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2. Select the most appropriate simulator/SP for the assessment
3. Explore the use of simulated contexts in the diagnostic assessment of performance Structure of workshop: This 90 minute session will include mini-lectures, video clips and group exercises. Who should attend: Undergraduate and postgraduate clinical skills and simulation educators involved in clinical assessment
3S Workshop: Developing a caring culture in healthcare: what contribution should be expected from medical
education and training
Location: Meeting 3.1, PCC
Lesley Southgate (St Georges University of London, Division of Medical Education and Population Sciences, Cranmer Terrace, London SW17 0RE, United Kingdom) Judy McKimm (College of Medicine/ Coleg Meddygaeth, Medical Education, Swansea, United Kingdom) Andrew Grant (Cardiff University Hospital for Wales, Institute of Medical Education, Cardiff, United Kingdom) Vimmi Passi (University of Warwick Medical School, Office of AoMed ED journal, Warwick, United Kingdom)
Background: During the last year shocking findings about the standards of care in a UK acute hospital were published following a wide ranging inquiry chaired by a High Court judge (The Mid Staffordshire NHS Foundation Trust, Public Inquiry, Chaired by Robert Francis QC). In this interactive workshop the findings that relate to medical education and training will be presented and implications for students, trainees and specialists considered.
Intended outcomes: A report of the workshop will be circulated by the presenters after the conference and input requested from interested participants. This input will include reflection on what was important to them. If the final piece is of sufficient quality it will be submitted to the UK Academy of Medical Educators for publication in its Journal. Structure of workshop: Activities will comprise A short introductory presentation to include a brief overview of relevant aspects of the Francis report Consideration of a real clinical event recorded as a reflection by a senior medical student, using workplace assessments to examine the issues it raises. Role play may be used.
Discussion. What is the meaning of 'caring' and is it part of professionalism?
Finally, the values for medical educators developed by the UK Academy of Medical Educators will be examined in the light of our discussions and recommendations. Who should attend: This will be of interest to anybody engaged in undergraduate and postgraduate training, or interested in the importance of role models, feedback, or the suitability of using workplace assessment methods to explore attitudes and values. We especially welcome attendees from countries other than the UK. Level: Intermediate
3T Workshop: How should we evaluate
global health education experiences?
Meeting Room 3.2, PCC
David Davies (University of Warwick, Warwick Medical School, Gibbet Hill Road, Coventry CV4 7AL, United Kingdom)
Carmi Margolis (Ben Gurion University, Medical School for International Health, Beer Sheva, Israel)
Background: Should global or cross cultural/underserved population educational experiences be a required component of the curriculum? What unique experiences can learners gain only from unfamiliar cultures and settings, as opposed even to unfamiliar cultures in a familiar setting? How can we evaluate global health (GH) educational experiences in order to determine achievement and appropriate goals for such experiences? Intended outcomes: An approach to evaluating GH electives/rotations that includes qualitative as well as traditional techniques. An approach to using evaluation to facilitate development of valid goals for a GH rotation. A broadened perspective on the question of whether GH rotations should be required. Structure of workshop: This workshop will be based around a participatory experience in qualitative analysis of the content of global health elective/rotation reports. Facilitated group work will identify themes thought to be important when evaluating global health electives/rotations. Participants will get hands-on experience with a content analysis technique that will use actual reflection and blog texts produced by students on GH rotations from medical schools in different countries. This experience will provide the basis for small and large group discussion that aims to achieve two outputs: an approach to setting goals for GH rotations and an approach to developing an evaluation plan that includes qualitative as well as more traditional evaluation methods. Clearer definition of goals will bear directly on the question of whether or not GH rotations should be required. Who should attend: Educators and faculty involved in teaching and assessing global health education, as well as those with a general interest in the topic. 3U Workshop: The BEME (Best Evidence Medical Education) approach: Finding, evaluating and using evidence to guide education
Location: Meeting 3.3, PCC
Jill Thistlethwaite (University of Queensland, CMEDRS,
Herston, Brisbane 4006, Australia)
Simon Guild (University of St Andrews, School of
Medicine, United Kingdom)
Yvonne Steinert (McGill University, Canada)
Larry Gruppen (University of Michigan Medical School,
Marilyn Hammick (BEME, United Kingdom) Trevor Gibbs (AMEE, United Kingdom)
Background: The BEME Collaboration is a unique initiative within the field of health professional education and is both a national and international enterprise. It is now more than ten years old and has published 20 systematic reviews of health professional education activities, with several reviews in progress. BEME is committed to the promotion of evidence-informed policy and practice in health professional education through the production of appropriate systematic reviews of health professional education, which reflect the best evidence available and meet the needs of the user. In this workshop we will explore how evidence is gathered and evaluated, and discuss how evidence may best be used to guide education. Intended outcomes: An understanding of the nature and scope of the BEME collaboration and published reviews
Understanding of how reviews are or may be used to guide education
Structure of workshop: Introductions, experience and expectations
Brief summary of the work of BEME
A brief overview of how a review is undertaken - from
question to publication
Facilitated discussion of published reviews - how may they, or how have they, been used by participants? What would make reviews more user-friendly? Participants to pick one review and discuss in groups how they may use the findings in their own work Feedback to large group Summary and evaluation
Who should attend: Health professional educators who have seen, are interested in and/or produce BEME systematic reviews. Level: Intermediate
3V Workshop: Digital curation: What, why and how?
Location: Room A, Holiday Inn
Anne Marie Cunningham (School of Medicine, Cardiff University, Institute of Primary Care and Public Health, 3rd Floor, Neuadd Meirionydd, Heath Park, Cardiff CF14 4XN, United Kingdom)
Duncan Cole (School of Medicine, Cardiff University, Institute of Molecular & Experimental Medicine, Cardiff, United Kingdom)
Background: Students can feel overwhelmed with the rising amount of publicly available content which is free to access online. Digital curation sites allow educators to select the online content which they see as most relevant to their students. It is not just about producing a list of weblinks but adding value by explaining to students what is particularly good about the resource and what the weaknesses might be. Students can also be curators.
Intended outcomes: To be familiar with the concept of digital curation and some of the tools which are available
To consider how to use and embed digital curation within existing curriculum
To develop a network of those interested in researching digital curation in medical education Structure of workshop: This workshop will be highly participative. We will explore the relationship between traditional reading lists, bookmarking tools and curation tools and how they are used by participants. We will share idea on how curation tools can be used to develop critical thinking skills and information literacy, and how this fits with participants' current practice. We will tell the story of how digital curation has been introduced in our medical course and share some of the lessons we have learned on what works to enable curators.
The final part of the workshop will consider how curation fits conceptually with approaches such as problem-based learning, and some of the common causes of resistance to curation as a method. Who should attend: Students, educators and administrators interested in developing skills in digital curation.
3W Workshop: Doctoral education: Establishing communities of practice to support the development of 'doctorateness'
Location: Room B, Holiday Inn
Juanita Bezuidenhout (Stellenbosch University, Centre for Health Professions Education, PO Box 19063, Tygerberg, Cape Town 7505, South Africa) Susan van Schalkwyk (Stellenbosch University, Centre for Health Professions Education, Cape Town)
Background: Green (2005:153) has argued that "doctoral education is as much about identity formation as it is about knowledge production ..." describing the process as being "fraught with tension, uncertainty, ambivalence". Exploring ways in which this dissonance might be addressed and thereby foster success is the focus of this workshop which will provide participants with the opportunity to consider how the journey to 'doctorateness' can be enabled. Lessons learnt through facilitating monthly discussion groups for doctoral candidates serves as a catalyst for the discussions. Drawing on the work of Boud and Lee (2005) who describe the value of 'peer learning' within a particular research community, the discussion groups have been built on a reciprocal relationship that sees each member becoming a 'doctoral peer'. Intended outcomes: By the end of the session participants will be able to: 1) describe the doctoral journey from a renewed perspective; 2) recognise the value of peer engagement and psycho-social support during advanced studies; 3) establish their own doctoral communities of practice for candidates in their institutions.
Structure of workshop: This workshop will be interactive and participatory. After presenting an overview of the rationale for the discussion groups, small group exercises will provide the opportunity for application across the different contexts represented by the participants. These discussions will be interspersed with plenary sessions and a sharing of ideas with regard to challenges experienced by the modern day doctoral candidate.
Who should attend: Academic staff involved in postgraduate supervision will benefit while advanced doctoral candidates would also find the workshop of value.
3X Workshop: Humour, horror and the supernatural: making learning fun
Location: Room D, Holiday Inn
Tarun Sen Gupta (James Cook University, School of Medicine and Dentistry, Angus Smith Drive, Townsville 4811, Australia)
Victoria Brazil (Bond University, School of Medicine, Gold Coast, Australia)
Harry Jacobs (James Cook University, School of Medicine and Dentistry, Mackay, Australia)
Background: Educators often look to teach in ways that are innovative, fun, and stimulating - for their audience and themselves. Clinicians use humour, yet, while the medicinal benefits of humour are well recognized, the literature on its use in health professional education is sparse.
Intended outcomes: Participants will emerge (they have no choice, and yes, we expect that most will emerge) from this workshop refreshed and stimulated, with some creative and innovative ideas for their own setting. And, they may even be able to make the teaching of [name deleted due to political correctness but insert your most boring topic] fun! Structure of workshop: This interactive workshop will explore the use of techniques such as humour in health professional education. Participants will discuss: where humour is - and is not - appropriate, sources of humour, its roles in teaching and possible applications in their own educational setting other techniques such as challenging learners with confronting or unsettling themes attitudes and approaches to risk-taking in small and large group education.
Who should attend: This workshop will be of interest to educators at all levels, from all disciplines, and all continents, who are interested in making learning fun, making fun learning, making fun, learning fun, making, learning, or fun. A workshop for all seasons! Level: Intermediate
3Y Meet the Experts: Assessment, Measurement & Mobile Technology
Location: Meeting Room 4.3, PCC
Godfrey Pell, Richard Fuller, Matthew Homer
(Assessment Research Group); Gareth Frith (Technology Enhanced Learning Manager), Leeds Institute of Medical Education at the University of Leeds, UK
Our philosophy is born of a continuous, quality improvement process that has seen ongoing improvements within assessment in our undergraduate Medicine degree programme and informed a programme of research in key areas of Assessment & Measurement. Our main areas of expertise relate to the OSCE (including quality improvement), the theory, design and delivery of successful sequential testing, the use of item response theory in relation to written testing, and workplace assessment, including application of assessment for learning theory. The Learning Technology team's areas of expertise relate to the support of students in clinical practice through an innovative programme which helps them to develop their learning skills from clinical experience alongside a programme of workplace assessment delivered by smartphones. Come and see us to discuss your assessment and mobile technology related issues. No appointment necessary!
3Z Posters: Student Characteristics and
Location: South Hall, PCC
Factors determining creativity in medical students
Chaichana Nimnuan (Chulalongkorn University, Psychiatry, Rama IV rd, Patumwan, Bangkok 10330, Thailand)
Jakaphan Jatupornphan (Chulalongkorn University, Psychiatry, Bangkok, Thailand)
Background: Creativity is an important attribute of medical students. Creativity helps improve physicians' ability to think and provide effective care to patients. To enhance students' creativity, factors determining creativity have been identified.
Summary of work: Eight hundred and sixty one medical students from the first to fifth year at Chulalongkorn university were recruited. Creativity, personality, gender, age, academic year, GPA, and parental education level were assessed using standard questionnaires. Predictors of creativity were examined by multiple regression analysis. Summary of results: Of all statistically significant predictors of creativity, intellect dimension of personality was the strongest (Beta=0.620, p<.005). Extraversion, Conscientiousness dimension of personality, and male sex were also significantly associated with an increased creativity score. GPA, academic year, parental level of education and also emotional stability dimension did not significantly contribute to creativity. All four factors explained 60% of total variance (F=315.11, p<.005). Conclusions: It is very likely that personality dimensions such as intellect, extraversion, and conscientiousness have a positive effect on creativity. Take-home messages: As young adults, to improve some aspects of personality may help increase creativity among medical students.
Tendency of Students' Motivation throughout the Medical Course at the Faculdade Pernambucana de Saude, Recife, Brazil
Eduarda Ribeiro (Instituto de Medicina Integral Professor Fernando Figueira (IMIP), Faculdade Pernambucana de Saude (FPS), Department of Medical Education Research, Avenida Boa Viagem, 3854/601, Rua dos Coelhos, 300, Boa Vista, Recife 51021-000 / 50070-550, Brazil)
Raissa Lyra (Instituto de Medicina Integral Professor Fernando Figueira (IMIP), Faculdade Pernambucana de Saude (FPS), Department of Medical Education Research, Recife, Brazil)
Gilliatt Falbo (Instituto de Medicina Integral Professor Fernando Figueira (IMIP), Faculdade Pernambucana de Saude (FPS), Department of Medical Education Research, Recife, Brazil)
ABSTRACT BOOK: SESSION 3 MONDAY 26 AUGUST: 1045-1230
Hegla Prado (Instituto de Medicina Integral Professor Fernando Figueira (IMIP), Faculdade Pernambucana de Saude (FPS) , Department of Medical Education Research, Recife, Brazil)
Background: Motivation is the process responsible for the intensity, direction and persistence of a person's effort to achieve a particular goal. It's a major determinant of success and quality of learning in the academic context and to investigate it must be of interest to those involved in curriculum planning. Summary of work: We performed a prospective study, type pseudo-cohort, where students had their motivation assessed by the Academic Motivation Scale (EMA), proposed by Vallerand et al., at three different times: at the end of the second year (2Y), at the end of the fourth year (4Y) and at the end of the sixth year (6Y). To compare global scores for the three different moments we applied ANOVA test and multiple comparisons were treated by Tukey test. The reliability of data were analyzed with Cronbach's alpha index. Summary of results: In comparing the results of students' motivation in the 6Y with the results of students in the 2Y and 4Y, there was a statistically significant decrease for intrinsic motivation and an increase for extrinsic motivation and demotivation. The global score (0-100) was: 2Y=49; 4Y=85; 6Y=88 (p<0,001 for 2Yx4Y and 2Yx6Y and p=0.323 for 4Yx6Y). Conclusions: The findings showed satisfactory levels of motivation for the study subjects. There was a slight change in the degree of students' motivation throughout the course, with more changes in the composition than in the intensity of it. This may be related to a satisfactory degree of motivation still in the preclinical phase, possibly due to the curriculum model based on active methods.
Take-home messages: It is important to determine the medical students' motivation so that faculty can provide strategies to support and advise its students when necessary.
Factors associated with medical students' clinical performance
Hye Won Jang (Sungkyunkwan University School of Medicine, Social and Preventive Medicine, 50 Irwon Dong Gang-nam Gu Seoul 135-710, Korea, Republic of (South Korea))
Kyong-Jee Kim (Sungkyunkwan University School of Medicine, medical Education, Seoul, Korea, Republic of (South Korea))
Yon Ho Choe (Sungkyunkwan University School of Medicine, Pediatrics, Seoul, Korea, Republic of (South Korea))
Chang-Dae Bae (Sungkyunkwan University School of Medicine, Molecular Cell Biology, Suwon, Korea, Republic of (South Korea))
Background: This study aims to identify cognitive and non-cognitive factors associated with students' clinical performance.
Summary of work: A theoretical framework was developed which included both cognitive and non-cognitive factors influencing student clinical performance. A questionnaire was administered to Year 4 students in Skyunkyunkwan Medical School on their motivational beliefs (self-efficacy and task value) and achievement emotions (enjoyment, anxiety, and boredom) on Clinical Performance Examination (CPX), as well as a shortened Korean version of TCI (Temperament and Character Inventory). 38 students completed both questionnaires (response rate = 95%). Student responses were linked to their performance in CPX using standardized patients, which assessed students' history taking and physical exam skills, performance in patient education and patient-doctor relationship, and overall impressions.
Summary of results: Students' history taking skills were significantly associated with their GPA in Year 3 and their physical exam skills were significantly associated with their levels of harm avoidance and cooperativeness (p < .05). Students' performance in patient education was significantly associated with their levels of self-efficacy on CPX, and their patient-doctor relationship scores were significantly associated with their reward dependence levels (p < .05). Students' overall performance rating was significantly associated with their harm avoidance levels (p < .05). Student CPX scores were not significantly associated with their Year 3 GPA. Conclusions: Our findings suggest that students' abilities to conduct physical exams on patients, educate them and establish good relationships with them are more significantly associated with their self-efficacy levels and personality traits than are with their academic performance.
Take-home messages: Personality traits are important factors associated with medical students' clinical performance.
Association between social-demographic and academics factors with expectations in medical students of Chile
Liliana Ortiz (University of Concepcion, Medical Education Department, Concepcion, Chile) Cristhian Perez (University of Concepcion, Medical Education Department, Concepcion, Chile) Carolina Marquez (University of Concepcion, Medical Education Department, Concepcion, Chile) Paula Parra (University of Concepcion, Medical Education Department, Concepcion, Chile) Olga Matus (University of Concepcion, Medical Education Department, Concepcion, Chile) Eduardo Fasce (University of Concepcion, Medical Education Department, Concepcion, Chile) (Presenter: Javiera Ortega, University of Concepcion, Medical Education Department, Victor Lamas 1290, Barrio Universitario, Concepcion 4070386, Chile)
Background: Diverse studies have mentioned the influence that academic factors and social-demographics have on the performance of students. Nevertheless,
ABSTRACT BOOK: SESSION 3 MONDAY 26 AUGUST: 1045-1230
studies have not given emphasis to analyzing the relationship between students' expectations and the factors before mentioned. Knowing these relations might be fundamental for educational interventions. Summary of work: The aim of this study was to identify the relationship between the social-demographic and academic factors and the academic expectations of medical students. 184 students of three Chilean universities were assessed, 98 (53,26%) were men and 86 (46,7%) women. The Academic Scale of Expectations was answered and academic background was obtained from the university database, with previous informed consent.
Summary of results: The results indicated that students with better score on school performance have higher expectations with teachers, the relationship with classmates and the academic resources. Students of a particular subsidized school present higher expectation of teaching.
Conclusions: The relationship between some academic backgrounds and social-demographic factors with expectations allows us to observe the importance that university teaching can exercise on the form to which the students adapt. The ability to explain certain processes as to how students live during their adaptation process allows the generation of diverse tools of support.
Take-home messages: Students' expectations influence their performance and wellbeing. Sponsored by: FONDECYT N° 1121002
Tackling differences in confidence levels between male and female medical students
Alice Eldred (King's College Hospital, Denmark Hill Teaching Group, 10 Dewey Lane, Brixton, London SW2 2TS, United Kingdom)