Medical Education Unit: 3rd Asia Pacific Medical Education Conference

WORKSHOPS

	Designing a Clinical Curriculum for Authentic Learning David Prideaux Date:Saturday,Feb 18, 2006 Time: 8:30AM-12:30PM Maximum no. of participants: 30 The promotion of 'authentic' learning in clinical settings is one of the key characteristics of the symbiotic approach to clinical education¹. According to Newman et al² authentic learning has three main features. It should be self-directed learning. It should be inquiry based. As such it should build on prior learning and provide for in-depth and elaborated learning. Finally it should consist of learning experiences that have real work value. Workshop participants will discuss these three key ideas and examples will be provided of clinical learning that is consistent with this approach. Participants will work in small groups to examine the clinical learning experiences offered in their own medical schools. They will evaluate them according to the authentic learning criteria and share their findings with others in the workshop. In the final part of the workshop participants will design authentic learning experiences for their medical schools and, again, share them with others in the workshop. They will be encouraged to demonstrate how they meet the criteria of authentic learning and how they can contribute to the concept of a curriculum symbiosis. 1 Bligh J, Prideaux D, Parsell G, PRISMS: New educational strategies for medical education. Med Educ (2001), 35; 520-521. 2 Newman F, Marks H, Gamorgan A. Authentic pedagogy and student performance. Am J Educ (1996),104; 280-312.

	Standardized Patients-Who, What, Why, and How? Win May Beverley Wood Dixie Fisher Date:Saturday,Feb 18, 2006 Time: 8:30AM-12:30PM Maximum no. of participants: 40 By the end of the workshop, participants will be able to: define standardized patients and different terminologies used describe the uses of standardized patients articulate the advantages and challenges of using standardized patients work out the recruitment process create a case and checklist describe the major steps in training practice evaluating SP feedback foresee challenges of implementation and explore solutions appraise the use of standardized patients in their own settings

	Best Practices in Oral Examination (Viva) Indika Mahesh Karunathilake and Dujeepa D. Samarasekera Date:Saturday,Feb 18, 2006 Time: 8:30AM-12:30PM Maximum no. of participants: 40 Many medical schools and post-graduate examination bodies utilize oral examination or viva examination during summative assessment. This interactive and participant driven workshop will review the current evidence and best practices regarding advantages, disadvantages, and appropriate usages of oral examination. Participants will work in groups and determine the best practices in examination planning, developing higher order questions, and developing a rating scale for objective examination. This workshop is, in part, based on a comprehensive review of oral examination by the lead facilitator (Margery H. Davis and Indika Karunathilake. The place of the oral examination in today's assessment systems. Medical Teacher; June 2005).

	Assessment of Student Performance: Strengths and Weaknesses of Various Methods Geoff Norman Date:Saturday,Feb 18, 2006 Time: 1:30PM-5:30PM Maximum no. of participants: 40 This workshop will review current methods of student assessment from the perspective of reliability and validity. Included in the review will be some traditional methods (long case, viva, essay, multiple choice), some current approaches (OSCE, Global ratings) and some relatively new methods (Key Features, Concept Application Exercise, Work Sampling (CEX)). The strengths and weaknesses of each method will be reviewed. While the emphasis is on evidence from the literature, participants will be encouraged to share their experiences. Participants will also be involved in trying out some of the newer approaches. At the conclusion of the workshop, participants should have an overview of the usefulness of various methods and, more important, a framework and some general principles to aid in crucial review of any assessment method.

	Constructing Single-Best-Answer MCQ in the Clinical Context Zubair Amin Date:Saturday,Feb 18, 2006 Time: 1:30PM-5:30PM Maximum no. of participants: 40 Single-best-answer questions, more popularly known as MCQs, are the mainstay of written examination in medicine. Although highly valued for their broad content coverage and objectivity, MCQs are often criticized for their inability to test clinical judgment, patient management, decision-making skills and other higher order cognitive attributes. Furthermore, MCQs are often prone to technical flaws and biases. Program Objectives: In this specially designed workshop we will take an evidence-based, skill-oriented practical approach. At the end of this workshop, we will be able to Recognize features of MCQs; their advantages, limitations, and usages Develop clinical scenario-based integrated MCQs that test higher order cognitive skills Avoid common technical flaws in MCQs Evaluate own MCQs for quality assurance

	Developing and Implementing a Simulation-based Curriculum S. Barry Issenberg and Ross J. Scalese Date:Saturday,Feb 18, 2006 Time: 1:30PM-5:30PM Maximum no. of participants: 30 Although they have been available for more than 40 years, simulators of varying fidelity are just now being universally accepted as necessary and complementary training tools in all phases of the curriculum. In this workshop we will have the opportunity to learn from an international expert on simulators from the very center that has the longest continuous simulation program in medical education. This hands-on workshop will focus on the following: Best evidence aspects of simulator-based education and training Review of available simulators Development of a simulator-based curriculum Evaluation of simulators in the curriculum Participants will have the opportunity for hands-on use of simulators, including Harvey, the Cardiopulmonary Patient Simulator. At the end of the workshop, we hope to work together and develop practical strategies for using simulators that we can implement in our medical school curricula.

	Use of Mini-Clinical Examination (Mini-CEX) in Assessment of Clinical Competency John Norcini Date:Saturday,Feb 18, 2006 Time: 1:30PM-5:30PM Maximum no. of participants: 40 The goal of this session is to familiarize the participants with the mini-Clinical Evaluation Exercise, or mini-CEX, and issues related to its implementation and use. The mini-CEX is a method for assessing the clinical skills, attitudes and behavior of students and trainees in the context of patient care. This workshop will briefly highlight the importance of and deficiencies in clinical skills, compare the traditional bedside oral examination with the mini-CEX, present the results of a major study of its implementation, describe the work done with feedback to trainees, present a model of faculty preparation, and have a discussion of implementation strategies. Active participation will be encouraged throughout and small group activities will focus on the use of the method and feedback to trainees.

	How to Get Promoted Through Teaching: Teaching Scholarship and Portfolios LuAnn Wilkerson Date:Sunday,Feb 19, 2006 Time: 8:30AM-12:30PM Maximum no. of participants: 40 Since the mid 1980's, there has been a growing interest among professors and administrators in universities and colleges in increasing the types of scholarship deemed acceptable for academic promotion. In 1990, a report from the Carnegie Foundation resulted in a redefinition of traditional academic research to include the more creative acts of integration, application, and teaching. The idea of using an academic portfolio to display accomplishments as a teacher and scholarly products resulting from that teaching had already been implemented at the University of Toronto Faculty of Medicine, borrowing from colleagues in higher education. By 1992, 24 U.S. medical schools reported in a national survey that they were using portfolios to document educational scholarship. The portfolio is a systematic collection of information documenting expertise in an area, usually incorporating multiple sources of information over time to demonstrate excellence. In this workshop, we will consider methods for documenting teaching as scholarship and explore how faculty members might position their academic careers so as to produce the type of evidence necessary to create a portfolio including evidence that is easily peer reviewed.

	Use of IT in Management of Curriculum Brownell Anderson Date:Sunday,Feb 19, 2006 Time: 8:30AM-12:30PM Maximum no. of participants: 40 As medicine and medical science have advanced and changed, the curriculum of the medical school has changed to incorporate the advances and changes. Changing the curriculum requires significant resources and in many schools this has lead to an overcrowded, poorly organized approach where students receive courses on topics that have been taught often and where some topics are not covered at all. In addition, the hard work of medical school faculty in creating the curriculum is difficult to quantify and appreciate. Technology provides us the means to better manage and monitor the medical school curriculum. This interactive workshop will provide participants with the opportunity to work in small groups on a variety of exercises and to have hands-on experience with a web-based resource to manage curriculum content. In addition, participants will be able to explore an online resource of educational materials. Topics to be covered in the workshop include Approaches to managing medical school curricula How to manage the organization and content of the medical student education program for your institution using technology Determining how the allocation of resources at your school reflects your mission How to generate weekly schedules easily Reviewing information about other schools' curricula Finding faculty within your institution, or from other institutions, who are engaged in activities in which you're interested Developing educational resources for a peer-reviewed web-based tool that promotes collaboration across disciplines and institutions by facilitating the exchange of peer reviewed educational materials, knowledge, and solutions.

	A Framework for Analyzing and Improving Teaching Kelley Skeff Date:Sunday,Feb 19, 2006 Time: 8:30AM-12:30PM Maximum no. of participants: 20 In this workshop, participants will become familiar with the framework for analyzing teaching that has been developed by the Stanford Faculty Development Center. This framework can be used for self-assessment or peer assessment of teaching and has been used for the last 2 decades across a variety of teaching setting, both clinical and basic science. The workshop will include interactive and didactic sections, including review of videotapes of actual teaching interactions.

	Non-experimental Quantitative Research into Medical Education Henk Schmidt Date:Sunday,Feb 19, 2006 Time: 8:30AM-12:30PM Maximum no. of participants: 40 Interesting scientific findings are not so necessarily the result of high-brow experimenting or advanced statistical analysis. In this workshop simple techniques for collecting and analyzing data will be demonstrated. It will be shown that meaningful research findings in medical education are largely depending on the meaningfulness of the questions asked and the inventiveness of the researcher.

	Developing teaching opportunities in the ambulatory care setting John Dent Date:Sunday,Feb 19, 2006 Time: 1:30PM-5:30PM Maximum no. of participants: 40 Delegates will review the outpatients venues available, discuss advantages and disadvantages of teaching in the ambulatory setting and the instructional strategies which can be used. Models for delivering clinical teaching in these venues will be explored as small group activities.

	PBL: Theory to Practice, Paper Case to Real Patients Matthew Gwee, Khoo Hoon Eng, Nivritti Patil Date:Sunday,Feb 19, 2006 Time: 1:30PM-5:30PM Maximum no. of participants: 40 Problem-based Learning (PBL) is a strategic combination of educational elements to optimise student learning. The key to PBL is to start with a problem. It is student-centred learning because the environment is an interactive small group using a problem to initiate brainstorming, discussions and identification of learning issues. It is also integrated learning because the student will learn in the context of knowledge application to resolve real problems. This workshop will give you the theory, demonstrate how it is done and end with a hands-on session where you can practise what you have learnt.

	Setting Standards in Written and Clinical Examinations John Norcini Date:Sunday,Feb 19, 2006 Time: 1:30PM-5:30PM Maximum no. of participants: 40 The goal of this session is to familiarize the participants with the major methods for selecting the pass-fail point(s) on written and clinical examinations. The first part of the workshop will be devoted to a general overview of standards, how they differ from scores, the types, and the characteristics of a credible standard. The second part of the workshop will focus on specific methods of setting standards as well as steps in the implementation of each. Active engagement will be encouraged throughout and participants are asked to bring their own standard-setting problems to the workshop.

National University of Singapore | Yong Loo Lin School of Medicine