|
LECTURES
- Assessment Across the Continuum From Student to Practicing Physicians for Personal Improvement and High Quality of Care, Eric Holmboe, USA
- Contemporary and Future Directions in Assessment, John Norcini, USA
- Cradle to Grave: Can We Imagine a True Medical Educational Continuum Based on Evidence? Brian Hodges, Canada
- Defining and Designing Simulation Programs: Mixing Human and Non-Human, Gayle Gliva-McConvey, USA
- Medical Education 2011: Time for a Paradigm Shift, Charles M Wiener, USA
- Now That's Funny: Humour Can Enhance Medical Education, Lawrence Sherman, USA
- Flexner, Freire, and the Future of Medical Education, Steven L Kanter, USA
- Simulation–Based Training as a Cultural Change Vehicle of the 21st Century Continuing Medical Education, Amitai Ziv, Israel
- The Extended Curriculum – The Whole is Greater Than the Sum of the Parts, Ronald M Harden, United Kingdom
- Changing Landscape of Medical Education in Singapore – Past, Present, Future, Koh Dow Rhoon, Singapore
SYMPOSIA
Symposium 1: How Would Basic Science Education Contribute to Clinical Practice?
- Basic Science as a Foundation for Holistic Nursing Care and Evidence-Based Practice, Sally Chan, Singapore
- From Basic Sciences to Clinical Practice: Lessons Learned from Chulalongkorn Medical Schools' Outcome-Based Curriculum, Nantana Sirisup, Thailand
- Integration of Pharmacology Knowledge to Clinical Practice, Zahurin Mohamed, Malaysia
- Managing the Basic Sciences in a Medical Curriculum, K Rajendran, Singapore
- Practice Makes Perfect: Begin with the End in Mind, Dean Parmelee, USA
- Translational Education of Basic and Clinical Sciences for a Better Practice of Medicine, Soenarto Sastrowijoto, Indonesia
Symposium 2: What is the Role of Technology in the Continuum of Medical Education?
- Application of Educational and Human Performance Technologies in Medical Education, Keiichi Ikegami, Japan
- Roles of Centres of Excellence in the Continuum of Medical Education in Medical Schools in Vietnam, Hoat Luu Ngoc, Vietnam
- Sharing Experience and Practical Tips on Using Technology to Support and Augment Undergraduate and Postgraduate Medical Education, Goh Poh Sun, Singapore
- Simulation Technology in the Continuum of Medical Education, Siau Chiang, Singapore
- The Impact of e-Learning in Medical Education in Korea, Kyong-Jee Kim, South Korea
- Web–Based Recording of Simulated Patients Contacts in Teaching Communication Skills: Experiences from the CORE–Programme at Maastricht Medical School, Jan-Joost Rethans, The Netherlands
Symposium 3: Social Responsibility and Accountability of Health Professional Schools
- Do Medical Schools Do More Harm Than Good?, Alastair V Campbell, Singapore
- Social Responsiveness and Accountability of Medical Schools, Abu Bakar Suleiman, Malaysia
- Educating Health Professionals From, For, In, and With The Community , Nomar M Alviar, Philippine
- Sowing the Seeds of Social Responsibility and Accountability - Medical Humanities Show the Way, Chan Li Chong, Hong Kong S.A.R.
- The Role of Health Professional Schools in Community Building and in Imparting Ethical Values, George Chandy, India
Symposium 4: How Can We Align Undergraduate Learning to Postgraduate Training?
- Medical Education in the United States – Is It Just About Aligning Competencies?, Paul Hemmer, USA
- Educational Strategies for Alignment Between Undergraduate Learning and Postgraduate Training, Lai Chung Sheng, Taiwan
- Integrating Undergraduate Student Learning with Postgraduate Education: Thoughts from Saudi Arabia, Khalid A Bin Abdulrahman, Saudi Arabia
- Learning Journey Post Graduation, Ang Hui Gek, Singapore
- Sri Lankan Experience in Aligning Undergraduate and Postgraduate Education, Indika Karunathilake, Sri Lanka
- Transforming Postgraduate Education – Bridging the Divide: A Singapore DIO's Viewpoint, Shirley Ooi, Singapore
SPECIAL INTEREST GROUP (SIG) SESSION
PRE-CONFERENCE WORKSHOPS
|
WORKPLACE BASED ASSESSMENT
John Norcini
The goal of this session is to familiarize the participants with some of the workplace-based assessments methods currently being used. It will highlight the importance of formative assessment in learning, review some of the research on the methods, present a model for faculty development, and describe some of the current research on feedback to trainees. Active participation will be encouraged throughout and small group activities will focus on developing a faculty consensus on assessment standards and using the methods to provide effective feedback to trainees.
|
IMPROVING THE QUALITY OF CLINICAL EDUCATION FOR STUDENTS AND CLINICIANS
Jillian D Brammer
Many clinicians believe that students will learn in the clinical setting if the clinician teaches students about their profession. This interactive workshop will explore the nature of clinical education to identify current practices, share experiences and showcase some innovative approaches. A variety of strategies will be used to raise awareness and highlight factors other than teaching strategies that influence the quality of learning in the clinical setting from the perspective of both students and clinicians.
Very enjoyable and informative. Definitely will apply what I've learnt
Excellent. Very Interactive
|
USING MIND MAPPING IN MEDICAL EDUCATION
Indika Karunathilake and Gominda Ponnamperuma
From teaching and learning to assessment, there are innumerable opportunities that mind maps offer for medical education. For both teaching and learning, and assessment the major uses of mind maps are twofold.
In teaching and learning, a mind map can be handy both as a teaching and learning tool and as a lesson planning (or a curriculum planning) tool. With regard to the latter, curriculum integration is a special function that mind mapping can facilitate. In fact, even curriculum mapping can be considered as a variant of mind mapping.
Similarly, in assessment, mind mapping can be used to assess students, as well as to plan assessment.
This workshop explores the above mentioned and many other seamless possibilities of using mind maps in medical education.
The basic concepts and the process of mind mapping will be first discussed. Then, using educational psychology and neurophysiology as the basis, why mind maps are a desirable educational tool will be investigated. Finally, participants will develop mind maps related to their own specialty to meet their own individual requirements.
|
USING SPSS FOR DATA ANALYSIS IN MEDICAL EDUCATION RESEARCH
Chan Yiong Huak
This workshop provides the participants the skill to set up a database in SPSS, to be able to perform the correct statistical analyses for their research data and to interpret the findings.
At the end of this workshop participants will be able to:
- Set up a database using SPSS
- Import files from Excel & Access to SPSS
- Perform simple recodings & computations using SPSS
- Analyse Quantitative & Qualitative data using Univariate & Multivariate techniques
- Perform reliability & factor analyses on their instruments
Programme
Welcome to workshop
Introduction to SPSS – setting up a new database
Exporting from Excel & Access databases to SPSS
Break
Analysis of Quantitative data
Lunch
Analysis of Qualitative data
Break
Reliability & Factor analysis
End of workshop
|
FEEDBACK TRAINING
Tan Chay Hoon, Dujeepa D Samarasekera and Matthew C.E. Gwee
Training to provide and receive feedback is important in the current learning context to improve the educational setting as well as monitor the progress of the trainees as well as the trainers. If done properly, feedback will have a transformative effect on the person as well as the practice environment. Therefore, it is imperative that one gets trained in giving both positive and negative feedback skillfully.
The workshop will focus on feedback techniques and discuss on how to develop good practices as well as identify bad practices. Training will be in small groups and will focus on current learning environments of undergraduate and postgraduate settings.
|
PUBLISHING THE RESULTS OF SCHOLARLY WORK IN MEDICAL EDUCATION:
THE ART OF WRITING AND GETTING PUBLISHED
Steven L. Kanter, MD, Editor-in-Chief, Academic Medicine and Anne L Farmakidis
Publishing a journal article helps to disseminate important findings and ideas to a wide audience. In addition, contributions to the published literature are key criteria for promotion and evaluation decisions. With high numbers of manuscript submissions and low acceptance rates at most scholarly journals, what can be done to improve the chances of having a manuscript accepted?
This workshop will include an interactive overview of the review and publication processes and focus on techniques for writing clear, concise, and interesting articles. Workshop leaders will discuss the essential components of general scholarly articles, research reports, perspective articles, commentaries, and other publication categories. They will discuss how to improve writing paragraphs and sentences and will present common reasons that often lead to rejection of a manuscript. Additional topics for discussion will include working with co-authors, determining order of authorship, revising a manuscript, interacting with editors, and understanding the peer-review process. There will be ample time to interact with workshop leaders, ask questions, and examine issues raised by participants.
Workshop Outline
- Introduction
- Overview of Journal Processes
Objective: To understand manuscript review and editing processes at a scholarly journal and to explore the structure of an editorial office.
Discussion topics
- Editorial office roles
- Workflow from submission to publication
- The review process (internal review and external peer-review)
- The editing process (substantive editing and copyediting)
- Writing Better ... and Thinking Better (or is it the other way around?)
Objective: To understand the essential components of a general scholarly article, research report, perspective article, commentary, letter to the editor, and other publication categories.
Discussion topics and exercises
- How to improve the presentation of ideas and data through clear, concise, and organized writing
- How to select the best publication category for a particular manuscript: general article, research report, perspective article, commentary, letter to the editor, "creative" feature, other
- Organizing a general article, perspective article, or commentary
- Organizing a research report
- How to write an effective argument, including examples of good and bad arguments
- How to improve word choice, sentence structure, and paragraph composition
- Common reasons for rejecting a manuscript
- Special Topics
Objective: To review special issues that authors face with manuscript submission
Discussion topics
- Selecting the right journal
- Working with a team of authors
- Making revisions to a manuscript
- Working with editors
- Publication ethics
- Authorship criteria
- Workshop Evaluation
|
TEAM–BASED LEARNING: AN EFFECTIVE STRATEGY FOR LEARNING CENTERED TEACHING
D. Parmelee, Sandy Cook, Robert K Kamei, Janil Puthucheary
Workshop Rationale:
This workshop will introduce participants to Team-Based Learning (TBL), an empirically derived educational strategy for medical education at the undergraduate, graduate, and post–graduate levels. It harnesses the learning power of small groups within large classroom settings. Although TBL is instructor directed, it is very much learning centered and active. The strategy embraces accountability for the individual learner to both learn independently outside of class and to apply that learning along with peers to solve complex problems posed in the classroom. Highly productive teamwork evolves as learners struggle in small groups to tackle course concepts and apply them. The professional competencies of interpersonal skills, teamwork, and peer feedback are all addressed in well-done TBL. Unlike Problem–Based Learning (PBL), TBL does not require a multitude of faculty to facilitate small groups.
This workshop will engage participants in a (1) 'real' team–based learning module focused on the fundamentals of TBL: advanced preparation, readiness assurance, group application exercise, peer feedback and evaluation; (2) critical review of facilitation 'best practices' seen in brief video clips of TBL sessions with medical students; and (3) a practice exercise for writing a group application question.
Specific Objectives: At the end of this workshop, the participants will be able to:
- Define the key components of a successful TBL module.
- Identify the best ways to design a TBL module and integrate it into a course.
- Describe 'best practices' of facilitating a TBL module with medical students.
- Evaluate a potential group application question for its power to enhance learning.
|
PROGRAM EVALUATION–LEARNING HOW TO DETERMINE WHETHER YOUR TRAINING PROGRAM IS "SUCCESSFUL"
Paul A Hemmer
Evaluating an educational program is a core responsibility for any course, clerkship, or residency director. Accreditation organizations are calling for programs to link educational processes with patient care outcomes. This pre-course is designed to help participants understand how they can convert regularly used learner-based assessment products (e.g., grades, tests, and evaluations) and program characteristics into curricular outcomes. We will discuss a model that uses both quantifiable and qualitative information collected from varieties of sources that are "Before", "During", and "After" an educational program. We will use an interactive case-study method, to illustrate questions that could be posed to examine for both short-term and long-term educational program success, the types of data that could be collected, and methods for analyzing the collected data. Throughout the pre-course, participants will work in small groups to explore the types of questions they currently face in terms of evaluating their educational program, with examples sought in advance from pre-course participants. This will be followed by a large group discussion of methods to answer the questions and possible research opportunities.
By the end of the Pre-course, participants will be able to:
- Understand the Principles of Programmatic Evaluation for both Existing and New Programs.
- Understand a Framework for Programmatic Evaluation that uses Before, During, and After course measures.
- Understand Process Measures and Product Measures for Programmatic Evaluation
- Define Essential and Desirable parameters for evaluation of their own programs
|
ASSESSMENT ACROSS THE MEDICAL EDUCATION CONTINUUM TO IMPROVE THE QUALITY OF PATIENT CARE
Eric S Holmboe
Competency-based medical education, to be fully effective, requires a robust and multi-faceted approach to assessment. This workshop will explore how medical educators can use developmentally appropriate assessment methods across the career continuum to not only help students, residents and house officers, fellows and specialist registrars and practicing physicians improve their own knowledge and skills, but also to improve the quality of care patients receive. The workshop will also explore how clinical systems, the critical context for assessment, affect individual competence and clinical care. The workshop will be highly interactive allowing participants to apply key principles in small group activities.
|
SIG 5
Saturday 29 January 2011 8.30am
VIP Lounge, L2
ASSESSMENT
Brian David Hodges, Professor, Scientist and Director, Donald R. Wilson Centre for Research in Education at the University Health Network and Richard and Elizabeth Currie Chair in Health Professions Education Research, Toronto General Hospital, Toronto, Ontario, Canada
Prof Hodges will hold a discussion around the above theme (as discussed in his editorial: Hodges BD. (2007). Scylla or Charybdis: Navigating between excessive examination and naive reliance on self-assessment. Nursing Inquiry, 14(3):177.)
A peculiar disjunction is becoming apparent in assessment of competence in the health professions. Over the last 30 years, there has been an explosion of testing technologies such that health professionals undergo an almost endless series of examinations during training and practice. Several negative consequences of this "culture of examination" can be identified: examinations distort student learning; behavioural checklists penalize experts who use pattern recognition and synthesis; feedback has virtually disappeared as a function of examination banking and testing security; and health professionals incur enormous costs associated with high–stakes examinations and examination preparation. Simultaneously there is a very different discourse about assessment that is tethered to a "trinity" of reflective technologies: self-assessment, self-direction and self-regulation that emerge from adult learning theory and the idea that the locus for control of competence is internal. This model has spawned a very different set of assessment technologies that includes portfolios, reflective diaries, logbooks, self-directed web-based modules, etc. Oddly, enthusiasts for this approach seem to give little consideration to the enormous literature showing that self-assessment is actually very poor. How might we imagine a rapprochement of these two poles? How does the health professional educator navigate between the Scylla of excessive external examination and the Charybdis of naïve reliance on self–assessment?
|
SIG 2
Saturday 29 January 2011 8.30am
Function Room 1, L1
CURRICULUM
Charles M. Wiener
Professor of Medicine and Physiology, Director, Osler Medical Training Program, Vice Chairman of Medicine
Johns Hopkins School of Medicine, USA
In 2009, the Johns Hopkins University School of Medicine instituted a totally new medical school curriculum called 'Genes to Society'. This curriculum was the culmination of a 5–year process that began with a comprehensive needs assessment and long-term strategic plan for educating physician leaders in the coming decades. All aspects of the curricular experience including student life, classroom and small group learning, clinical learning, faculty development, faculty promotion, and classroom structure were addressed in this reform. Dr. Wiener will facilitate a discussion on the logic and process of curriculum reform efforts with particular focus on the importance of faculty and institutional engagement, pedagogical content and methods, student life and learning, content development and integration, and outcomes assessment.
|
SIG 3
Saturday 29 January 2011 8.30am
Function Room 2, L2
PUBLICATION
Steven L. Kanter, MD, Editor-in-Chief of Academic Medicine
Dr Kanter will facilitate a discussion of publishing scholarly work in medical education. He will share key observations based on his experience as editor-in-chief, discuss common feedback provided by manuscript reviewers, and examine ethical issues in educational research.
|
SIG 1
Saturday 29 January 2011 8.30am
Theatre
FACULTY DEVELOPMENT
John J Norcini
President and CEO, Foundation for Advancement of International Medical Education and Research (FAIMER®), USA
The preparation of faculty for their roles as teachers, leaders, and scholars is central to improving the quality of health professions education. In the past, it was assumed that content expertise translated directly into effectiveness as a teacher, researcher, and leader. More recently, it has become clear that training in all of these areas is essential. Consequently, faculty (or staff) development programs have grown in number and sophistication.
Participants in this session should be prepared to share one successful faculty development experience they have had, along with the reasons for its success. Likewise, each participant should be ready to share one challenge they face and the barriers to resolving it. These experiences will serve as the basis for the discussions during the session.
|
FUNDAMENTALS IN OUTCOME-BASED EDUCATION
Matthew C.E. Gwee, Dujeepa Samarasekera and Tan Chay-Hoon
Traditionally, the medical curriculum was mainly underpinned by an input-based learning system design in which course content is first determined by the discipline (content) experts and then delivered mainly through lectures. However, an outcome-based model is strongly advocated for the design and delivery of the medical curriculum in the 21st century: the desired attributes of the end–product (i.e. the end–product capability) is first determined jointly by a curriculum committee together with the content experts.
The end-product capability is commonly identified in specific statements referred to as learning outcomes which students are expected to acquire on completing a course of study. Learning outcomes are classified within the three domains of learning: knowledge (cognitive), (psychomotor) skills and attitudes (affective). Learning outcomes can serve as an excellent way of communicating to students the intended outcomes of learning to be acquired in a given course of study. Thus, learning outcomes are likely to motivate and enhance self-directed learning by students. Moreover, learning outcomes can also serve as a guide in the selection and sequencing of course content and the design of instructional and assessment strategies which will closely match the desired learning outcomes, as well as provide substantial documentation for programme or course evaluation in the quality assurance process.
This workshop will explain the fundamental principles and steps involved in using an outcomes-based approach in the design and delivery of instructional strategies to facilitate student learning, and also for strategic course planning. Participants will acquire knowledge and skills, including engagement in small group work, in formulating and writing learning outcomes using an outcomes–based educational approach. The educational principles learned can be applied, not only to the design of a whole course curriculum, but also to a course module and even a lecture.
|
DESIGNING A COMPETENCY–BASED SELECTION PROCESS FOR HEALTH EDUCATION COURSES
Gominda Ponnamperuma and Indika Karunathilake
If health education courses need to assure public that their graduates have the right package of competencies for safe practice, it makes sense that such competencies should define the framework for selecting applicants for these courses.
This workshop introduces the participants to a step–by–step approach to designing a valid and reliable admission process that selects applicants based on their potential to achieve the exit learning outcomes of the course. The common pitfalls when designing such an admission process is also discussed.
Workshop objectives:
At the end of the workshop the participants will be able to:
- Identify a competency–based outcome framework for selection
- Select appropriate test content for an admission process
- Utilize sound selection methods and tools
- Design test material based on a blueprint
- Organize a pilot study to evaluate a selection process.
The workshop should be of interest to the healthcare professions' educators and administrators involved in both undergraduate and postgraduate education.
|
RESEARCH IN MEDICAL EDUCATION: ASKING GOOD QUESTIONS – USING APPROPRIATE METHODS.
Brian David Hodges
Medical Education Research is of great interest to many educators. But where to begin? The first, but often neglected step is asking a good research question. The first part of this workshop will focus on asking research questions and each participate will have the opportunity to develop their own personal questions. The second step is researching the question, defining what is known from previous research and choosing a research method. In the second part of the workshop, we will begin to explore how to go about these steps, with a focus on aligning appropriate methods with specific research questions.
|
FACILITATING A TEACHING SESSION FOR THE HYPOTHESIS–DRIVEN PHYSICAL EXAMINATION (HDPE): TEACHING PHYSICAL EXAMINATION ALONG WITH CLINICAL REASONING
Hiroshi Nishigori, Junji Otaki and Makoto Kikukawa
Background
A common teaching method adopted in many medical schools to teach medical students physical examination is to first teach some 100 manoeuvres. Although students can master each examination skill through this learning process, it is not uncommon for them to have difficulty associating the manoeuvres and ascribing meaning to findings to sort out a diagnosis. We developed a model teaching session of Hypothesis-Driven Physical Examination (HDPE), in which the technical and cognitive aspects of physical examination are better integrated.
Intended outcomes
At the end of this workshop, participants will be able to facilitate a HDPE teaching session where they teach physical examination along with clinical reasoning to medical students.
Structure
First we will introduce, by a seminar, a concept of Hypothesis-Driven Physical Examination (HDPE). Second, the participants will watch a DVD programme for tutors who are going to teach physical examination along with clinical reasoning, in which a model for a small-group teaching session for 6 students are described. Third, the participants will do a role-play to teach HDPE in a small-group session referring to the DVD programme, and finally reflection on the role-play will be done in the plenary.
Intended audience
Faculty members who are in charge of teaching physical examination to medical students
|
|
PORTFOLIO AS A METHOD OF STUDENT ASSESSMENT
Zubair Amin and Khoo Hoon Eng
The origin of the word portfolio is interesting. It is the combination of two words: 'portare' which means 'to carry' and 'follium' which means 'leaf/sheet'. Portfolio is a portable and a living document that collects personal and professional goals, achievements, and reflections in a systematic manner.
Portfolio is an antidote to reductionist approach to student assessment. It allows us to deliver a more holistic assessment and supports the growth of individuals.
In this workshop, our aims are to explore portfolio-based assessment in greater details and answer the following critical questions:
- What is portfolio to me?
- What is the purpose of portfolio in my own context?
- How does the purpose of portfolio influence the content and organization?
- How can I implement portfolio-based assessment in my own setting?
This will be a hands-on workshop based on collaborative and group works. You are welcome to share your own experiences and issues with the group and learn from each other.
|
MEDICAL PROFESSIONALISM FOR LIFE
Alastair V Campbell, Paul U Macneill, Charles Donald Hill and Chin Jin Jih
It has been well established by research that lack of professionalism in doctors, leading sometimes to disciplinary action, can be traced back to attitudes and behaviours in student years. This workshop will look at the enabling of a seamless transition from a strong emphasis on professionalism throughout the medical course to relevant and effective continuing professional development after registration. The workshop will share experiences and approaches from the UK (Hill), Australia (Macneill) and Singapore (J. J. Chin). Participants will be given practice in a range of methods for teaching and assessing professionalism.
|
INNOVATIVE METHODOLOGIES IN CME AND CPD
Lawrence Sherman
This workshop will feature an interactive session where participants will actively contribute to the session. The primary area to be covered is the role of new methodologies in the design, delivery and assessment of live and online education at the graduate and postgraduate levels of medical education. A focus on both best and worst practices will allow participants to contribute their opinions and thoughts regarding what works and what doesn't work in their educational environments. At the end of the workshop, participants will have been exposed to a variety of new and emerging methodologies and have clear strategies of how to incorporate what they learned into their own teaching environments.
|
TRAIN THE TRAINER WORKSHOP – FACULTY DEVELOPMENT FOR THE EFFECTIVE USE OF SIMULATION-BASED TECHNOLOGY
Amitai Ziv
A crucial factor in Simulation-Based Medical Education (SBME) is the quality and preparedness of the instructors. Often, the instructors are experts in the relevant medical field, but have only limited experience in SBME. A 'train the trainer' workshop will be presented. Participants will experience different aspects of the debriefing process, and will be exposed to a structured training approach that leads to improved trainers' readiness and enhanced SBME quality.
Objectives of Workshop:
1. Explain the crucial role of effective instructors training in SBME.
2. Define the main principles of constructing instructors' training workshops.
3. Participate in debriefing process and practicing the facilitation of an inexperienced simulation–based instructor.
4. Becoming acquainted with a prototypical instructors' training workshop that can be adjusted and implemented in various simulative environments.
Background:
A crucial factor in Simulation–Based Medical Education (SBME) is the quality and preparedness of the instructors. In addition to being content experts in the relevant field of medicine, instructors or trainers in SBME are expected to possess debriefing and facilitation skills that are unique to simulation-based environments. They must be familiar with the simulated scenarios and their educational aims as well as the debriefing points designed for each scenario. Furthermore, they have to master debriefing skills (with or without the use of audio visual tools) in order to facilitate constructive group discussions during the debriefing sessions that follow the simulated encounters. Therefore, hands–on exposure of newly recruited instructors to the concepts and principles of SBME accompanied with a formal and structured training in debriefing techniques plays a major role in developing faculty into becoming effective and potent simulation-based instructors.
The aim of the workshop is to introduce the concept and principles of the "train the trainer" process, and to supply the participants with a recommended workshop curriculum that can be adapted for different SBME contexts. The session will demonstrate a mini train the trainer workshop and will include components of actual practice, thus enabling participants to experience the process firsthand.
|
|
