Автор неизвестен - Mededworld and amee 2013 conference connect - страница 1

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а теє %20із

AN INTERNATIONAL ASSOCIATION FOR MEDICAL EDUCATION

"Colouring outside the lines"

PRAGUE

CZECH REPUBLIC

Prague Congress Centre

24-28 August 2013 www.amee.org

ledEdWorld

фЛ global online medical education community

MedEdWorld

- for members by members -a global online medical education community sharing expertise to improve medical education

www.mededworld.org

MedEdWorld and AMEE 2013 Conference Connect

MedEdWorld is an international health professions community of individuals and educational organisations whose purpose is the sharing of information, ideas, experience and expertise. Features include news items, conference and course listings, job opportunities, glossary of terms, resources, publications, webinars, forums and special interest groups, as well as the opportunity to publish your own papers.

Activate your free membership to take part in MedEdWorld Forums and other activities!

This year all delegates will have either AMEE membership or MedEdWorld membership which will allow you to participate in the AMEE 2013 discussion forums within MedEdWorld.

If you are already an AMEE member, your existing username and password will give you access to MedEdWorld.

If you haven't already set up a username and password, please contact the MedEdWorld Administrator (admin@mededworld.org) or come and see us at the AMEE stand.

MedEdWorld Forums

MedEdForums are discussion threads on topics featured at AMEE 2013. You can add your comments, join in the discussions and even arrange to meet other participants to follow up the discussions face to face. If you select 'subscribe to post' at the bottom of the discussion thread, you will receive an email when comments are posted.

If you have a presentation at AMEE 2013 you are also invited to link in your PowerPoint presentation and share it with other members.

If you haven't activated your membership yet, why not stop by the AMEE Exhibition Stand and we would be delighted to assist you and to give you a tour of the site.

Happy networking!

i^N ГУЛ £V   "- MedEdWorld, Tay Park House, 484 Perth Road, Dundee DD2 1LR, UK.

ОПТ!©©*    *. Tel: +44 (0)1382 381959    Email: admin@mededworld.org

an international association f04 medical'education Web: www.mededworld.org     Scottish Charity SCO31618

ABSTRACT BOOK: SESSION 1

SUNDAY 25 AUGUST: 1700-1915

SESSION 1: Plenary

Sunday 25 August: 1700-1915

1A Plenary: Restoring Learning to Life - why healthcare professionals should fall in love with learning, and how they can do so...

Location: Congress Hall, PCC

Alistair Smith (Alistair Smith Learning, UK)

Summary: In this wide-ranging and highly personal presentation which draws from different disciplines, Alistair Smith will examine what we currently know about teaching and about learning. He will examine the 'anatomy' of the learner and argue that with more insightful teaching which focuses on the learner we can radically transform the capacity of our profession to improve. Alistair Smith has been described as the UK's leading trainer in modern learning methods. He has delivered well over 1,100 training and development events and is still counting. He is an author of best-selling books including books on learning, neuroscience in education and more recently on the culture of high performing schools. He specialises in taking the theory of learning, translating it into everyday practice and making it accessible for all.

Biography: Alistair is Education Director for Frog Trade Ltd, one of the world's most successful providers of virtual learning environments. His part-time role will be to help shape product design and implementation. In addition to his work in education, where he is known for his innovative approaches to development, Alistair also works in professional sport. He has been the designated learning consultant to the English Football Association for the last years. Currently he is helping design and deliver the worlds' first elite football coaches course. In his spare time he loves to do more of the above especially if he can run around as he does so. He also likes real ale and real pubs, loud bands and snow on the hill tops. He is an exiled Scot.

SESSION 2: Simultaneous Sessions

Monday 26 August: 0830-1015

2A Symposium: The medical school of the future

Location: Congress Hall, PCC

Hilliard Jason (University of Colorado, Denver, USA) Janet Grant (Open University, UK) Richard Hays (Bond University, Australia) Ronald Harden (AMEE, UK) Madalena Patricio (Portugal) (Chair)

Summary: In the spirit of the theme of the Conference -Colouring Outside the Lines - four speakers will present their views on the medical school of the future. Their different visions will be discussed by participants, with a view to determining whether the descriptions offered are a disguised form of science fiction, or a realistic perception of where medical schools might be in the years ahead.

2B Symposium: Script Concordance

testing across the continuum of health

professions education Location: Meeting Hall I, PCC

Steven J. Durning (Uniformed Services University of the Health Sciences, Bethesda, USA) Bernard Charlin (University of Montreal, Canada) Stuart Lubarsky (McGill University, Canada) Paul Duggan (University of Adelaide, Australia) Eduardo Pleguezuelos (PRACTICUM Institute, Madrid, Spain)

Summary: Script concordance tests (SCTs) are being increasingly adopted for use in medical curricula around the world. The goal of this symposium is to summarize the ever-broadening applications of SCT across the spectrum of health professions education, from undergraduate through postgraduate and continuing professional development. Current controversies surrounding the SCT will be highlighted during the presentations. Steve Durning will open the session with introductory remarks and a brief overview of the SCT. Bernard Charlin will present the theoretical underpinnings of the script concordance approach. Stuart Lubarsky will summarize the current literature on the use of SCT in residency education, with a focus on areas of dispute. Paul Duggan will discuss the potential role of SCT for use in high-stakes clinical reasoning certification exams in medical school. Eduardo Pleguezuelos will provide insights into his institution's experience using an innovative web-based SCT platform as a tool for continuing health professional education.

2C Short Communications: Staff/Faculty Development 1 Location: Panorama, PCC

2C/1

Pay it Forward: A new spin on professional development in medical education

Frank Bate (University of Notre Dame Australia, School of Medicine, Fremantle, Australia) Carole Steketee (University of Notre Dame Australia, School of Medicine, Fremantle, Australia)

Background: MedEdWorld provides services to develop medical educators' knowledge. One of these services is its webinar program. For some years, academics at the University of Notre Dame medical education unit have attempted to engage medical educators in the webinar program, with limited success. The Pay it Forward initiative provides an alternative approach to real time webinars.

Summary of work: Pay it Forward examines upcoming webinars, connecting targeted leaders with key themes. A dialogue begins which is aimed at interpreting webinars for the local context, where appropriate suggesting policy responses. A captured webinar is then given to leaders with resources and support to assist in developing deep understandings of the issues involved. Finally, leaders are encouraged to think creatively about how to share their interpretations with the wider university community.

Summary of results: This paper discusses initial outcomes from Pay it Forward, from perspectives of knowledge/skills development and educational change. Pay it Forward has been shown to present a fresh approach to educational professional development. First, it provides educational leaders with the support needed to engage with contemporary issues at a deep intellectual level; secondly, by encouraging leaders to contribute to policy development, medical educators can develop their capacity as educational change agents; finally, developing educational professional development for time-poor health professionals promotes succinct and creative approaches. Conclusions: Pay it Forward could be an important educational intervention that changes the way in which professional development is conducted in time-scarce environments.

Take-home messages: Pay it Forward leverages knowledge generated through a global community for a local context, supporting both leaders and novices on their own learning trajectories, whilst at the same time sustaining a culture of continuous improvement.

2C/2

How do Faculty Developers Prepare themselves to Conduct Instructional Improvement Workshops?

ABSTRACT BOOK: SESSION 2 MONDAY 26 AUGUST: 0830-1015

David Irby (University of California San Francisco, Medicine, San Francisco, United States) Patricia O'Sullivan (University of California San Francisco, Medicine, San Francisco, United States)

Background: One key to faculty development is modeling best practices during an offering. What kind of preparation do faculty developers engage in to provide such a workshop?

Summary of work: We interviewed 29 of 30 eligible full-time faculty members who from 2007-12 volunteered to teach periodically in school of medicine faculty development workshops. We asked them to describe how they prepared for their workshops. We received IRB approval and conducted in-person or telephone interviews. We collaboratively conducted a thematic analysis of transcripts followed by a secondary analysis based on recognition of alignment with curriculum development.

Summary of results: Initially, we identified 25 codes which upon secondary analysis aligned with a well-known curriculum development model. As a group developers employed all steps: 1. Problem identification - "I will usually do a review of the literature." 2. Needs assessment - "I solicit information beforehand from participants." 3. Goals and objectives - "We develop a set of learning objectives...and then design the session to meet those objectives." 4. Educational strategies -"I think a lot about how to engage learners and make it interesting and engaging." 5. Implementation - "I elicit goals from the audience and kind of improvise." 6. Evaluation and feedback - "We get evaluation scores and I always read those to think about how I might be

better."

Conclusions: While faculty members prepare for their workshops using a six step process of curriculum development as guidance, they most consistently focus on needs assessment, instructional strategies for engagement, and evaluation and feedback. Take-home messages: Best practices in preparing for faculty development align with good curriculum development.

2C/3

Role Modeling Workshop: Is It Effective in Improving Lecturers' Attitude and Practice?

Endang Basuki (University of Indonesia, Department of Medical Education, Faculty of Medicine, Jakarta, Indonesia)

Pamela Priyudha (University of Indonesia, Department of Community Medicine, Faculty of Medicine, Jakarta, Indonesia)

Background: Role modeling is at the heart of professional character formation. Various research indicated that the example showed by a lecturer will influence students' attitudes and behavior. Role modeling is an important teaching strategy to change values, attitude, mind-set, and behavior of students and also can influence students' career choice.

Summary of work: A three day role modeling workshop involving 24 lecturers was done. Before, right after and three months after the workshop participants filled out a questionnaire on the importance of role modelling in medical education and the effort that has been made in becoming a role model. Summary of results: There were changes in participants' attitude and behavior 3 months after the workshop. Effort to become role model for colleagues was significantly increased (p 0.04). Willingness and effort to become role model for students were also increased with p 0.049 and 0.005. Barriers faced in the effort to become role model were the weakness of human resources development and lack of support from the organization. Other barriers were low self-confidence and commitment. Conclusions: Role modeling workshop can increase lecturers' attitude and behaviour, but to achieve sustainability other interventions are needed. Establishing work culture and better staff-student ratio conducive to performing role model are needed along with the role modeling workshop. Take-home messages: Conducting role modeling workshop was effective to change the attitude and behaviour of FMUI staff so that they can perform better as lecturers who are expected to influence students' attitudes and behavior.

2C/4

The Pedagogical Formation of Medical Education Professors: an experience of interdisciplinary formation in the institution's context

Cleidilene Ramos Magalhaes (UFCSPA, Educagao e Informagao em Saude, Rua General Sousa Doca, 242/201 - Porto Alegre/RS Brasil, Rua Sarmento Leite, 245/412 - Porto Alegre/RS Brasil, Porto Alegre 90-630­050, Brazil)

Marcia Rosa da Costa (UFCSPA, Educagao e Informagao em Saude, Porto Alegre, Brazil)

Background: This work presents reflections on the teaching development process of medical professors as it aims at discussing the importance and need of pedagogical training for university professors. Summary of work: It is a reflective report of a pedagogical training offered to medical education professors as well as to other professors related to the health area between 2004 and 2012 at a Brazilian Federal University. This training was based on the assumption of an interdisciplinary and contextualized pedagogical training. This report presents data from courses of continuing teacher education, focusing on the context of the institution where it was taken. Summary of results: Between 2004 and 2012, 181 professors (70%) participated in this pedagogical training. We believe this continuing education has encouraged teachers to reflect on their pedagogical training and practice; on their conceptions; on teaching and learning styles and on the need of a constant dialogue with adopted teaching practices.

ABSTRACT BOOK: SESSION 2 MONDAY 26 AUGUST: 0830-1015

Conclusions: We call attention to the challenging aspect of dealing with the specificities and needs of teachers as well as teachers' and students' willingness to continuing learning.

Take-home messages: The process of pedagogical training is a long journey permeated with conflicts, the different types of knowledge and the gaps of it in the academic community; resignifying its concepts and practices of evaluation and its own reformulation.

2C/5

"Knowing what you don't know": A clinical training program to standardize practice

Lisa Di Prospero (Odette Cancer Centre at Sunnybrook, Radiation Therapy, 2075 Bayview Avenue,, Toronto

M4N3M5, Canada)

Brian Liszewski (Odette Cancer Centre at Sunnybrook,

Radiation Therapy, Toronto, Canada)

Glen Gonzales (Odette Cancer Centre at Sunnybrook,

Radiation Therapy, Toronto, Canada)

Kari Osmar (Odette Cancer Centre at Sunnybrook,

Radiation Therapy, Toronto, Canada)

Laura DAlimonte (Odette Cancer Centre at Sunnybrook,

Radiation Therapy, Toronto, Canada)

Rachel Bagley (Odette Cancer Centre at Sunnybrook,

Radiation Therapy, Toronto, Canada)

Background: Radiotherapy professional practice is inherently dynamic. Anecdotal feedback and informal peer observations identified variances in practice. This variation was due to a "train the trainer" model that fostered a siloed approach to how knowledge was attained, disseminated and assessed. Our aim was to standardize training and dissemination using case based training facilitated by a peer in-house expert to integrate theory and practice.

Summary of work: Radiation Therapists (N=120) participated. A pre- and post- survey was distributed to capture measures on knowledge, skill and judgement. The survey included an authentic case study as well as self-rating of confidence. Inaugural sessions included debrief of facilitators to capture participant discussions that ensued during each training session. Summary of results: The majority of participants identified their own training was from a peer as an informal process. Self-rated confidence levels increased in both knowledge and skill. There was a shift in perceived confidence of clinical reasoning from identifying the need to confer with peers to making decisions on their own. Impromptu discussions harnessed an "unplanned" teaching opportunity by facilitators to support exercises in clinical reasoning including deficiencies in knowledge and variabilities in practice.

Conclusions: Initial assessment of the formalized education program was positive evidenced by increases in self-ratings by all participants in confidence and proficiency. Facilitated discussions enhanced the professional learning.

Take-home messages: To ensure consistency in practice and continued competence - a formalized training

program must be integrated within organizational strategic approaches inclusive of measures beyond the superficial survey satisfaction indicators.

2C/6

Developing an open eLearning community in a social network

Anne Marie Cunningham (School of Medicine, Cardiff University, Institute of Primary Care and Public Health, Neuadd Meirionydd, Heath Park, Cardiff CF14 4XN, United Kingdom)

Background: Online social networks allow educators to develop connections with others who are interested in the same topics as themselves. Closed communities which are not integrated with existing social networks can be difficult to develop and sustain. I wanted to develop a community for students, faculty and administrator interested in the use of technology in medical education.

Summary of work: I chose to host the community as a LinkedIn group as it is an existing social network which is related to online professional presence. Membership of the group or LinkedIn is not necessary to be able to access the discussions. However only group members can start new discussion threads. Summary of results: The group has more than 500 members and this is growing steadily. Using LinkedIn analytics we can see that members are mainly from within the UK and in higher education. Medical students, and educators from other fields in health science education are active participants. On average 3 new discussions are started, and 20 comments posted to the group each week.

Conclusions: The public nature of the group means that discussions can easily be shared with other social networks such as Twitter to increase participation and dissemination. Some of the most popular discussions, for example around the use of tablets in medical education, have been used as resources by other groups as they present fresh perspectives. The barriers to participation are lowered by seeing the nature of discussions before signing up to join the community. However, some members may be inhibited by posting publicly.

Take-home messages: Open communities can be developed within social networks sites, with good uptake and use by medical educators.

2C/7

Faculty Development - Experience in a Traditional Medical School, Rio de Janeiro, Brasil

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