AN INTERACTIVE AND REFLECTIVE SERIES OF SESSION AIMED TO ENHANCE EFFECTIVE CLINICAL TEACHING
Marcus Henning and Wayne Hazell
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Background
In clinical education, it is important to consider the lifelong process of learning and to ensure clinical teachers continue to learn more productive means of imparting their knowledge and skills to learners. In Auckland, New Zealand, a series of pragmatic workshops were developed to provide clinical teachers working in the field with the opportunity to extend their teaching expertise. A series of four workshops were developed in the areas of assessment, feedback, teaching when busy and utilising the right pitch. The series of workshops were first piloted at the University of Auckland and then delivered to clinical teachers in the field in rural and urban hospitals.
Specific Learning (Educational) Outcomes
- The participants will be able to comprehend and identify the elements of effective clinical teaching.
- The participants will be able to apply appropriate methods of feedback, teaching when busy and utilising the right pitch.
- The participants will be able to reflect on their own clinical teaching experiences and provide solutions for improvement.
- The participants will be able to discuss and evaluate the delivery and implementation of a ‘teach the teacher ‘programme.
Structure
The introductory session will focus on the background on history and experience in relation to designing, implementing, and developing this series.
- The session will consider ways to enhance feedback, teaching when busy and utilising the right pitch.
- An interactive discussion aimed to evaluate the process and the challenges of a ’teach the teacher’ programme.
Who Should Attend
- Health professional teachers who wish to improve their skills in these areas will benefit from attending this workshop.
- Health professionals aiming to develop a similar programme for their clinical learning environments.
Level of Workshop
This workshop is aimed at providing participants with basic understanding and developing basic skills in clinical teaching. More advanced clinical teachers may wish to attend to affirm their level of clinical teaching processes and the challenges for developing a clinical teaching programme.
Key Words: clinical teaching, reflection, pitch, feedback, teaching when busy
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ASSESSING ONLY THE EASILY ASSESSABLE IN AN ADMISSION TEST IS EASY, BUT DOES IT DELIVER?
Gominda Ponnamperuma and Indika Karunathilake
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Sifting the smart from the daft is the avowed role of a fit-for-purpose admission test. A ‘smart healthcare professional’ is the one who has the right blend of abilities or competencies to perform their duties. Thus, defining the ideal healthcare professional in terms of competencies will be the first task of an effective admission test. Once such competencies have been identified, the best possible tools should be selected to assess the applicant on those competencies. In the past, however, there has been a tendency to use only the tools that are easy to administer as admission tests. This tendency will invariably lead to selecting the unsuitable. This in turn will have profound implications, both to the profession and to the society. If such implications are to be avoided, admission tests need to be bold and imaginative to use a toolbox of methods to select the best possible applicant. In this sense, an admission test can be viewed as a data collection process to build a profile of each applicant in terms of their potential to achieve the competencies required by the profession. This workshop offers the necessary knowhow to develop an admission test using the right package of assessment tools to select the right applicant who will deliver the right healthcare for the 21st century.
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ASSESSMENT STRATEGIES IN MEDICAL EDUCATION: MAKING CONTEXT-DRIVEN EVIDENCE-BASED DECISIONS
Kevin W Eva
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While there are few answers in this world as unsatisfying as “it depends,” that is the right answer to the question of how one should assess the progress of learners in medical education. Over the years since medical education has evolved into a field of study in its own right the focus of assessment has expanded from determining how to assess one’s knowledge to how to assess a broad array of competencies including professionalism and patient advocacy. The focus has similarly expanded from determining how to assess one’s knowledge to how to assess one’s actual practice. Undoubtedly the focus will continue to expand in unanticipated directions, but even within the current scope of educational practice it is important to recognize that there is no one right way to assess learners. General criteria defining good assessment have been identified and a variety of assessment protocols appear to provide suitable fits to those criteria, but context is critically important in five ways: (1) It determines which compromises are appropriate when quality criteria oppose one another; (2) it influences performance within the chosen assessment protocol; (3) it provides guidance as to which competencies should be prioritized; (4) it reminds us of the need to tailor our assessment protocols to the educational philosophy and curricular goals of the institution; and, (5) it determines the extent to which assessment protocols will be implemented in an effective manner. The goal of this workshop will be to provide the participant with guidance regarding what issues should be considered when striving to adapt existing assessment protocols (or to create innovative protocols) to the specific context of their own needs. It will begin by providing a brief summary of the criteria through which assessment protocols should be assessed and will subsequently present concrete examples of a variety of testing formats that emphasize various cognitive and contextual constraints on student assessment.
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BEYOND THE BODY, BEHIND THE WHITE COAT
Chan Li Chong and Julie Chen
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This will be a highly interactive workshop aimed at teachers who are interested in or have developed medical humanities courses or activities in their own institutions.
At its heart, the study of humanities in medicine is the generation of new inquires and reflections to explore the understanding of illness and suffering and ways to facilitate wellbeing in patients’ personal contexts as well as in the doctor's own life.
In the first half of the workshop, the reason for developing and our experience in piloting initiatives in the medical humanities in the undergraduate medical curriculum at HKU will be discussed. Participants will engage in several of the activities piloted for students – the use of narratives and visual art to explore the meaning of suffering for both the person beyond the patient (the body) and the doctor behind the white coat.
In the second half of the workshop, there will also be opportunities to experience aspects of mindful practice which has been shown to reduce burnout and promote empathy in health care professionals working in their highly stressed environments.
We will round up the workshop by drawing on the collective experience and wisdom of the group to further explore the potential of medical humanities in the medical curriculum in the making of better doctors.
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CAN THE “PHYSICIAN CHARTER” GUIDE THE TRANSFORMATION OF HEALTH SYSTEMS
Jordan J. Cohen, M.D.
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The Physician Charter: Medical Professionalism in the New Millenium was published in 2002 by the American Board of Internal Medicine Foundation, the American College of Physician Foundation, and the European Federation of Internal Medicine. The Charter, endorsed by over 100 professional organizations worldwide, represents a redefinition of medical professionalism for the 21st century. It reaffirmed the two fundamental principles of the Hippocratic tradition, i.e., the primacy of patients’ welfare and patient autonomy, but called for a third, equally compelling principle, social justice. In fulfillment of the principle of social justice, the Charter calls on physicians to take responsibility for improving the quality of health care, improving access to health care, and affecting the just distribution of finite resources.
Overcoming global disparities in quality, access and available resources is arguably the single greatest contemporary challenge facing the medical profession and healthcare professionals. Hence, the central question of this workshop: Could inculcating the principles and responsibilities articulated by The Physician Charter provide a robust framework for Transformative Education for Healthcare Professionals in the 21st Century?
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CAPACITY BUILDING AND ENHANCING COMMUNICATIONS STRATEGIES FOR SKILL UPGRADING
Celia Tan and Chua Ling Huey
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Training and education are strategic tools used to introduce or upgrade new skills and technology, especially in areas where such information is changing with improved technology and research.
The first part of the workshop will focus on the following:
- Demonstrate the use of learning and teaching strategies to plan and implement long term programmes for healthcare professionals in developing countries
- Use communication and relationship building skills to improve collaboration and teaching of professionals in the health care setting.
Participants will
- Develop an upgrading training plan to enable and effective Train-the-Trainer model for capacity building.
- Learn various effective communication strategies to enrich learning and health care delivery
- Reflect on professional experience to plan for effective teaching and relationship interaction in the health care setting among health care professionals.
The second part of the workshop focuses on learning styles. It aims to reinforce the message that healthcare professionals need to be learner-centric, to vary their range of learning activities and techniques to engage their learners and to cater to their needs. This is because, healthcare professionals learn all the time but do not approach learning in the same way
This workshop will use the KOLB Learning Style Inventory to enable participants to
- Discover their own learning preferences
- Classify the 4 basic types of learners based on their learning preferences
- Identify the strengths and limitations of each learning styles
- Apply this understanding of learning preferences to the way they teach or facilitate learning.
Class Size
Maximum 20 pax
Notes:
- All participants will have to pay S$16 (includes GST) cash on-site for the use of the KOLB workbook.
- Participants to bring ruler, pencil and calculator
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CHALLENGES TO PROFESSIONALISM IN CURRENT PRACTICE
Alastair V Campbell and Paul U Macneill
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There is widespread idealism about the aspirations of professionalism in medical care, but are we adequately preparing our students and junior staff for facing the challenges posed by the realities of practice? This workshop will consist of a combination of lectures and case studies, and, after a general introduction to accounts of professionalism, it will focus on the challenges presented for students, clinicians and the profession as a whole by the increasing commercialization of medical practice and medical research.
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CONSTRUCTING EFFECTIVE INTERPROFESSIONAL RELATIONSHIPS:
USING THE CANHEALTH MODEL FOR IPE CURRICULUM DESIGN
Cynthia Whitehead, Sally Chan and Chan Sui Yung
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Better collaboration between health care providers has clearly been shown to improve patient outcomes and provider satisfaction. Interprofessional education (IPE) programs aim to increase the collaborative abilities of practitioners. There is growing awareness that approaches to IPE which focus on roles and scopes of practice often do not adequately address issues of turf, hierarchy, and negotiation in relationships with power differentials. This workshops provides an opportunity for participants to use an innovative model to develop IPE activities that bring to light the complex balance of individual and collective interests, cultures and goals in interprofessional interactions.
Objectives:
At the end of this workshop participants will be able to:
- Discuss the importance of visual representations, metaphors and shared mental models in the construction of IPE learning activities
- Identify innovative ways to develop IPE activities that focus on interprofessional articulations and negotiation.
- Utilize a model to design IPE activities framed in terms of patients, communities and health systems.
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DEVELOPING YOUR ONLINE LEARNING PROGRAMME – MEETING THE CHALLENGES
Indika Karunathilake and Gominda Ponnamperuma
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Introduction:
The role of online learning in medical education is gaining increased recognition worldwide. The competencies in designing, developing, implementing and management of online learning can be considered essential in the toolkit of the 21st century medical educator. How can we meet the challenges of presenting the vast and varied medical content in a manner that appeals to all types of learners, within an electronic context?
This workshop is designed to provide the practical tools and hands-on experience in online teaching/learning methods and technologies, while offering a learning experience which builds on the current knowledge of participants, promoting the sharing of experience and best practices. During the workshop a range of topics such as course design, content generation, application of Learning Management Systems (LMS), Virtual Learning Environments (VLEs), virtual patients and assessment of online learning will be addressed.
Workshop objectives:
At the end of the workshop, the participants will be able to;
- Apply the principles of adult learning into online learning
- Design, develop and implement online learning programmes
- Manage an online learning programme
Who Should Attend:
- Academics who wish to design, develop maintain online learning programmes
- Course developers, content experts and trainers with an interest in practical applications of online learning
- Tutors, mentors and administrators of online learning programmes
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ENSURING THE QUALITY OF UNDERGRADUATE MEDICAL EDUCATION
James H McKIllop
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The workshop will consider how leadership at various levels in a medical school can ensure and enhance the quality of medical education. It will discuss curriculum planning and delivery, assessment strategies and quality assurance processes. The importance of an agreed and coordinated team approach and of defined leadership roles with authority and responsibilities will be explored.
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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
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Background
A common teaching method adopted by many medical schools to teach the physical examination to their medical students is to begin by teaching them some 140 or so physical exam manoeuvres. Although students can master each examination manoeuvre through this learning process, it is not uncommon for them to have difficulty associating the manoeuvres with the meaning of specific clinical findings while sorting out a differential diagnosis. We developed a model teaching session for a 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 to teach the physical examination, along with clinical reasoning, to medical students.
Structure
First we will introduce the concept of a Hypothesis-Driven Physical Examination (HDPE). Second, the participants will watch a video for tutors in which a model of a small-group teaching session is described. Third, the participants will write a scenario for their own context and reflect on its application during a plenary.
Intended audience
Faculty members who teach physical examination to medical students
Reference
- Nishigori H, Masuda K, Kikukawa M, Kawashima A, Yudkowsky R, Bordage G, Otaki J. A model teaching session for the Hypothesis-driven Physical Examination. Medical Teacher. 2011; 33: 410-417.
- Yudkowsky R, Otaki J, Lowenstein T, Riddle J, Nishigori H, Bordage G. A hypothesis-driven physical examination learning and assessment procedure for medical students: initial validity evidence. Medical Education. 2009; 43: 729-740.
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OUTCOMES-BASED COURSE DESIGN:
A PEDAGOGICAL APPROACH TO FORMULATING AND WRITING LEARNING OUTCOMES
Matthew C.E. Gwee, Dujeepa D Samarasekera, Tan Chay Hoon and Goh Poh Sun
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Background
Traditionally, an input-based approach was mainly used to design the medical curriculum: the course content is first determined by the content (discipline) experts and then delivered mainly through lectures. However, an outcomes-based model is advocated for the design and delivery of the 21st century medical curriculum: 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. Clear statements on the end-product capability (i.e. the intended learning outcomes) are therefore critical to the design of an outcomes-based curriculum.
Learning outcomes:
- are classified within the three domains of learning: knowledge (cognitive), (psychomotor) skills and attitudes (affective), i.e. the KSA of learning
- can guide the selection and sequencing of course content and the design of instructional and assessment strategies which are closely aligned to the intended learning outcomes
- serve as an educational map informing students what they need to learn (acquire) and, therefore, has the potential to encourage and motivate self-directed learning by students
- also provide substantial documentation for programme or course evaluation in the continuous quality assurance process.
INTENDED OUTCOMES OF THIS WORKSHOP
General Goal
To understand the pedagogical principles and general procedure involved in formulating and writing learning outcomes, and its application to outcomes-based course design.
Specific Learning (Educational) Outcomes
After attending this workshop participants should be able:
- To explain the educational implications of the terms general course goals and specific learning outcomes for a given course of study
- To write statements which clearly convey to students the intended learning (educational) outcomes and the level of performance to be acquired on completing a course of study
- To classify learning outcomes into the cognitive (knowing), psychomotor skills (doing) and affective or attitudes (feeling) domains of learning
- To formulate specific learning outcomes in their own course disciplines in accordance with the guidelines reviewed
- To design and plan instructional strategies (including the selection of course content, teaching methodology and assessment strategy) that will closely match the specific learning outcomes expected.
- To reflect on and to identify what are the likely benefits and limitations in the application of specific learning outcomes (educational) in their own disciplines
Structure
- Overview: designing an outcome-based curriculum for medical education in the 21st century
- Hands-on practice in small groups: to systematically plan a study course through formulating and writing learning outcomes intended for the course
- Presentation of work done by various groups
- Question-Answer Session / Discussion
- Reflection on the benefits and limitations of applying such an educational approach in designing a course of study for participants’ respective disciplines, and also whether learning outcomes will enhance or hinder learning?.
- Closing Remarks / Summing Up
Who Should Attend
All medical teachers will benefit by attending this workshop. The educational principles learned can be applied to, not only the design of a whole course curriculum, but also to a course module and even a lecture.
Level of Workshop
This workshop is aimed at providing participants with basic understanding and developing basic skills in formulating and writing learning outcomes using a systematic educational approach.
Key Words: formulating learning outcomes, overview, hands-on practice, reflection
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PUBLISHING THE FINDINGS OF SCHOLARLY WORK IN MEDICAL EDUCATION:
THE ART OF WRITING AND GETTING PUBLISHED
Steven L. Kanter
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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.
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SHIFTING PARADIGMS IN POSTGRADUATE TRAINING:
BEST PRACTICES FOR SUCCESS
Shirley Ooi, Nicholas Chew, Colin Song, Marion Aw, Khoo See Meng, Clara Sin, Yvonne Ng and Ng Chew Lip
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Objective
This interactive workshop aims to share with the participants candid lessons on change management in post-graduate education with the aim of achieving ACGME-I accreditation. This session will focus on curriculum development according to the ACGME-I requirements, methods of evaluation, and overall residency management
Faculty
The faculty will consist of Designated Institutional Officials from the Sponsoring Institutions in Singapore (the first country and only country to achieve this international accreditation). Associate Professor Shirley Ooi from National University Health System (NUHS), Dr Nicholas Chew from National Healthcare Group (NHG), Professor Colin Song from Singapore Health Services (SingHealth), Associate Professor Marion Aw (NUHS Paediatrics Medicine Program Director) Dr. Khoo See Meng (NUHS Internal Medicine Program Director), Ms Clara Sin (Deputy Director, Medical Affairs Education, NUHS), Ms Yvonne Ng (Director (Education) NHG)) and Dr. Ng Chew Lip (ENT Resident NUHS) will share their unique lessons in working towards this aim.
Target Audience
International programs seeking to achieve ACGME-I accreditation in postgraduate education.
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USING SPSS FOR DATA ANALYSIS IN MEDICAL EDUCATION RESEARCH
Chan Yiong Huak
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| Time |
Topic |
| 9.00am |
SPSS Basics
- Setting up an SPSS database
- Importing Excel file |
| 10.00am |
Tea Break |
| 10.30am |
Quantitative Data analysis
- Parametric vs Non-Parametric |
| 12noon |
Lunch |
| 1.00pm |
Multiple Linear Regression and General Linear Model |
| 3.00pm |
Tea Break |
| 3.30pm |
Qualitative Data analysis
- Chi-square and Fisher’s Exact test
- Logistic Regression |
| 5.00pm |
End of Workshop |
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WORKSHOP ON ENHANCING CLINICAL EDUCATION IN UNDERGRADUATE HEALTHCARE PROFESSIONAL EDUCATION
Sally Chan, Karis Cheng, Chow Yeow Leng, M Kamala Devi
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Introduction to the workshop
Clinical education is a key component in healthcare professional education. Regulatory bodies of nursing profession always require the graduates to complete this component before they become qualified professionals. The service sector provides students with an opportunity to practice their skills, develop a professional identify, increase their knowledge base, and provide them with opportunities to transfer classroom knowledge to the clinical settings. The challenges that are frequently encountered in clinical education are: limited clinical placement opportunities, insufficient competent clinical preceptors, theory-practice gap, difference between academic and clinical cultures, and difficulty building a positive clinical learning environment. As a means to address these issues about clinical education, this workshop is organized by the Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore. Participants would be practicing healthcare professionals involved or interested in clinical education for undergraduate students.
Learning outcome of the workshop
The aim of this interactive workshop is to equip participants with the knowledge and skills for planning and facilitating clinical education for undergraduate students. After attending this workshop, participants will be able to:
- Reflect on and to identify the challenges in clinical education in their own disciplines
- Explain different models for clinical learning experience
- Design and plan a positive clinical learning environment
- Formulate strategies for carrying out a successful clinical learning experience
- Explore approaches to provide constructive feedback to students
Structure of the workshop
- Overview: Planning and implementing clinical education for students of healthcare professions.
- Group discussion: Exploring various challenges in clinical education and formulating strategies to overcome the challenges.
- Group presentation of challenges and strategies
- Discussion
- Closing remarks
Level of workshop
The workshop is aimed at providing an update of clinical education to participants who have experience in clinical education and/or who have questions about the process or feasibility of hosting students in their setting.
Who should attend
Healthcare professional educators will benefit by attending this workshop. The principles learned in this workshop can be applied to undergraduate curriculum. There will be in-depth discussion about issues related to the clinical education. Up to 25 participants could be accommodated in this workshop.
Keywords
Clinical education, positive learning environment
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SIMULATION AS AN ASSESSMENT TOOL
C Donald Combs
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This workshop focuses on the important questions related to the use of medical simulation as an assessment tool. A lecture providing an overview of the current process of medical education and training and of current assessment practices will begin the workshop. Then, participants will view videos of simulator based education and discuss them in terms of the clarity of the educational objectives, the metrics employed to determine success in meeting the educational objectives and, more importantly, in improving the demonstrated competence of the learners. Finally, participants will be given a patient care scenario and asked to develop a simulation-based scenario that exemplifies best practices in using medical simulation to assessment student performance.
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SIMULATION FOR INTER-PROFESSIONAL EDUCATION
Paul E. Phrampus
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This workshop will aim to create an immersive experience in creating opportunities for simulation-based inter-professional education. Trying to break down some of the silos that become a hindrance to patient care in the practicing environment is falling upon the primary education of our healthcare providers. Simulation has been discovered as a modality to effectively allow interactions between multiple domains of healthcare providers. Allowing cross domain appreciation of the goals, objectives, philosophies and vocabularies involved in the care of the patient can optimize team functionality.
This workshop will function to compare similarities and differences in the design and execution of simulation-based education and assessment scenarios amongst varying domains of healthcare providers. Each group will analyze goals and objectives with a focus on inter-professional education, and then create a mini-scenario to provide a immersive experience for the intended participants.
The workshop will focus on the design of the scenario, assessment methods, and modification to debriefing techniques that allow for the accomplishment of objectives associated with inter-professional education.
Session objectives
At the conclusion of this workshop participant will be able to:
- List 3 similarities and differences in the design of scenarios for a professional education
- Define challenges for simulation-based inter-professional education
- Discuss how traditional debriefing methodologies can be altered to accommodate optimal and professional education
- Discuss challenges with assessment associated with inter-professional education
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ULTRASOUND TO ENHANCE UNDERGRADUATE MEDICAL EDUCATION
Shaik Farid Abdull Wahab
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The workshop will cover aspects of how to use ultrasound to enhance undergraduate medical education. It will provide some basic skills for clinical faculty to use ultrasound to enhance undergraduate medical education.
Ultrasonography in acute settings with targeted imaging is becoming a standard of care in medical centers as well as in the battlefield, in medical transportation, and to triage victims of mass casualties. Point of care, portable ultrasound systems are now low-cost, hand-carried devices generating reliable images with a rapidly growing number of indications in various specialties and for primary care physicians. Moreover, these systems have been shown better than relying on landmarks to guide invasive procedures and therefore decrease complications. Unfortunately, most military and university medical centers do not have a structured environment to train healthcare providers to develop scanning and pathology recognition skills. We must avoid a case of technology spreading faster than the expertise to use it. Participants will explore the capabilities of point of care ultrasound and the experience/opportunity of introducing this technology at the undergraduate level will be discussed. We will deploy ultrasonography simulators so that participants benefit from a hands-on experience. Educational and didactic considerations will be discussed with the participants as well.
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POST-SIMULATION DEBRIEFING
Siau Chiang, Geoffrey T Miller and Terry Pan
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This workshop will help participants acquire the foundation knowledge and practice the basic skills to conduct an effective post-simulation debriefing. It will introduce the principles and processes involved in post-simulation debriefing, focusing on the different phases of debriefing and the various approaches to debriefing learners. Brief lectures and video recording will complement small group practical sessions to allow participants to reflect, evaluate and receive feedback on their own performance during debriefing. Participants will be encouraged to discuss issues and share their ideas on post-simulation debriefing during the workshop.
Learning Objectives:
- Describe the processes involved in effective post-simulation debriefing
- Explain the barriers and factors involved achieving debriefing objectives
- Practice the different approaches to debriefing learners in post-simulation sessions
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