Program

COLLABORATIVE LEARNING IN SMALL GROUPS
Matthew Gwee, Dujeepa Samarasekera and Tan Chay Hoon

Aims

This Workshop will engage participants in: Who Should Attend?

All medical teachers who undertake small group teaching in their own institutions and who need to have a basic understanding of the small group learning process, and how to design effective small group learning activities for their students.

Curriculum integration is now strongly advocated in medical education. Designing assessment strategies in the context of some disease process and of patient care and management will ensure, not only the relevance of a discipline in the medical curriculum, but also contribute to the overall process of curriculum integration in medical education. The need to contextualise assessment in this way is especially important for the basic medical sciences, since assessment is well known to have a steering effect and to impact strongly on the way students learn. Contextual assessment strategies can also be specially designed to enhance higher-order intellectual (cognitive) skills.

This workshop is aimed at providing participants with a practical approach to designing assessment strategies which contextualise the relevance of the basic medical sciences in the 21st century undergraduate medical curriculum. Participants will have opportunities to actively engage in hands-on sessions and to reflect on important issues relating to assessment in medical education.

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CREATING BLENDED LEARNING PROGRAMS
Allison Rossett

A blend or hybrid is an integrated strategy for delivering on promises about learning and performance. Blending involves a planned combination of several approaches that might include time in a classroom with an instructor, coaching by a supervisor, participation in an online class, breakfast with colleagues, competency descriptions and assessments, online learning modules, online synchronous meetings, reading in a comfortable chair, reference to a manual, collegial relationships, and participation in seminars, workshops and blogs. Just like the creation of a special meal or divine outfit, the dilemma is what to put with what and how to guide individual and independent performance. What are these rich technology options? What goes with what? How do we pick from many? How can we do more than add online pre-reading to an instructor-led class? Who is doing it and what are they doing? And of course, how does blending alter our careers and professional responsibilities?

At the close of the workshop, participants will be able to:
  1. Explain why blending has value for education and in particular, for continuing medical education
  2. Define three models for blended learning and examples of places and outcomes to which they are applied
  3. Detail the ingredients that might be included in a blended program
  4. Describe alternate ways of assembling blended programs
  5. Define how roles change for the people involved in blended learning
  6. For given ingredients and programs, describe how evaluation changes when programs are blended, independent and on demand

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DEVELOPING SIMULATION-BASED STATIONS FOR USE IN OSCEs
Ross Scalese

Overview
Objective Structured Clinical Examinations (OSCEs) represent one assessment method currently in widespread use throughout medical education. Simulations offer advantages in OSCE stations by standardizing evaluations, presenting pathologic findings, and assessing a wide range of clinical (especially procedural) skills without risk to real patients. This workshop addresses the rationale for using simulations in OSCEs, as well as the strengths/potential challenges inherent in these methods. Participants will devise simulator-based stations, develop scoring instruments, and run a small-scale OSCE during this workshop.

Aims
At the conclusion of the workshop, participants will be able to:

  • Describe the rationale, advantages, and disadvantages of using OSCEs for clinical assessment.
  • List the competencies that may be examined in OSCEs, as well as the corresponding skills best suited to evaluation using simulations.
  • Discuss and implement the practical steps required to set up and run OSCEs, with particular attention to stations employing simulators for testing.

Program
The workshop format is highly interactive and incorporates the "FAIR principles" of adult learning: 1) Feedback is provided via an audience response system (ARS) during large-group facilitated discussion portions of the workshop; participants can answer anonymously while still learning how their responses differ from those of others. 2) Activity is also encouraged using the ARS, and hands-on use of various simulators in actually setting up and running an OSCE will guarantee active participation. 3) Individualization and 4) Relevance will be accomplished by dividing workshop participants into smaller groups with common interests that will work to develop and implement their particular stations for the OSCE.

Target audience
 The workshop will be of interest to anyone involved in clinical skills teaching/testing, competency assessment in general, and/or simulation-based medical education. Please note that the number of participants will be limited to 30, as the workshop will employ several different types of simulators in a space with limited capacity.

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Essential Skills in Medical Education (ESME) Course
6th Asia Pacific Medical Education Conference
(6th APMEC)

Friday 20th to Monday 23rd February 2009

Rationale
With the increasing professionalisation of medical education, the need for doctors and other healthcare professionals to have training in teaching is widely recognized. Whilst many institutions worldwide offer Diploma and Masters courses in medical education, there is a lack of accredited basic level courses. The ESME Programme has been designed to meet the need for an entry level teaching qualification. ESME will be of particular interest to teachers who are engaging with medical education for the first time, or who have been given some new responsibilities or assignment relating to teaching. It has been designed in the context that all doctors in any branch of medicine or field of practice are likely to have some teaching responsibilities for undergraduates, postgraduates, peers, other healthcare workers or patients.

The ESME Programme is accredited by AMEE and approved by an international Advisory Board. It has been designed around a set of competencies that all practising teachers should possess. These include: Effective Teaching, Skilled Educational Planning and Informed Assessment and Evaluation.

Since its introduction in 2005 the unique ESME course has proved very popular and it has now been offered at a number of venues on four continents.

ESME at 6th APMEC
For the fourth year in succession AMEE is pleased to offer an Essential Skills in Medical Education (ESME) Course at APMEC. The course consists of dedicated pre- and post-conference sessions combined with the main 6th APMEC sessions and daily lunch meetings with ESME faculty, to take maximum advantage of the rich and varied conference programme.

Course schedule:

Friday 20 February: 0830-1730 - ESME Pre-conference Workshop:

An introduction to three of the key ESME competencies:

  • The Skilled Educational Planner: specifying and using learning outcomes and how the learning can be organised in a curriculum;
  • The Effective Teacher: including large and small group teaching; independent learning; e-learning;
  • The Informed Assessor/Evaluator: the key assessment principles and the tools available to the teacher.
Note: It is suggested the participants should register for two of the 6th APMEC pre-conference workshops taking place on Thursday 19 February.

Saturday 21 and Sunday 22 February: 6th APMEC Conference

In addition to attending the Conference sessions, ESME participants and faculty will meet for lunch to discuss how the ESME competencies are demonstrated in the 6th APMEC programme presentations.

Monday 23 February 0830-1230 - ESME Post-conference Workshop:
  • Review of work to date
  • Introduction to the fourth ESME competency: The Scholarly Educator
    • Professionalism in medical education
    • Roles of the teacher
    • Best Evidence Medical Education (BEME)
  • A look at the requirements for completion of the ESME Certificate in Medical Education.
ESME Course Faculty includes:

Course Director: Professor Ronald Harden, formerly Director of the Centre for Medical Education, University of Dundee, UK, and now Director of Education for the International Virtual Medical School (IVIMEDS);

Professor Matthew Gwee, Chairman of International and Education Programs, Medical Education Unit, Yong Loo Lin School of Medicine, National University of Singapore;

Dr Zubair Amin, Deputy Head, Clinical, Medical Education Unit, Yong Loo Lin School of Medicine, National University of Singapore.

Mrs Pat Lilley is Administrator for the Course.

Cost of the ESME APMEC Course:

The cost of the Course is US$525. Included in the course fee is:
  • full-day ESME pre-conference session on Friday 20 February;
  • lunchtime discussion sessions with faculty on Saturday 21 and Sunday 22 February;
  • half-day (morning) post-conference session on Monday 23 February;
  • ESME course programme and resource materials;
  • (optional) submission of a 3,500 word report within 6 months of the date of the ESME Course. Reports assessed as meeting the appropriate standard will lead to the award of the ESME Certificate in Medical Education.
Please note: In addition to the ESME course fee, participants are required to register for 6th APMEC and pay the registration fee. It is also highly recommended that ESME course participants register for and attend two pre-conference workshops of their choice on Thursday 19 February.

How to register for ESME APMEC Course:

Participants should register for the ESME Course by selecting this option on the 6th APMEC registration form.

Further information on ESME:

Further information may be obtained from the AMEE Office:

AMEE, Tay Park House, 484 Perth Road, Dundee DD2 1LR, UK
Tel: +44 (0)1382 381953; Fax: +44 (0)1382 381987 Email: a.cattanach@dundee.ac.uk

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HIGH FIDELITY HUMAN SIMULATION AS AN EDUCATIONAL TOOL IN THE MEDICAL CURRICULUM
Judy Harris, Chen Fun Gee, Hooi Shing Chuan

Overview
High fidelity Human Patient Simulators are increasingly being used as educational tools in the medical curriculum. This workshop will illustrate how they can be used to teach basic medical science (such as physiology and pharmacology) in the early years of the curriculum as well as in a clinical context (e.g. for teaching the principles of anaesthesia and emergency medicine) in later years. The workshop will be interactive and will include demonstrations of 'live' and pre-recorded simulation scenarios.

Other topics will include:
How 'high fidelity' is simulation software for modelling physiology and pathophysiology? How does simulation-based teaching compare with more traditional didactic teaching? How can we evaluate the effectiveness of simulation as an educational tool?

Target audience
The workshop will be of interest to anyone who is considering using, or extending their usage of, high fidelity Human Patient Simulators in undergraduate medical education. Participants are limited to 20 as the interactive workshop will take place in a Simulation Suite with limited capacity.

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INNOVATIONS IN ASSESSING CLINICAL DECISION MAKING: THEORY AND PRACTICE
Elizabeth Farmer

Overview
Clinical decision making is a core competency in medical education yet assessment strategies are yet to be widely adopted. In PBL schools hypothesis generation is accented during the study of the patient based learning problem. In more senior years all schools expect students to develop hypotheses and apply clinical decision making skills and carry these through to postgraduate training with increasing sophistication.

Aims
At the conclusion of the workshop participants will be able to:
  • Explain the rationale for testing clinical decision making in medical education
  • Describe innovations in assessment of three test methods, PBL ‘Minicases’, Key Feature Problems (KFP) and Script Concordance Testing (SCT).
  • Understand practical tips on how to write and mark items in each of the three methods
  • Discuss the potential applications of these methods in undergraduate and postgraduate medical education

Program
  • Interactive seminar style presentations and small group work
  • Practice in writing each of the three test methods with facilitated discussion
  • Presentation of key outcome data from published studies
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INNOVATIONS IN MEDICAL EDUCATION
David M. Irby

Overview
Over the past four years, The Carnegie Foundation for the Advancement of Teaching has been conducting a study of medical education in the United States. This involved 14 site visits to different medical schools, a review of the literature on the learning sciences, and surveys of innovations in medical education. During this workshop, examples of identified educational innovations in curriculum structure, pedagogy practices and assessment strategies will be described in relation to the four key themes of the Carnegie Report: integration, individualization, insistence upon excellence, and identity formation.

Aims
At the conclusion of the workshop participants will be able to:
Target Audience
Educational leaders in medical education: curriculum deans, course and clerkship directors, chairs of curriculum committees, and residency and fellowship program directors.

Program
 Outcome
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SYMBIOTIC RELATIONSHIP BETWEEN THE VISUAL ARTS AND THE TEACHING OF MEDICINE (BASIC AND CLINICAL SCIENCES)
Cristian Stefan

The formation of good physicians (and good instructors alike) includes developing the ability to observe, reason deductively, and transfer the acquired knowledge among contexts. The process of filtering and evaluating information needs to be continuously sharpened and seamlessly applied to familiar and less familiar settings. Bringing art to class at the right time and/or occasionally extending the traditional classroom to the local art museum for instance, could represent engaging and effective ways to introduce, expand, review or simply see from a new angle a certain topic taught in the health sciences. The workshop will provide the opportunity to explore and practice innovative instructional strategies that encourage active learning in a stress-reduced environment. Various forms of visual art including painting, sculpture, videoclips from motion pictures, and photography will be used as an interactive platform for analyzing and creating examples of problem solving exercises. The participants are invited to use their observational skills, medical and non-medical knowledge and imagination, as well as to draw from their personal feelings in discussing the forms of artistic expression. Basic and clinical science concepts will be applied to concrete situations while the humanistic perspective will add new dimensions to the discussions and take-home message.
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Last updated on 4 September, 2008