett
¹The Netherlands, ²Australia and ³United States of America

For many health professions educators, performing scholarly work has become of great importance in their work for the purpose of program evaluation, developing new teaching methods, and promotion and tenure. Especially for those who are coming from a more basic science research background, the road from great idea to final publication is often not an easy one. The areas of basic science research and educational research are built on very different paradigms, which often makes it a challenge to do scholarly research in teaching and learning. In this workshop, the presenters will guide the participants along the steps on the way to success in educational scholarship. They will address topics like developing a solid research question and research protocol, collecting data, transforming the results into a suitable format for dissemination at conferences, and how to prepare a journal submission in a successful way. They will also look into funding and mentorship opportunities to create options to improve your projects, and ways to promote your work once it has been finalized through traditional and alternative channels.

The workshop aims to take participants through the process of developing an idea or formulating a research question, writing a research protocol, and preparing a manuscript in the best possible way in order to be successful. Participants will gain a better understanding of the entire process and receive tools and ideas to use in their own situation.

Early and mid-career education faculty in the health professions who are interested in learning more about the process of scholarly research and journal publication.

<< Back to programme

W2A4
Thursday 16 Jan 2025, 8.00am – 12noon

Venue: TBC

ENGAGING STUDENTS AS PARTNERS IN HEALTH PROFESSIONS EDUCATION

Khong Mei Li, Peter Lau Fat Man and Clement Ho Ka Chun
Hong Kong S.A.R.

Student-educator partnership (SEP) is transformative in impacting teaching and learning (T&L), as well as cultivating holistic healthcare practitioners through collaboration across perspectives, disciplines, and practice. Data have shown that students who co-design curriculum and/or co-teach shift from active to passive learners, from just learning to knowing how they should be learning, from students to educators and future-ready practitioners. For student learners who benefit from the resources/activities co-designed through SEP, learning has become oriented to learner needs without compromising professional standards. Not only did learning effectiveness significantly improve, but learners achieved clinical mastery. The facilitators will introduce the need for student-educator partnership in T&L and why this change in institutional culture is relevant. Case-based scenarios will explore how the facilitators have previously responded to challenges in T&L through partnership with students and the varying levels of partnerships. The facilitators will then engage participants in an immersive experience of SEP co-creation through evidence-based frameworks. This co-creation process will be relevant to participant’s own current practice and future development.

The following will be covered: (1) Warm up: Unlearn and create (this group exercise aims to simulate a situation that requires participants to unlearn prior knowledge to free their minds for creating new solution to a problem). (2) 4Cs model to illustrate changing roles/identities among key stakeholders in health professions education. (3) Design thinking model to guide the student-educator partnership process. (3) A framework to guide reflection on the dynamic student-educator partnership process. There will also be a dynamic sharing session led by our student partner(s), coupled with engaging discussions with participants, where successful co-creation processes will be discussed. At the conclusion of the workshop, participants will summarise and strategise practical SEP implementation – identifying opportunities, challenges, actionable steps, and personalised plans that align with the vision towards developing holistic healthcare practitioners.

In this workshop, participants will learn how to:
(1) Initiate and implement student-educator partnership in the curriculum.
(2) Empower health professions students as stakeholders in their own learning, future educators, and holistic healthcare practitioners through close partnership with the institution.
(3) Use evidence-based strategies to promote a culture of student-educator partnership.

(1) Health professions educators (teachers and clinicians) who are currently engaging in or are interested to engage in partnership with students in co-designing curriculum or co-teaching. The workshop will benefit both new and experienced educators in the partnership process as the workshop activities will be relevant to their own current practice and future development.
(2) Health professions students who are learners currently engaging in or are interested to engage in partnership with teachers in co-designing curriculum or co-teaching, for the purpose of learning and professional development.
(3) Professional staff who manages others who are frontline for student support.

<< Back to programme

W2A5
Thursday 16 Jan 2025, 8.00am – 12noon

Venue: TBC

DEVELOPING CORE CONCEPT MATERIALS FOR USE ACROSS MEDICAL AND HEALTH PROFESSIONS CURRICULUMS

¹Gavin Dawe, ²Willmann Liang, ²Leung Shek Ming, ¹Mitchell Lai and ¹Serena Seah
¹Singapore and ²Hong Kong S.A.R.

Core concepts are the fundamental principles, ideas, or knowledge within a subject area that are essential for learners to understand deeply and apply broadly. Core concepts serve as the foundation upon which additional learning is built, helping students to grasp more complex ideas and apply their knowledge in various contexts. Focusing on core concepts encourages deep, rather than surface learning, encouraging students to engage with the material at a level that promotes understanding and retention rather than merely memorizing facts. Understanding core concepts helps students apply what they've learned in one context to other, varied situations. This ability to transfer knowledge is critical for solving real-world problems. Core concepts in medical sciences often transcend disciplinary boundaries being applicable to students across medical and health professions disciplines. This encourages interdisciplinary learning and a more integrated view of knowledge. Thus, for educators, identifying and defining core concepts is a crucial step in curriculum development. Drawing on examples from the development of core concepts for pharmacology, this workshop will discuss strategies to identify and define core concepts that are applicable across disciplines in medical and health professions. For example, applying the Delphi method for structured communication to achieve consensus on core concepts among a diverse group of stakeholders, including educators, industry experts, and practitioners. The workshop will also address the importance of identifying common misconceptions surrounding core concepts and the challenge of developing reliable instructional materials for the teaching and assessment of core concepts. Practical examples of how to devise workshops for the development and refinement of core concept teaching materials will be shared.

The goals of the workshop are to equip participants with the knowledge and skills to:
(1) Explain the value of core concepts in interprofessional medical and health professions education.
(2) Apply the Delphi method to synthesize consensus among diverse stakeholders on essential core concepts.
(3) Evaluate and correct common misconceptions associated with core concepts.
(4) Design and create instructional materials that effectively teach and assess understanding of core concepts.
(5) Organize workshops aimed at developing teaching materials related to core concepts.

Medical and health professions educators. The workshop will be especially relevant to educators teaching medical sciences (e.g., anatomy, biochemistry, physiology, microbiology, immunology, pathology, and pharmacology), designing curriculums, and providing interprofessional education across medical and health professions.

<< Back to programme

W2A6
Thursday 16 Jan 2025, 8.00am – 12noon

Venue: TBC

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

Faith Chia, Jamie Lim, Heidi Tan, Law Hwa Lin and James Kwan
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 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 in identifying, diagnosing and managing learners in 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 a framework for managing learners in difficulty and practice using this framework in small group exercises using sample scenarios
• Develop action plans for supporting learners in difficulty

• Clinical teachers and educators from all health professions responsible for supporting learners in difficulty
• Faculty leaders responsible for staff development

<< Back to programme

W2A7
Thursday 16 Jan 2025, 8.00am – 12noon

Venue: TBC

NAVIGATING THE MENTORSHIP JOURNEY IN MULTICULTURAL CLINICAL HEALTH CARE TRAINING PROGRAMS

Manasik Hassan, Eman Al Maslamani and Magda Yousef
Qatar

Participants will engage in several activities:
1. An interactive didactic introduction covering the history and definition of mentorship, emphasizing its importance in multicultural clinical healthcare training programs.
2. Group discussions and reflections on video clips, focusing on creating and building effective multicultural mentorship programs and identifying the essentials for success.
3. Small group discussions to identify barriers to implementing effective multicultural mentorship in a busy clinical environment.
4. Concluding with sharing various strategies for implementation and methods to evaluate effective multicultural mentorship, aiming to enhance patient care and satisfaction among learners and educators.

1. Define mentorship, explore its fundamental concepts, and emphasize its importance in multicultural clinical healthcare training programs.
2. Discuss the benefits and challenges of implementing mentorship in a busy clinical setting.
3. Outline various strategies for implementing mentorship and describe methods to evaluate its effectiveness in a multicultural context.

This workshop is designed for all stakeholders in medical education, including physicians, training program leaders, faculty development professionals, and other educators involved in medical teaching and education.

<< Back to programme

W2P1
Thursday 16 Jan 2025, 1.00pm – 5.00pm

Venue: TBC

HUMAN FLOURISHING: STRATEGIES TO THRIVE IN MEDICAL SCHOOL, RESIDENCY AND IN LIFE

Aviad Haramati and Jeff Fritz
United States of America

The facilitators will introduce the concept that in order to thrive in medical school, residency and in life, physical and mental well-being are not the endpoint, but a baseline. To truly thrive, there must be alignment for each person between domains of Human Flourishing such as meaning, purpose, character, values, caring, kindness, and relationships, as well as physical and mental health. After an introduction to established frameworks of Human Flourishing, the facilitators will explore several of the domains that contribute to Human Flourishing. For each domain, the participants will be invited to engage in discussion, and then they will further reflect on their own situation through a series of writing prompts and other activities. The workshop will specifically address the challenges to thriving that medical students face and how various strategies (autonomy, connection and competence) can help them flourish. In addition, the facilitators will focus on the roles of faculty and the barriers that exist that impede the ability to flourish as physicians, researchers and educators. The session will conclude with inviting the delegates to consider their own state of flourishing and develop a plan for how they might incorporate the new insights and tools to improve their ability to thrive with a renewed sense of purpose, meaning and connection.

The objectives of the workshop are to
1. Introduce participants to the frameworks of Human Flourishing (from Vanderweele et al and the Kern National Network).
2. Share strategies on how these concepts have been operationalized into a unique course comprising 8 domains that is designed to foster self-awareness, and provide life skills for both medical students, residents and faculty, and
3. Discuss approaches to enhance the learning environment to promote flourishing.

Educators (teachers and clinicians), learners (students and residents), program directors, professional staff and administrators.

<< Back to programme

W2P2
Thursday 16 Jan 2025, 1.00pm – 5.00pm

Venue: TBC

DESIGNING AND DEVELOPING CPD PROGRAMME FOR HEALTH PROFESSION EDUCATORS – BEST PRACTICES, CHALLENGES AND TIPS

Graham McMahon and Kate Regnier
United States of America

This workshop on Continuing Professional Development (CPD) is tailored for educators aiming to refine their skills and effectiveness in meeting the changing learning needs of healthcare professionals. The comprehensive plan for the workshop spans several critical areas including best practices in CPD where participants will learn about the most effective methods to engage learners and ensure meaningful educational outcomes. Emphasis will also be placed on instructional and assessment design in CPD, focusing on creating educationally robust and engaging content suitable for diverse specialties.

In addition to best practices in adult learning, we will address the essentials of accreditation requirements, equipping attendees with the knowledge to navigate current standards successfully and fulfill them in their educational pursuits. We will further explore funding opportunities, and how financial support can be appropriately and effectively managed.

Lastly, we’ll have an open discussion of hot topics in CPD, including the opportunity for international collaboration, Substantive Equivalency Standards, diversity and inclusion in CPD, faculty development, and use of educational technology.

This interactive workshop will allow educators to share insights, tackle common challenges, and discover innovative approaches to professional development. Participants will leave well-prepared to enhance their educational practices for healthcare professionals and ensure their impact on the healthcare of patients.

Clinical teachers and educators from all health professions

<< Back to programme

W2P3
Thursday 16 Jan 2025, 1.00pm – 5.00pm

Venue: TBC

Designing and Developing CPD Programme for Health Profession Educators – Best Practices, Challenges and Tips

¹Neil Osheroff, ¹Kimberly Dahlman and ²Chen Zhi Xiong
¹United States of America and ²Singapore

The development of professional school curricula that include highly integrated courses that include topics beyond medical knowledge and active learning methodologies has significantly impacted the career paths of many scientists and clinicians involved in education. 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 content-expert 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 and content have induced the shift from 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 professional identities 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 and three small group activities:

1. Attendees discuss standards for assessing educator excellence followed by a report back to the large group.
2. Participants will self-identify areas of educator strengths/weaknesses and plans for improvement. They will then share and request feedback about their self-reflections.
3. Participants will identify potential new roles for health professions educators as curricula evolve to include issues related to healthcare sustainability.

This interactive workshop, organized by the International Association of Medical Science Educators and the Asia Pacific Biomedical Science Educators Association, will provide 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:

1. Describe their professional identity and how it has changed because of integrated curricula.
2. Define the different roles of health professions educators.
3. Describe best practices to assess educator excellence.
4. Self-identify their educator strengths and weaknesses and determine strategies for improvement.
5. Identify potential new roles related to healthcare sustainability.

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.

<< Back to programme

W2P4
Thursday 16 Jan 2025, 1.00pm – 5.00pm

Venue: TBC

THE DEATH OF INDIVIDUALISM IN MEDICINE: INTERDEPENDENCE OR BUST

Eusang Ahn, Jerry Maniate and Stefanie Sebok-Syer
Canada

In an era of unprecedented health professional burnout, new solutions and strategies to strengthen resiliency and foster sustainable longevity are of paramount importance. While many our current health professions education systems have independence of learners as its final objective, we must look beyond mere independence to a paradigm that is more contextual and reflective of real-world practice. Interdependence is a paradigm that has been explored in fields other than medicine, and has had significant impact. This workshop aims to explore the potential applications and added value stemming from the adoption of interdependent principles in healthcare, both for clinical care and health professional wellness. The willingness and ability to challenge the (arguably failing) status quo models of patient care and health professional well-being are critical to take practical steps and begin the difficult work of cultural change. Interdependence may offer valuable lessons and a novel perspective in how to approach the creation of better models of excellence.

By the end of the workshop, participants should be able to 1) Identify the individualist cultural aspects that exist in the current models of “team-based” practice, and their origins, 2) Define and discuss interdependence, and explore its application in cultural and professional contexts and 3) Co-create novel strategies that utilize aspects of an interdependent approach for cultural change within participants’ organizations and groups.

Any health professional or learner. Most practical for those in leadership positions.

<< Back to programme

W2P5
Thursday 16 Jan 2025, 1.00pm – 5.00pm

Venue: TBC

PROMOTING MENTAL HEALTH IN HPE AND HEALTHCARE: PARTNERING FOR CHANGE

Nilesh Kumar Mitra, Gaik Kin Teoh and Darlina Hani Binti Fadil Azim
Malaysia

Coping refers to the ongoing process of adapting to external or internal demands that are perceived as stressful. Problem-focused, emotion-focused, and avoidance are three coping mechanisms that individuals use to manage stress and difficult situations. Mentally strong individuals have a greater level of control over stressful experiences, leading to a decreased degree of stress. A mental toughness questionnaire with 10 items revealed that first-year medical students had a higher mental toughness percentage (37.7%) than fifth-year students (31.1%) (n=110 each) among medical students. Together, we want to explore the factors causing mental health issues among medical and HPE students. Healthcare professionals are expected to offer care, but should they also be expected to provide support? What kind of support will be helpful? A platform to deliberate on the internal support as well as external support systems is crucial. Particularly, the support healthcare professionals receive in the healthcare system can be transmitted to how they will support their patients. Thus, we wish to co-create this sharing space in which healthcare professionals can share both the internal and external supports which are helpful and relevant to them. Motivational Interviewing (MI) is an evidence-based approach which equips healthcare professionals to navigate patient ambivalence and empower them to make positive health changes. This approach builds partnerships with the patients, and not resistance. In this workshop, you will discover the core components of MI which are collaboration and empathy. Participants will learn key skills via role plays and case studies to elicit patient health concerns and goals, spark their own motivation for change and develop a shared plan for better health. Come and join us to implement the strategies of MI to enhance patient engagement and achieve better outcomes together.

The objectives of the workshop are:

i. Discuss the factors causing mental health issues among medical and HPE students.
ii. Facilitate the workshop participants to learn how to provide external and internal support.
iii. Understand and apply the principles of Motivational Interviewing.

Academics teaching the medical and health sciences courses, tutors assisting in the delivery of medical and health science courses and practising clinicians, nurses and healthcare workers who want to support students and individuals with mental health issues.

<< Back to programme

W2P6
Thursday 16 Jan 2025, 1.00pm – 5.00pm

Venue: TBC

SYSTEM MATTERS IN EDUCATING FOR COLLABORATION BEYOND IPE

Kevin Tan, Jai Rao and Cheng Qianhui
Singapore

Interprofessional collaboration occurs in a wide range of practice settings, but the skills needed to work on healthcare teams require prior preparation and practice. Interprofessional education (IPE) is an increasingly popular education model that aims to educate healthcare professionals to become better collaborators by enabling them to learn with, from and about each other, 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 interprofessional clinician educators. First, participants will learn cutting-edge thinking about education for collaboration and the history of IPE. Next, they will be invited to reconsider the key concepts that underpin most IPE. And finally, participants will try their hand at designing a proposal using a systems thinking toolkit applying to their area of specialty, 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.

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.

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.

<< Back to programme

W2P7
Thursday 16 Jan 2025, 1.00pm – 5.00pm

Venue: TBC

EVIDENCE BASED PRINCIPLES TO FACILITATE EFFECTIVE LEARNING IN EVERYDAY TEACHING ENCOUNTERS

See Kay Choong, Shirley Ooi, Khoo See Meng, Raj Menon and Matthew Low
Singapore

The structure of this workshop is as follows:
• Sharing individual challenges and solutions: The workshop begins with participants sharing challenges in day-to-day teaching encounters, and effective teaching strategies that they have encountered for addressing these challenges.
• Introduction to evidence-based teaching principles: Each principle will be illustrated through large group case-based discussions of authentic clinical teaching scenarios often encountered by educators.
• Breakout groups: In small groups, participants apply the principles taught in the prior segment, relating these principles to each participant’s individual context, so that each participant finishes the session with a plan to transfer what they have learnt from this workshop to their next educational encounter. Each small group is thematic, covering a specific teaching context, and participants may choose to cover two themes by attending two small groups. The themes include: Large group teaching, small group teaching, bedside teaching and procedural skills teaching.
• Final summary: Participants share a summary of key learning points from each small group discussion. Duration: 4 hours, including a 20-minute break at the halfway mark.

Effective clinical medicine is grounded in the science of human biology, and clinicians seek to practice evidence-based medicine. Similarly, effective health professions education is grounded in the science of learning, and educators should seek to educate in an evidence-based manner. This workshop aims to bridge the gap between evidence and educational practice at the classroom and bedside, by enabling participants with knowledge of these principles and facilitating their transfer to authentic practice.

Basic science and clinical educators interested in applying evidence-based principles to improve their teaching practice should attend.

<< Back to programme

W2P8
Thursday 16 Jan 2025, 1.00pm – 5.00pm

Venue: TBC

TEACHING WITH EMOTIONAL INTELLIGENCE: BALANCING LEARNER-CARE WITH SELF-CARE

Sarada Bulchand and Kinjal Doshi
Singapore

Healthcare educators are immersed in volatile, dynamic and complex environments in medical schools and hospitals. They juggle multiple roles as teachers, mentors and healthcare providers. In an increasingly uncertain and ambiguous landscape, it is known that educators with high Emotional Intelligence (EI) are better equipped to nurture learners, deliver better workplace outcomes, demonstrate compassionate leadership and have healthier boundaries to practice self-care. EI can be learnt and developed irrespective of career stage or professional role, and is currently being explored at some universities as a required component of medical education. This workshop will introduce foundational concepts and skills to raise interpersonal EI for higher quality teamwork, effective communication in teaching-learning environments and ability to navigate conflict. We will use Salovey, Mayer and Goleman’s well established EI frameworks that focus on developing self-awareness, self-regulation, building empathy and motivation, and improving social skills. Participants will apply simple practices and tools that they can use at the workplace to bring greater clarity to their action steps and decision making in their professional lives. These EI practices are aligned with more effective self-care and setting appropriate boundaries. Coaching and facilitation techniques will be used throughout the session and peer learning will be encouraged. All the skills learnt can be used by participants to teach their learners how to develop their EI, thereby passing on these lifeskills to future healthcare providers.

In this interactive, hands-on workshop, participants will be able to:
1. Develop greater self-awareness by learning to label emotions and identifying their communication style.
2. Use tools to self-regulate their EI, take perspective and manage conflict
3. Use tools to reflect on their sphere of control to manage expectations and make decisions with greater clarity.
4. Self-reflect and teach their learners or team members at the work place, how to use EI for more effective work outcomes.

The skills learnt are widely applicable in multiple education settings for professional and personal development of individuals and teams. The learning outcomes can be used by anyone in teaching, mentoring and administrative roles in health professions education. No prerequisites needed. Participants will be required to do a 15 minute pre-session online self-assessment on their Emotional Intelligence, for maximal learning at the session.

<< Back to programme