W1A1
Wednesday 21^st January 2026, 9.00am – 12.30pm

HOW TO WRITE EFFECTIVE ABSTRACTS FOR CONFERENCE PRESENTATIONS AND JOURNAL MANUSCRIPTS

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

Scholarly work is essential for health profession educators to support programme evaluation, to develop their research skills, and for their career advancement through promotion and tenure. Disseminating the outcomes of scholarly research typically occurs via conference abstracts and journal articles, both of which require strong writing skills to maximise acceptance rates. Many scholars find it challenging to craft clear, concise, and compelling abstracts or manuscripts. Effective writing must balance scientific rigor with clarity and accessibility for the intended audience while also aligning with the unique expectations of specific conferences or journals. This interactive workshop offers practical strategies to improve the quality of abstracts for conferences and journal manuscripts, because especially poor-quality titles and abstract bodies are among the leading causes of rejection. For reviewers, it is after all crucial to quickly grasp the background, purpose, methodology, results, and significance of the work being presented. Therefore, the facilitators will focus on how to develop a strong title and a clear and engaging abstract body. Through small-group exercises, attendees will practice to enhance their writing skills. This workshop provides participants with a unique opportunity to learn from two seasoned professionals with extensive experience in conference planning and journal publishing. Julie Hewett, a Certified Meeting Professional, brings over 25 years of expertise in organising academic conferences and abstract selections. Peter de Jong has served as Editor-in-Chief of one of the leading journals in health professions education for over 14 years, and has experience in overseeing the abstract review process for conference abstracts. Together, they will share practical strategies and insider knowledge to help participants refine their titles and abstracts, increasing the likelihood of publication or conference acceptance.

At the end of the workshop the participants will know more about how to develop a strong title and how to write a clear abstract body for a conference or journal manuscript. They will know more about external factors to take into consideration and will have a better insight in what reviewers are looking for when reading the abstract.

The workshop is designed for early and mid-career scholars in health professions education who seek to strengthen their academic writing abilities. Participants are invited to bring an abstract for review by their peers in the workshop.

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W1A2
Wednesday 21^st January 2026, 9.00am – 12.30pm

EVOLVING APPLICATION OF GAGNÉ'S NINE EVENTS OF INSTRUCTION WITH CURRENT TECHNOLOGICAL ADVANCEMENTS

Foong Chan Choong, Galvin Sim Siang Lin and Mohamad Nabil Mohd Noor
Malaysia

The workshop aims to equip health professions educators with the latest evidence and technological breakthroughs in developing instructions based on the principles of Gagné's Nine Events of Instruction. The workshop will be divided into five sessions, small group discussions on Gagné's Nine Events of Instruction, individual hands-on application of the principle, sharing of current technological aids to support instructional design, presentation of instructions, and will end with a questions and reflections session. In the small group discussions (~45 minutes), handouts on the principles of Gagné's Nine Events of Instruction and the latest evidence on its application will be distributed. Attendees will be guided by facilitators to conduct small group discussions on instructional design based on this principle. Next, attendees will have hands-on practice applying this principle (~60 minutes) by using Google Docs for instantaneous feedback dialogue. After experiencing applying Gagné's Nine Events in developing instructions, the facilitators will demonstrate current technological aids (including generative artificial intelligence, augmented reality and mobile learning) to streamline this process (~60 minutes). Attendees will also be prompted to evaluate and discuss these technological aids and their implementation. They will also be given the chance to enhance their worked instructions with the technological aids shared before proceeding to the next session. In the fourth session, attendees will have the opportunity to present their work and gather feedback and share experiences with the others (~45 minutes). In the final session, attendees can ask questions pertaining to the workshop content and they will also be guided to reflect on their learning on that day (~30 minutes).

At the end of the workshop, attendees should be able to:

• Explain Gagné’s Nine Events in the context of health professions education
• Appraise available technologies to aid instructional design
• Draft an instruction that is supported by the principles of Gagne’s Nine Events and latest technological advancements

Educators from all experience and disciplinary backgrounds who wish to explore the systematic process of designing instruction (e.g. lecture, workshop, clinical teaching session) are encouraged to attend. This workshop is beneficial to all educators who are enthusiastic in developing evidence-based and technology-enhanced instructions to assist learners improve their outcomes. Novice and aspiring educators can learn the principles of instructional design while seasoned educators can update their knowledge on current technological advancements to aid instructional development. Varying learning environments will also be applied in the workshop to facilitate the learning amongst pure science and clinical educators inclusively.

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W1A3
Wednesday 21^st January 2026, 9.00am – 12.30pm

TEACHING CLINICAL REASONING WITH PURPOSE: INTEGRATING LEARNING-ORIENTED AND EXAMPLE-BASED APPROACHES

¹Yip Chee Chew, ²Ye Juan, ¹Thng Zheng Xian, ¹Vaikunthan Rajaratnam and ²Xie Jiajun
¹Singapore and ²China

Teaching clinical reasoning to novice learners is challenging due to its complexity and the cognitive demands it places on students. This workshop introduces two complementary instructional approaches —Learning-Oriented Teaching (LOT) and Example-Based Learning (EBL) — to help educators design engaging and structured sessions that support clinical reasoning. LOT is a pedagogical model that emphasises the alignment of teaching methods, learning activities, and assessment with learners’ developmental needs. It focuses on integrating cognitive, affective, and metacognitive elements of learning and encourages educators to scaffold learning in a way that promotes deep understanding, reflection, and transfer of knowledge. EBL leverages carefully designed clinical cases to demonstrate key decision-making processes. Through studying and comparing worked examples, learners can extract patterns, build diagnostic schemas, and optimise germane cognitive load for learning. This is especially beneficial for novices who may struggle with poorly structured problems. This workshop will demonstrate how these two approaches can be integrated to teach diagnostic reasoning effectively. Participants will experience a sample instructional sequence modelled on a real clinical problem, and explore how example cases can be used to guide students in identifying relevant cues, generating hypotheses, and narrowing differentials through structured reasoning pathways. Interactive activities will include mapping cognitive load to task complexity and adapting instructional design to varying learner levels. Participants will also reflect on strategies to foster learner engagement, feedback-seeking behaviour, and metacognition — core features of LOT. At the end of the session, educators will leave with practical tools and design principles to transform clinical reasoning instruction into a systematic, theory-informed, and learner-centred experience, especially for early-stage learners in undergraduate or early postgraduate training.

This workshop aims to equip educators with evidence-based strategies to teach diagnostic reasoning effectively to novice learners. Participants will apply LOT and EBL principles to design structured, engaging sessions that integrate clinical and foundational knowledge. They will develop pedagogical know-how for scaffolding learner thinking, managing cognitive load, and fostering metacognition. The workshop promotes a shift from content-heavy teaching to learner-centred instruction that builds reasoning competence and confidence.

This workshop is ideal for clinical educators, curriculum designers, and faculty developers involved in undergraduate or early postgraduate teaching. It suits those seeking to enhance students’ diagnostic reasoning skills through structured, theory-driven approaches. No specialty-specific knowledge is required — educators from any clinical discipline will benefit from the agnostic strategies presented. Participants will leave with adaptable tools and instructional methods that improve learner engagement, conceptual understanding, and reasoning accuracy across diverse clinical contexts.

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W1A4
Wednesday 21^st January 2026, 9.00am – 12.30pm

EVIDENCE-BASED PRINCIPLES TO FACILITATE EFFECTIVE LEARNING IN EVERYDAY TEACHING ENCOUNTERS

Derek Heng, See Meng Khoo, Raj Menon, Shirley Ooi, Kay Choong See
Singapore

• 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
  • Procedural skills teaching
• Final summary: Facilitators and participants share a summary of key learning points from each small group discussion.

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.

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W1A5
Wednesday 21^st January 2026, 9.00am – 12.30pm

NOT EVERYONE IS PERFECT - STRUGGLING LEARNERS, REMEDIATION, AND THE ROLE OF FACULTY

Krithikaa Nadarajan, Shaik Abdul Matin Mattar, Lourdes Ducusin Galang, Tang Shin Yee, Kavitha Garuna Murthee and Shalini Sri Kumaran
Singapore

About 10% of trainees in healthcare are identified as ‘struggling’ or challenging leaners. Early identification of these learners along with appropriate remediation leads to better outcomes. Faculty often have inadequate training in this area and can be perplexed on how to support and guide these struggling learners. This remediation workshop will help participants understand the various types of challenging learners and how to ‘diagnose’ them, as well as recognise the key components involved in remediation. Participants will be introduced to a useful framework that can be used to assess a struggling learner; develop and implement an individualised action plan; and conduct a focused reassessment of a struggling learner to ensure an acceptable level of competence has been met. These skills will be taught via a combination of didactic lectures and small group interactive sessions utilising case studies and role plays.

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

• Identify struggling learners
• Develop an individualised action plan for struggling learners
• Do a focused reassessment of struggling learners’ performance

Faculty in Undergraduate and Post-Graduate training programmes, programme coordinators, clinical and academic supervisors, and anyone who seeks to improve their skills in identification and remediation of struggling learners. No prior knowledge/experience in remediation is necessary.

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W1A6
Wednesday 21^st January 2026, 9.00am – 12.30pm

AI-ENHANCED CLINICAL DECISION-MAKING SIMULATION TRAINING

Wu Lingyan and Xu Zhijie
China

Please be informed that this workshop will be conducted in Chinese (Mandarin).

This interactive workshop introduces an innovative AI-powered simulation platform designed to revolutionise clinical decision-making training. Participants will experience cutting-edge technology that replicates real-world clinical scenarios through intelligent case simulations, offering dynamic feedback and adaptive learning pathways. The session will: (1) demonstrate how AI algorithms analyse diagnostic reasoning patterns, (2) showcase the system's ability to generate personalised learning curves based on individual performance, and (3) explore evidence-based methods for integrating this tool into existing curricula. Through hands-on case exercises, attendees will practice clinical judgment in simulated environments featuring lifelike patient interactions, evolving symptom presentations, and time-sensitive decision points. The workshop will highlight research findings demonstrating improved diagnostic accuracy and decision confidence among trainees. Special emphasis will be placed on interpreting AI-generated performance analytics to identify knowledge gaps and optimise learning outcomes. Educators will leave with practical strategies for implementing AI simulation training, including session design templates, competency assessment frameworks and best practices for blending technology with traditional teaching methods. Ideal for clinical faculty seeking to enhance training efficiency while reducing reliance on resource-intensive traditional methods.

This workshop equips clinicians with AI-enhanced simulation skills to:

1. Improve diagnostic accuracy through intelligent case-based training
2. Develop data-driven clinical reasoning abilities
3. Master adaptive learning technologies for competency development
4. Implement AI tools effectively in medical education curricula

This workshop is designed for:

1. Clinical educators & residency programme directors
2. Medical simulation training specialists
3. Healthcare AI application developers
4. Hospital training department administrators
5. Physicians interested in digital education tools

Participants will gain practical skills in implementing AI-enhanced clinical decision training systems.

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W1A7
Wednesday 21^st January 2026, 9.00am – 12.30pm

Quality and Accreditation in an Interdisciplinary and Interprofessional World: A Hands-On Workshop for Innovation and Integration

¹Kathy Chappell and ²Koh Dow Rhoon
¹United States of America and ²Singapore

In an increasingly complex and interconnected world, the pursuit of quality and accreditation must evolve beyond traditional, discipline-specific approaches. This interactive three-hour workshop is designed for educators, administrators, clinicians, and accreditation leaders who are engaged in interdisciplinary and interprofessional environments. Through guided activities, small-group collaboration, and real-world case scenarios, participants will explore how accreditation standards can support—and even drive—collaborative practice, innovation, and continuous quality improvement.

The session will begin with a brief overview of current challenges and emerging trends in accreditation across disciplines, including the movement toward integrated standards that promote team-based care, systems thinking, and shared outcomes. Participants will then engage in a series of structured, hands-on exercises focused on:

• Mapping existing accreditation criteria to interprofessional competencies
• Identifying barriers to collaborative quality assessment
• Designing cross-disciplinary strategies for continuous improveme/li>

Participants will work in small teams to analyse sample accreditation scenarios and explore ideas that can be adapted for their own organisations. The workshop will conclude with a facilitated discussion on lessons learned, next steps for implementation, and strategies for influencing change within their respective institutions.

By the end of the session, participants will leave with:

• A deeper understanding of how accreditation can serve as a unifying framework across professions
• Practical tools for evaluating and advancing interprofessional quality initiatives
• Actionable ideas for transforming accreditation into a catalyst for collaboration and innovation

This workshop offers a unique opportunity to reimagine quality and accreditation through a hands-on, interdisciplinary

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W1A8
Wednesday 21^st January 2026, 9.00am – 12.30pm

CONTINUING PROFESSIONAL DEVELOPMENT (CPD) FOR HEALTH PROFESSIONS EDUCATORS: BUILDING CAPACITY, ENHANCING PRACTICE AND ADVANCING CPD LITERACY

Lawrence Sherman
United States of America

Continuing Professional Development (CPD) is essential for health professions educators who guide lifelong learning across diverse contexts. Yet, many educators lack structured preparation in CPD design and delivery. This interactive half-day workshop introduces highlights from a modular CPD educator curriculum recently developed and implemented internationally.

• The role of CPD literacy in advancing health professions education and practice.
• Strategies for effective needs assessment and aligning CPD with quality improvement.
• Designing learner-centred, interactive CPD activities across health professions.
• Evaluation methods, including application of the PDSA cycle for continuous improvement.

The workshop will balance short presentations with group activities, reflection and peer-to-peer exchange. Emphasis will be placed on contextual adaptation, interprofessional collaboration and developing confidence in applying CPD principles to real-world challenges. By the end of the session, participants will leave with a toolkit of evidence-informed strategies, new insights into CPD educator roles, and practical steps for strengthening CPD within their own institutions and health systems.

This workshop will strengthen the capacity of health professions educators to design, deliver, and evaluate CPD. Participants will explore practical approaches from key CPD educator competencies, including needs assessment, learning design, facilitation, and evaluation. The focus will be on interactive engagement and reflection to build CPD literacy and practical skills.

Health professions educators across disciplines who design, facilitate, or evaluate continuing professional development activities. This includes faculty developers, curriculum leaders, clinical teachers, CPD and CME providers, and those in management or leadership roles seeking to enhance CPD programmes. Both experienced and emerging educators are welcome, particularly those interested in interprofessional education

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W1P2
Wednesday 21^st January 2026, 1.30pm – 5.00pm

DEVELOPMENT, IMPLEMENTATION AND EVALUATION OF CONSULTATION CASE-BASED LEARNING COURSE TO IMPROVE THE INTERDISCIPLINARY CLINICAL REASONING ABILITY

Xu Ying, Zhang Biyu, Lang Xiabing, Wen Lu, Luo Chong and Wang Lefeng
China

Please be informed that this workshop will be conducted in Chinese (Mandarin).

The workshop will show how to develop and implement a curriculum aimed at interdisciplinary clinical reasoning enhancement for residents. The following aspects will be discussed and practised thoroughly:

1. How to refine teaching objectives in interdisciplinary scenarios?
2. How to optimise interdisciplinary case selection?
3. How to implement scenario-based teaching strategies?
4. How to ensure effective assessment and feedback mechanisms?

Each participant could design an interdisciplinary course after the completion of the workshop.

All medical education staff who are interested in clinical reasoning ability enhancement.

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W1P3
Wednesday 21^st January 2026, 1.30pm – 5.00pm

DESIGNING SMARTER CURRICULA: AI-POWERED LEARNING DESIGN FOR THE HEALTH PROFESSIONS

¹Vaikunthan Rajaratnam, ¹Yip Chee Chew, ²Ye Juan and ²Xie Jiajun
¹Singapore and ²China

Designing effective, learner-centred curricula in medical education is time-intensive and cognitively demanding, often constrained by resources and tight timelines. This workshop introduces a transformative approach using AI-Powered Learning Design (AI-LD) to empower clinical educators with scalable, efficient, and pedagogically sound tools for curriculum planning and delivery. The AI-LD framework, developed under the UNESCO Chair AIDE initiative, integrates Generative AI tools like ChatGPT to support outcome-driven learning design, adaptive content creation, and Universal Design for Learning (UDL). Participants will explore how AI can enhance alignment of learning objectives, activities, assessments, and inclusive strategies to meet the needs of diverse learners. Through hands-on sessions, educators will co-create learning blueprints using prompt engineering, generate multimedia instructional materials, and experience how AI can personalise content based on learner profiles. Real-world examples from undergraduate medical and health sciences curricula will demonstrate the application of AI-LD across disciplines and learner levels. The workshop will also address ethical use of AI in education, prompt validation, and strategies to retain educator agency in the design process. Participants will leave with ready-to-implement AI-enhanced templates, frameworks, and prompt banks to streamline their curriculum development process. This workshop blends pedagogical theory with practical AI tools to help educators’ transition from content-centric to design-centric practice, enhancing both teaching effectiveness and learner engagement.

This workshop equips educators with foundational knowledge and practical skills to harness Generative AI for learning design in health professions education. Participants will explore the AI-LD framework to co-create curriculum components aligned with learning outcomes, UDL principles, and active learning strategies. They will learn prompt engineering for educational tasks, assess the quality of AI-generated outputs, and develop ethical, efficient design workflows. By the end, attendees will gain actionable skills to enhance their curriculum development process using AI while maintaining academic rigour and learner-centredness.

This workshop is ideal for health professions educators, instructional designers, and academic leaders involved in curriculum development, course planning, or digital learning innovation. It is particularly suited for those seeking to integrate technology meaningfully into their teaching practice without requiring technical coding expertise. Participants from clinical and non-clinical disciplines will benefit from the hands-on, tool-driven approach, leaving with practical resources to enhance learning design using Generative AI tools like ChatGPT, Copilot and Gemini.

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W1P4
Wednesday 21^st January 2026, 1.30pm – 5.00pm

DESIGNING FOR COLLABORATION: IPE LEARNING ACTIVITY WORKSHOP

Raymond Goy, Chay Oh Moh, Catherine Poey, Sabrina Koh, Cheng Qian Hui, Ong Thun How and Mislia Binte Supar
Singapore

The complex healthcare environment requires different healthcare professions to work effectively together as an interprofessional collaborative care (IPC). Interprofessional Education (IPE) activities and initiatives create opportunities for healthcare practitioners to enhance collaboration and improve patient care through shared learning experiences. This workshop aims to equip educators with the knowledge to start or improve current IPE learning activities or initiatives at their workplace.

This interactive workshop is for healthcare teams who are planning to develop IPE learning activity or are already conducting IPE learning activities in their workplace. The participants will be introduced to methods to evaluate your IPC and IPE needs, learn more about designing IPE learning activities and be introduced to the use of frameworks to assess the quality of your IPE activity.

Healthcare educators who are interested in finding out more about designing IPE learning activities to improve collaborative practice in their workplace. We encourage sign ups in teams who are already conducting IPE learning activities or are planning to develop IPE learning activities.

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W1P5
Wednesday 21^st January 2026, 1.30pm – 5.00pm

HOW TO GIVE EFFECTIVE FEEDBACK IN THE CLINICAL SETTING

Chen Shaohua and Lin Yu
China

Please be informed that this workshop will be conducted in Chinese (Mandarin).

As everyone knows, clinical teaching feedback is of great importance and the reasons for it are also clear. However, during the clinical teaching process, do you know how to provide correct feedback? What constitutes effective feedback? Many teachers are not clear about this. Through this workshop, we will introduce the principles of effective feedback, the obstacles to feedback, and how to effectively promote clinical feedback in the forms of lectures, group discussions, case simulations, etc. This workshop will also introduce three common feedback models, including the Sandwich Feedback Method, the SBI Model, and the Pendleton’s Model; ten tips for trainees to receive feedback; and what we should do when we encounter learners in difficulty. In addition, it is also very important to know how to give effective feedback. Finally, applying change theory to the actual clinical feedback process can help improve the efficiency of feedback.

After the workshop, learners will be able to:

1. Clarify the important role of clinical teaching feedback, including the principles of feedback and how to give effective feedback
2. Improve the ability to receive feedback
3. Identify learners with difficulties and provide appropriate feedback for them
4. Use the change theory of feedback correctly

All the teaching faculty engaged in clinical teaching and the teachers engaged in clinical teaching management are eligible to participate.

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W1P6
Wednesday 21^st January 2026, 1.30pm – 5.00pm

REDEFINING MEDICAL SIMULATION WITH AUGMENTED REALITY: COLLABORATIVE WORKSHOP ON INTERACTIVE COURSE DESIGN AND TECHNOLOGY INTEGRATION

Wang Quan, Shao Yaru, Wu Cunjin, Liang Yehua and Lai Cong
China

Please be informed that this workshop will be conducted in Chinese (Mandarin).

This workshop, organised by The First Affiliated Hospital of Zhejiang University School of Medicine, is a dynamic exploration of the revolutionary role of Augmented Reality (AR) in medical education, with a primary focus on spinal injury transportation technique. In traditional medical teaching, the training of spinal injury transportation often faces numerous challenges. The procedures are complex and difficult to master, and static teaching materials like textbooks and two-dimensional images fail to convey the dynamic nature of the operations effectively. This is where AR technology steps in to revolutionise the learning experience. During the workshop, participants will engage in a series of hands-on activities. They will be guided to design and create basic AR course scripts customised to their own professional characteristics. This process will not only involve learning the theoretical knowledge of AR-based teaching but also practical skills such as scenario construction and 3D model integration. Participants will gain a deep understanding of the key points and challenges in constructing AR courses. For example, they will explore how to ensure accurate 3D model alignment with real-world scenarios and how to design intuitive interactions for users. Moreover, through immersive experiences with AR-based courses, participants can directly witness the transformative power of AR in medical education. AR can create a safe environment for trainees to practice complex procedures without real-world risks, provide instant feedback to improve learning efficiency, and enhance interactivity through immersive interfaces. By the end of the workshop, attendees will possess a comprehensive understanding of AR-enabled medical education and practical skills that can be readily applied in their own teaching environments, thereby promoting innovation and improvement in medical education.

• Knowledge: Participants will understand AR's principles and applications in spinal injury transportation training. They'll learn about AR course construction elements and evaluation criteria, as well as differences between AR and other immersive tech.
• Skills: Attendees will be able to design AR course scripts, and design interactions. They can use AR tools to improve teaching for spinal injury transportation.
• Attitudes: Cultivate a positive view of AR in medical education, promoting innovation and improvement in teaching with this technology.

This workshop is ideal for medical educators, such as teaching secretaries from professional and rotation departments, and clinical doctors engaged in teaching. It also caters to medical education researchers exploring new teaching paradigms. Educators from different regions aiming to standardise teaching, share resources, and improve medical education quality are also welcome. Whether new to AR or with prior exposure, participants can gain valuable insights and practical skills to enhance medical education through immersive technology.

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W1P7
Wednesday 21^st January 2026, 1.30pm – 5.00pm

A SMARTPHONE ADDICTION PREVENTION PROGRAMME FOR IMPROVING MOTIVATION AND ACADEMIC ACHIEVEMENT IN MEDICAL STUDENTS

Liao Yanhui, Tang Jinsong, Pei Tao, Yao Jiashu, Ye Ruihuan and Huang Fang
China

Please be informed that this workshop will be conducted in Chinese (Mandarin).

In recent years, smartphones have become widely integrated into daily life, especially in the medical field, bringing revolutionary changes to the way medical professionals, including medical students, access and use information. Recently, medical students have recognised the positive impact of smartphones on medical education. The evolution of smartphones from simple communication devices to sophisticated mobile "computers" has revolutionised the landscape of information management and access and has had an important positive impact on the medical education of professionals and undergraduates. Studies have found that it is important to incorporate smartphones into the educational framework of medical schools and universities, especially academic video content applications, which have attracted the attention and preference of medical students. However, the disadvantages that come with it are also becoming increasingly prominent. Medical students are increasingly dependent on smartphones. While smartphones provide education and life assistance, how to promote healthy use of mobile phones and prevent mobile phone addiction has become an urgent student education research issue that needs to be addressed. Our team designed eight-week course "IMPROVE Healthy Use of Mobile Phones" for college students based on cognitive behavioural theory has achieved initial results, better promoting students to use mobile phones in a healthier way and reducing the occurrence of mobile phone addiction. The mental health problems related to mobile phone addiction not only affect the all-round development of college students, but also are related to the improvement of the quality of the entire nation and the cultivation of national talents. Therefore, providing evidence-based, structured, student-centred "IMPROVE Healthy Use of Mobile Phones and Mindfulness-Based Relaxation and Stress Reduction" course training will help teachers to improve students' mental health, enhance intrinsic learning motivation and academic performance, etc., and is an important part of medical education.

1. Improve awareness of healthy mobile phone use and reduce the risk or degree of mobile phone addiction
2. Master knowledge and skills for Cognitive Behavioural Therapy and mindfulness practice, and evidence-based group exercise
3. Master knowledge and skills for the group teaching of the "IMPROVE Healthy Use of Mobile Phones and Mindfulness-Based Relaxation and Stress Reduction" course
4. Gain skills for relieving psychological pressure and promoting mental health, cultivating active learning habits and improving independent learning ability, increasing medical students' interest and motivation in learning, improving their theoretical and clinical practice capabilities, et al.

1. University and college teachers
2. Teaching assistants
3. Psychological counsellors
4. Psychological consultants

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W1P8
Wednesday 21^st January 2026, 1.30pm – 5.00pm

INTERPRETING AND ANALYSING ASSESSMENT METRICS: FROM DATA TO DECISIONS

¹Gominda Ponnamperuma and ²Jillian Yeo
¹Sri Lanka and ²Singapore

Assessment metrics offer powerful insights into the quality and effectiveness of assessment tools. However, interpreting these metrics can be challenging without a solid understanding of what they represent and how they relate to learner performance and assessment design. This hands-on workshop is designed to help educators and examiners develop the skills to critically analyse common assessment metrics used in medical and health professions educational assessments. Through practical exercises and group discussions, participants will explore key psychometric concepts such as assessment blueprinting, item difficulty, discrimination indices, and reliability coefficients. By the end of the session, participants will feel more confident in designing and evaluating evidence-based assessments.

• Explain the concepts of reliability and validity as applied to assessment
• Develop a blueprint for an assessment system
• Calculate basic psychometric indices
• Interpret the psychometric report

Educationalist, faculty, examiners and administrators.

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EXCEL
Thursday 22^nd January 2026, 9.00am – 5.00pm

EXCEL: EXCELLENCE IN CLINICAL EDUCATION AND LEARNER ENGAGEMENT- TOOLS AND TIPS FOR TRANSFORMATIVE TEACHING IN CLINICAL SETTINGS

¹Subha Ramani and ²James Kwan
¹United States of America and ²Singapore

Clinical teaching occurs in a variety of settings – inpatient, outpatient, conference rooms, simulation or clinical skills centres, patient homes or long-term care facilities – but always focused on patient care and outcomes. Clinical teachers need to constantly balance clinical care, supervision of trainees and teaching. Teaching in these settings is complex and requires flexibility on the part of the teacher in adapting to evolving patient needs, context and learner needs. In this workshop, we will focus on the learning triad, consisting of the learner/s, teacher and patient. Specifically, we will emphasise the importance of establishing a safe learning environment, effective teaching when time is limited and/or learners are at different levels of training, diagnosing clinical performance of learners through direct observation and engaging in feedback conversations that target learner growth and practice improvement. We will also discuss tips to harness technology and AI to enhance clinical teaching and patient care.

Educational objectives:

1. Apply an educational framework to guide effective clinical teaching practices
2. Adopt a flexible approach in selecting clinical teaching strategies (based on context and setting, learner levels, goals and needs, content to be taught)
3. Gain comfort and confidence in teaching when time is limited
4. Apply effective bedside (in the presence of patients) teaching strategies
5. Reflect on the importance of direct observation of learners in the clinical setting
6. Practice direct observation and narrative description of learner performance
7. Engage in feedback conversations that impact learner behaviour and practice

• Clinicians who teach pre-registration students (medical / nursing, etc) and post-registration trainees (physicians, nurses, etc) in ward, outpatient, as well as simulation and conference settings.
• Educators who organise staff development for clinical teachers will benefit from participation.

This is designed to be a full day comprehensive course to train Clinical Teachers in core clinical teaching skills. It has been offered at past APMEC conferences successfully.

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W2A1
Thursday 22^nd January 2026, 9.00am – 12.30pm

DESIGNING AND APPLYING EFFECTIVE QUESTIONNAIRES

¹Marcus Henning, ¹Mataroria Lyndon and ²Youhasan Punithalingam
¹New Zealand and ²Sri Lanka

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
7. Displaying and reporting findings

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.

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

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.

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W2A2
Thursday 22^nd January 2026, 9.00am – 12.30pm

EDUCATING FOR FLOURISHING: A MINDFUL APPROACH TO FACULTY RENEWAL, PRESENCE, AND INTERPROFESSIONAL COLLABORATION

¹Celestial Therese Suen Mei Yap, ¹Mabel Yap and ²Michael Krasner
¹Singapore and ²United States of America

In the face of increasing burnout and systemic challenges in healthcare, health professions educators play a vital role in shaping a culture that supports well-being, collaborative care, and excellence in teaching. This interprofessional, experiential workshop invites participants to explore the foundations of Mindful Practice in Medicine—an internationally taught, evidence-based programme designed to promote clinician flourishing, attentive presence, and compassionate, team-based care. Through contemplative practices, narrative sharing, and appreciative inquiry, participants will engage with four key capacities of mindful practice: attentive observation, critical curiosity, beginner’s mind, and presence. These support individual well-being and strengthen interprofessional communication and teamwork—both strongly linked to improved patient outcomes and reduced clinician burnout. The workshop begins with a “mindful salon”—a reflective dialogue inviting participants to share what feels most meaningful and challenging in today’s uncertain health professions education landscape. This opening activity fosters a sense of connection and shared purpose, creating a foundation for the mindful capacities that follow, and supporting connections between participants throughout the following days of the conference. Participants then explore the overarching pedagogy of mindful practice, along with empirical evidence supporting its impact on clinician well-being and patient care. Through interactive exercises focused on observation and appreciative dialogue, participants will reflect on meaningful experiences from their professional lives, deepening their capacity for presence and reflection. In the final part of the workshop, participants will examine how these individual capacities can enhance teamwork, interprofessional collaboration and psychological safety. Through experiential learning and facilitated discussion, the group will analyse both individual and systemic strategies to reduce burnout and build a resilient, thriving educational and clinical environment. Designed for health professions educators and practitioners, this workshop offers space for reflection, renewal, and practical skills-building, with tools to enhance collaboration, support professional well-being and teach with authenticity and presence in complex healthcare systems.

1. Describe the core components of Mindful Practice in Medicine-attentive observation, critical curiosity, beginner’s mind, and presence – and how these support interprofessional collaboration and compassionate care.
2. Analyse the relationship between individual mindful practices, team functioning, and professional well-being, including impact on patient outcomes and learning environments.
3. Identify organisational and individual factors that contribute to burnout and resilience and discuss strategies for fostering flourishing among health professionals.
4. Develop practical skills to help clinicians respond more effectively to inherent challenges of healthcare and explore opportunities for individual and systemic change to support well-being and professional renewal.

This workshop is designed for health professions educators, faculty developers and health professionals from all disciplines involved in clinical teaching and patient care. It is especially relevant for those interested in faculty well-being, interprofessional collaboration and integrating mindful, reflective practices into education and organisational culture. Participants seeking renewal, practical skills for enhancing team functioning, and strategies to address burnout will benefit from this interactive, evidence-based session.

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W2A3
Thursday 22^nd January 2026, 9.00am – 12.30pm

WHO ARE YOU? DEFINING YOUR IDENTITY AS AN EFFECTIVE AND PURPOSEFUL HEALTH PROFESSIONS EDUCATOR TO ACHIEVE PERSONAL HARMONY

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

Over the past decade, there has been a shift away from the traditional health professions teacher, whose duties were often limited to the role of content-expert lecturer or course organiser, to a professional educator with a more complex skill set. 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 because 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, organised 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.

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W2A4
Thursday 22^nd January 2026, 9.00am – 12.30pm

INTER-PROFESSIONAL COLLABORATIVE PRACTICE: THE HEART OF THE MATTER

Fatimah Lateef and Helen Zhang
Singapore

IPCP (in our context) refers to Healthcare activities which require collaboration and independent use of shared expertise directed towards a unified purpose of delivering optimal patient care. This is the current modus operandi of all clinical practice today as there is very little room for solo endeavours. The creation of awareness and understanding of adequate IPCP is crucial, just as is the development of the relevant competencies, which need to be inculcated from very early on in the careers of healthcare professionals. This workshop will facilitate the understanding of good IPCP, the values and communications prerequisites that are needed and the co-creation of curriculum for IPCP training/high-performance teams training. It will also cover psychological safety in IPCP as well as introduce the concept of the hidden curriculum, which can have a powerful impact on learners and colleagues.

From the workshop, participants will:

1. Understand the definition of IPE/ IPCP
2. Be familiar with the domains of competencies under IPCP
3. Understand the advantages of IPCP, including High Performance Teams
4. Realise the importance of psychological safety and the hidden curriculum in interprofessional collaborations and teams

All healthcare personnel, of all levels of seniority, especially faculty, who are medical teachers and educators.

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W2A5
Thursday 22^nd January 2026, 9.00am – 12.30pm

CO-TEACHING IN HEALTH PROFESSIONS EDUCATION: PRINCIPLES, STRATEGIES AND BEST PRACTICES

Yang Lishan, Jessica Ang and Zheng-Wei aLex Lee
Singapore

Co-teaching (also known as collaborative or team-teaching) is a teaching setting where two or more instructors collaborate. In Medical and Health Professions Education, collaborative teaching occurs for multiple reasons and in various contexts, such as large class sizes or the need for interdisciplinary teaching. This session will introduce various co-teaching formats, providing participants with a comprehensive overview of collaborative teaching methods. Participants will gain an understanding of the benefits and challenges associated with co-teaching and explore strategies for implementing these methods in their specific educational contexts. Through case study sharing, participants will examine real-life examples of co-teaching in action, discussing the successes and obstacles encountered. The workshop will feature interactive activities that foster engagement and collaboration among participants. They will try their hand at designing co-teaching sessions that align with intended learning outcomes and content, based on a framework informed by theory and practice principles. Reflective practices will be incorporated to encourage participants to critically analyse their own teaching methods and consider how co-teaching can enhance their instructional approach. Through sharing a validated framework on teaching perspectives, we will examine how instructors with differing perspectives can optimally co-teach and offer tips and strategies for navigating interdisciplinary collaboration effectively. The workshop will also consider the role of technology in facilitating co-teaching and strategies for sustaining and scaling co-teaching models within institutions, including institutional support and long-term planning. Participants will engage in group discussions to derive collective knowledge and co-create solutions for effective co-teaching practices. By the end of the workshop, participants will have developed preliminary designs for co-teaching sessions that are aligned with their educational goals and responsive to the needs of their students. They will leave with practical tools and strategies to implement co-teaching in their own teaching contexts.

This workshop will equip health professions educators with practical tools for effective co-teaching. Participants will identify co-teaching formats, design sessions using templates and reflect on teaching perspectives to enhance instructional design and interdisciplinary collaboration. By the end, participants will be able to:

• Differentiate between co-teaching formats and their suitable educational contexts
• Use a tool to understand self and co-teacher(s) teaching styles and potential clashes/complements
• Prepare faculty for team-teaching within a constructivist context

Health professions educators, including clinical instructors, academic faculty and educational developers, who teach:

• Large classes and wish to increase student-faculty interaction
• Courses with diverse, interdisciplinary student populations
• Courses that involve a multidisciplinary teaching team or a rotational faculty of industry experts
• Courses where students might be at different levels of knowledge or learning ability
• Introductory courses that cover a broad sweep of topics
• Courses that have shifted to online formats, where it is possible to have guest lecturers from elsewhere

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W2A6
Thursday 22^nd January 2026, 9.00am – 12.30pm

GAMIFYING MEDICAL EDUCATION: DESIGNING AND PROTOTYPING ANALOGUE SERIOUS GAMES FOR TEACHING AND LEARNING

Arthur Chin Haeng Lau, Neelima Gupta, Wong Lik Wei, Krishnan Jayabharathi and Lee Shuh Shing
Singapore

Medical education continues to evolve, introducing novel creative methods to enhance teaching efficiency and effectiveness, thus diversifying the learning experiences for students. Game-based learning is one innovative strategy that can promote active learning and higher student engagement, which uses games to achieve specific learning outcomes. A type of game employed in game-based learning is a serious game designed primarily for education, training, or healthcare purposes, with entertainment as a secondary element. Serious games can include digital formats and analogue (table-top) games, such as board or card games. Analog games offer distinct advantages, such as fostering collaboration, enhancing student engagement, and encouraging strategic and analytical thinking. Additionally, the face-to-face interaction inherent in analogue games promotes teamwork and social bonding among students, distinguishing them from digital games. However, literature has shown that despite educators recognising the potential of game-based learning, they are often hesitant to integrate games into their teaching due to uncertainty around game design and development. This workshop aims to address this barrier by equipping educators with foundational skills to design and prototype analogue games for educational use. During the workshop, participants will first explore the principles of game-based learning and key elements that constitute a game. They will then reflect on their personal experiences playing games to inform their understanding of game designs. Following that, participants are given opportunities to create playable analogue game prototypes tailored to their specific learning outcomes. Craft materials will be provided to facilitate game development. The workshop does not require participants to produce fully developed games; instead, it focuses on understanding the critical steps involved in designing educational games. By gaining practical insights into game design, educators will become more confident and capable of integrating their custom-designed analogue games into their teaching practices.

As the audience may come from varying backgrounds, ranging from novices to experts in game-based learning, the objectives are as follows:

• Introduce the concept of game-based learning and gamification
• Differentiate what is and what is not a game
• Distinguish the concept of game-based learning from gamification
• Outline the steps of designing analogue games, such as card or board games
• Design and develop a prototype analogue game

At the end of the workshop, the 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 professional, educators or students who are keen to learn how to design, develop and prototype their own analogue games for teaching and learning. No background experience in game design and development is required. However, having some experience playing board or card games can be helpful in understanding the mechanics of a game.

• Clinical Educators
• Medical Educators
• Healthcare Profession Educators
• Healthcare Profession Students

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W2A7
Thursday 22^nd January 2026, 9.00am – 12.30pm

BUILD YOUR OWN AI CHATBOT, WITHOUT CODING!

Judy Sng, Gavin Dawe and Junita Kong
Singapore

Artificial Intelligence (AI) chatbots are transforming the way we interact with technology, especially in education. This interactive, beginner-friendly workshop is designed for participants with no prior coding experience who want to explore AI-powered chatbots and build one of their own. Through hands-on activities, participants will learn how AI chatbots work, design effective conversational flows and create a functional chatbot. By the end of the session, attendees will have a working chatbot prototype and a solid understanding of best practices in chatbot communication. Whether you are a student, educator, entrepreneur, or just curious about AI, this workshop will equip you with practical skills to leverage chatbots in your field.

By the end of the workshop, participants will:

• Understand how AI chatbots work
• Explore no-code chatbot-building platforms
• Create a functional chatbot for their use case
• Learn best practices for designing engaging and effective chatbots

Anyone curious about AI chatbots! Ideal for educators, students, and administrators looking to integrate chatbots into their work—no coding skills required!

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W2P1
Thursday 22^nd January 2026, 1.30pm – 5.00pm

HUMAN FLOURISHING: STRATEGIES FOR STUDENTS AND FACULTY TO THRIVE IN MEDICAL SCHOOL AND IN LIFE

¹Aviad Haramati and ²Celestial Yap
¹United States of America and ²Singapore

The facilitators will introduce the concept that to truly thrive in medical school and life, 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. Perspectives will be shared with small groups and then with the entire cohort. The workshop will specifically provide participants with tools on how the concepts of Human Flourishing were operationalised into a course to address the challenges that medical students face and how reflecting on various domains in their lives 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 objectives of the workshop are to:

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

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

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W2P2
Thursday 22^nd January 2026, 1.30pm – 5.00pm

ENGAGING GENERATIVE ARTIFICIAL INTELLIGENCE EFFECTIVELY IN FACILITATING HEALTH PROFESSIONS EDUCATION ACTIVITIES

Lau Wee Ming and Kyi Kyi Tha
Malaysia

This workshop is pitched at an introductory – intermediate level. Generative artificial intelligence (gAI) introduces a new chapter of futuristic learning in all fields of health professions education. It is technologically based, digitally transformed and therefore a sustainable form of education delivery. Learners find this a boon as it saves time, inspires new ideas and motivates their learning. Educators also love the variety of outputs that can be generated by these tools. However, there are still concerns with the unethical use of gAI within the educational paradigm. This hands-on interactive workshop will focus on applying gAI in teaching and learning activities in health professions education, in addition to exploring the above issues. To maximise learning opportunities, participants will be provided with some pre-workshop resources on gAI. During the workshop, participants will work in small groups and present their work to the larger group for comments and feedback. We will incorporate the world café concept for participants to interact optimally in different tasks. We will start this interactive workshop with an overview of freely available gAI tools, discuss the advantages and disadvantages, and delve into ethical issues arising from its use. We then move onto prompt engineering and learn how to optimise this to achieve better output with the queries that we pose. We then scaffold this learning and design some purposive interactive tasks that are relevant to teaching and learning activities. We then wrap up the workshop with a discussion on the challenges when using gAI in health professions education and take-home practical knowledge on using gAI effectively in building the compassionate individual in the workplace.

• To explore some freely available gAI tools for teaching and learning
• To evaluate the pros and cons when using gAI tools
• To discuss the ethical issues arising from using these tools
• To create appropriate commands in deriving quality output from these tools
• To apply today's learning and design interactive engaging activities that build compassionate healthcare professionals

• Students
• Educators
• Clinicians
• Researchers

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W2P3
Thursday 22^nd January 2026, 1.30pm – 5.00pm

EMPLOYING COLLABORATIVE EVALUATION STRATEGIES TO ACHIEVE PROGRAMMATIC HARMONY

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

Programme evaluation is the systematic assessment of educational initiatives, policies, programmes, or interventions to determine their effectiveness, efficiency, relevance, and impact on trainees, educators, and communities. It involves collecting and analysing diverse data to provide evidence-based feedback on the strengths and weaknesses of the programme, as well as recommendations for ongoing improvement or modification. Collaborative programme evaluation is essential to achieve the long-term success of and harmony in programmes. In this pre-conference workshop, an experienced programme evaluator team will guide participants through programme evaluation elements, and provide templates, strategies, and practice to develop a collaborative healthcare practitioner who is able to foster excellence in their educational programmes.

Structure of Workshop:

• Session Warm-Up: Think-pair-share discussion of experiences with, or questions about, planning assessments to match learner outcomes or programmatic objectives.
• Overview of a collaborative programme evaluation tool, with examples.
• Guided demonstration of how to build a logic model, starting with development of measurable outcomes and showing the importance of alignment across each component.
• Small group activity, in which groups collaboratively develop a logic model and assess logic models for potential to create a seamless and cohesive experience for all learners.
• Presentation and discussion of logic models developed.
• Group Discussion and Questions: What were the most challenging aspects of implementing a diverse and collaborative programme evaluation? How might you use a programme evaluation in your own setting?

The workshop emphasises the importance of a collaborative programme evaluation for the long-term success and sustainability of educational programmes, includes the use of holistic data and evidence-based feedback to achieve programme harmony, 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 collaborative programme evaluation
• Apply a programme evaluation tool to refine evaluation and assessment strategies in the context of their own programmes

The workshop is directly related to the conference theme Harmony in Diversity Through Collaboration in Health Professions Education - Trends ● Issues ● Priorities ● Strategies, because it offers practical guidance and tools for developing collaborative healthcare practitioners who can contribute to the sustainability, effectiveness, diversity, and harmony of health professions education programmes. As such, the workshop will be relevant for a wide range of conference participants who are both familiar and less familiar with programme evaluation.

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W2P4
Thursday 22^nd January 2026, 1.30pm – 5.00pm

HYBRID SIMULATION: TRANSFORMING HEALTHCARE THROUGH MIXING AND MATCHING

Fatimah Lateef, Madhavi Suppiah, Goh Ying Hong and Helen Zhang
Singapore

This workshop will start off with an overview of the spectrum of simulation today. This will be followed by defining and understanding of hybrid simulation, what it is and how it is applied and can be curated to meet learning objectives as well as uplift and enhance the fidelity, within very reasonable costs. The uses and benefits of hybrid simulation include:

1. For the acquisition of knowledge and skills by the best combination of methodologies
2. For clinical performance, improvement at all levels of care, through the creation of as close as possible to real world situation and problems
3. For training in procedural skills, communications and team performance various examples of practical value will be shared in the workshop

The objectives are:

1. To understand the current spectrum of simulation-based learning
2. To understand hybrid simulation and its wide applications
3. To realise that hybrid simulation can uplift fidelity
4. To learn how to use and apply this hybrid simulation in varying permutations and combinations in teaching and learning activities

Any healthcare personnel, anyone interested in using simulation-based learning.

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W2P5
Thursday 22^nd January 2026, 1.30pm – 5.00pm

STRATEGIES FOR DEVELOPING OPEN EDUCATION RESOURCES (OER) WITH AI IN HEALTH PROFESSIONS EDUCATION

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

Historically, high-quality health professions education has been expensive to develop and limited to major commercial or academic publishers. New digital platforms have accelerated the development of open education resources (OER), which have evolved to address critical cost and accessibility issues in education globally. Emerging artificial intelligence (AI) tools, in particular, offer unprecedented opportunities to streamline content creation, personalised learning, and automate resource curation, further expanding equitable access to quality educational materials. Finally, novel shared curricular ecosystem platforms can standardise and facilitate the management of OER, empowering a global community of medical educators to share, collaborate and go further together. This hands-on, interactive workshop builds on last year's successful session at APMEC 2025 and will provide participants with an introductory overview to OER with AI. Participants will be able to explore best practices for leveraging OER in existing curricular development processes. The facilitators will then discuss and demonstrate a variety of free, low-cost and AI-enabled tools for the development, management and sharing of OER. In small-group breakouts, participants will have an opportunity to experiment with selected tools to develop OER, exploring how AI can be used for content generation, translation or personalised learning pathways. Finally, potential pitfalls such as quality, critical appraisal, and copyright issues will be addressed, with a focus on responsible use of AI tools in the creation and dissemination of educational resources.

Upon completing this workshop, participants will be able to:

• Explain the history, goals, and impacts of OER
• Describe best practices for the development and implementation of OER
• Identify and use free or low-cost tools, including AI-based solutions, to develop, manage and share OER
• Explore AI's potential in accelerating content creation, improving translation and customising learner experiences
• Discuss considerations for quality assurance, critical appraisal and copyright compliance, particularly in the context of responsible AI

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.

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W2P6
Thursday 22^nd January 2026, 1.30pm – 5.00pm

A FUTURE-READY INTER-PROFESSIONAL HEALTHCARE EDUCATION APPROACH CENTRED ON VIRTUAL REALITY LEARNING AND ARTIFICIAL INTELLIGENCE

¹Lubna Shah, ²Zhuang Yiyu and ²Wu Lili
¹Singapore and ²China

Modern healthcare demands coordinated, interprofessional practice, yet preparing learners for such collaboration remains a pedagogical challenge. At the same time, emerging technologies—particularly Virtual Reality (VR) and generative AI—are reshaping how learners engage with complex clinical content, practise decision-making, and develop professional competencies. This workshop presents an approach that explores Interprofessional Education (IPE), VR-based simulation and AI-supported learning to strengthen teamwork, communication, and clinical reasoning across health professions.

The workshop will showcase how VR and AI can be integrated into an instructional sequence that mirrors real clinical workflows. Examples from higher institutions in Singapore and China will illustrate varied implementations, including team-based VR simulations, AI-generated patient cases, and intelligent tutoring systems that scaffold communication, conflict management, and shared decision-making. Discussions will address practical considerations such as data integrity, ethical use of AI, curriculum alignment, and the maintenance of psychological safety within interprofessional teams.

IPE provides a powerful foundation for learners to understand diverse professional roles, negotiate shared responsibilities, and practise communication strategies that reduce error and support patient-centred care. Participants will explore how to design and sequence such activities using simulation, case-based dialogue, and workplace-based interactions aligned with competencies such as role clarification, collaborative leadership, conflict resolution, and team-based clinical decision-making.

By the end of the workshop, participants will:

• Enhance interprofessional collaboration skills and explore its implementation into healthcare education.
• Develop AI literacy and explore VR-based simulation relevant to medical and health professions education.
• Integrate VR and AI tools to strengthen patient safety and team-based practice.
• Educators will leave with actionable strategies and evidence-informed design principles for IPE and embedding technology-enhanced frameworks within their programmes. Ultimately, the use of VR and generative AI supports the creation of immersive, adaptive, learner-centred experiences that bridge the gap between virtual practice and real-world clinical competence, preparing learners for increasingly complex and technologically integrated healthcare environments.

This workshop focuses on the advancement of interprofessional education (IPE) and the application of emerging technologies (VR & AI) in nursing education. By the end of the workshop, participants will:

• Enhance interprofessional collaboration skills through VR-based simulation.
• Develop AI literacy relevant to medical and health professions education.
• Integrate VR and AI tools to strengthen patient safety and team-based practice.

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W2P7
Thursday 22^nd January 2026, 1.30pm – 5.00pm

RICH PICTURES – A NEW METHODOLOGY TO SUPPORT AND STUDY TEACHERS' AND EDUCATORS' IDENTITY DEVELOPMENT

Marco Antonio de Carvalho Filho
The Netherlands

Becoming a teacher in the health professions education field is a challenging endeavour. Clinicians, nurses, basic scientists, psychologists, sociologists, artists and other professionals need to develop a new professional identity by acquiring knowledge, skills and competencies, while aligning personal and professional values. This developmental process occurs through formal and informal interactions during socialisation within the educational realm and can be particularly challenging when the values of the new professional identity collide with previous beliefs or assumptions. “Educators to be” can feel frustrated when structural or cultural constraints limit their autonomy in adopting modern teaching styles and pedagogical approaches. In this context, engaging in meaningful and purposeful reflections, under the guidance of an experienced and trusted colleague, may safeguard the joys and pearls offered by being a teacher, while supporting the development of a sense of ownership vital to keep “the dream” alive. The ‘Rich Picture’ is a visual method derived from systems engineering that uses pictorial representations to capture an individual's perspective of a situation, including ideas, people, emotions, conflicts and prejudices. The Rich Pictures method allows participants to think differently about their experiences and express ideas that are difficult to put into words, uncovering taken-for-granted assumptions.

Recently, it was incorporated into the health profession education field with two goals. The first is as a research tool to understand transitions, focusing on emotions, conflicts, dilemmas and coping mechanisms. The second is as pedagogical approach to nurture meaningful conversations in mentorship sessions.

In this workshop, the facilitators will:

1. present their personal experience with the Rich Pictures methodology;
2. invite the participants to experience the Rich Pictures methodology;
3. discuss teachers` identity development based on the pictures; and
4. guide participants in using the methodology when coming back home

1. Medical teachers and educators involved in faculty development or interested in studying
2. Teacher identity development

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W3A1
Sunday 25^th January 2026, 9.00am – 12.30pm

Exploring Education Research with a New Approach: Qualitative Data Collection and Analysis

Lee Shuh Shing
Singapore

Qualitative research offers a rich lens to explore human experiences, yet many researchers remain anchored in positivist approaches, emphasising objectivity and quantification. This workshop introduces an alternative interpretive paradigm, highlighting its value in uncovering subjective meanings and contextual insights often overlooked in traditional methods. Participants will engage in an interactive exploration of this paradigm shift, focusing on its philosophical foundations and practical applications in qualitative research. The session will cover key data collection methods, such as in-depth interviews, focus groups, and participant observation, tailored to interpretive inquiry. Additionally, it will delve into data analysis techniques, including thematic analysis and narrative approaches, to interpret complex, qualitative datasets effectively. Designed as a hands-on workshop, attendees will participate in small group activities to practice designing research questions, collecting sample data and analysing it through an interpretive lens. Case examples from social sciences and health research will illustrate how this paradigm enhances understanding of nuanced phenomena. The facilitator will address common challenges, such as ensuring rigour and reflexivity, and provide strategies to overcome them. This workshop aims to broaden researchers’ methodological toolkits, encouraging a departure from rigid positivist frameworks toward more flexible, meaning-centred approaches. No prior experience with interpretive methods is required—just an openness to rethinking research design. By the end, participants will gain practical skills and confidence to integrate interpretive qualitative methods into their projects, fostering richer, more contextually grounded findings.

This workshop aims to introduce participants to the interpretive paradigm in qualitative research as an alternative to positivist approaches. Attendees will learn to design research questions, collect data using methods like interviews and observation, and analyse findings through thematic and narrative techniques. By exploring philosophical underpinnings and practical applications, the session seeks to equip researchers with skills to uncover subjective meanings and contextual insights. Participants will engage in hands-on activities to build confidence in applying interpretive methods, fostering a shift toward more flexible, qualitative inquiry in their work.

This workshop is ideal for researchers, graduate students, and academics in social sciences, health, and education fields who seek to expand beyond positivist research traditions. It suits those new to qualitative methods or experienced researchers curious about interpretive paradigms. Faculty mentoring students in qualitative projects and professionals aiming to deepen contextual understanding in their work will also benefit. No prior knowledge of interpretive methods is needed—just a willingness to explore alternative approaches to data collection and analysis. Attendees should be eager to challenge conventional research norms and embrace meaning-centred methodologies.

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W3A2
Sunday 25^th January 2026, 9.00am – 12.30pm

Design with Purpose: Crafting Impactful Courses in Health Professions Education

Hooi Shing Chuan, Lau Tang Ching, Chen Zhi Xiong, Koh Dow Rhoon, Dujeepa D Samarasekera and Jillian Yeo
Singapore

This interactive workshop introduces evidence-informed strategies for designing courses that align with learning outcomes, integrate authentic assessment, and create meaningful learning experiences. Participants will engage in practical activities to critically evaluate and enhance their own course designs through real-world examples from medical and health professions settings.

• Apply best evidence practices in designing HPE courses
• Develop learning outcomes and EPAs
• Design coherent learning activities and assessments

This workshop is ideal for medical and health professions educators, faculty and administrators.

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W3A3
Sunday 25^th January 2026, 9.00am – 12.30pm

Role of Medical Sciences in Undergraduate and Postgraduate Medicine: From Memorisation to Application

¹Chen Zhi Xiong, ¹Claude Jeffrey Renaud, ¹Dujeepa D Samarasekera, ²Viktor Riklefs and ³Wang Zhengyang
¹Singapore, ²Kazakhstan and ³China

Learning medical sciences (Anatomy, Biochemistry, Microbiology, Pharmacology and Physiology) is inherently content-heavy. Is all the content needed for clinical practice? How can we trim? At the same time, are learners learning medical sciences to pass exams or for future practice? Is there a difference in your setting? This workshop will explore curriculum management and teaching strategies for delivering the ‘right amount of medical sciences at the right time’ that learners need to apply for future practice through alignment with assessment. Facilitators will bring expertise from various cultural and geographical contexts, spanning undergraduate to postgraduate training. If time permits, the workshop will also explore the future of medical sciences in health professions education. Essentially, the aim is to recognise the importance of medical sciences in clinical practice and shift the teaching-and-learning practice from one that rewards cramming to one that facilitates application.

• Understand the importance of medical sciences.
• Understand the need to shift away from rote learning.
• Apply contemporary medical science teaching practices.

All educators and education leaders involved in delivering medical sciences curriculum to health professions (medical, nursing, dental, pharmacy and allied health) are welcome.

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