Автор неизвестен - Mededworld and amee 2013 conference connect - страница 9
Intended outcomes: Participants will be able to develop and apply criteria for assessment of educational competence and reflect upon how teachers' portfolios can provide information to qualitatively assess educational competence.
Structure of workshop: Short presentation of definitions and the criteria for assessing educational competence, and how the framework relates to learning theory and desired outcomes of teaching-learning in health professions education.
Activities: Participants work in smaller groups, in accordance with a two-step group-based learning model, to assess teachers' competence by applying the framework to extracts from authentic teacher portfolios. Possibilities, issues and questions will be shared and discussed.
Summary: lessons learned during the workshop, a shared discussion of difficulties and possibilities with a qualitative framework for assessing educational competence and distinguish excellence. A brief summary of lessons learned from implementing the framework. Who should attend: Educational leaders, staff involved in assessing educational competence, educational developers. Level: Intermediate
2Q Workshop: Getting into medical education - a workshop for medical students and newly qualified doctors
Location: Meeting Room 4.2, PCC
DS Furmedge (University College London Medical School,
Academic Centre for Medical Education, 74 Huntley St,
London WC1E 6AU, United Kingdom)
LJ Smith (University College London Medical School,
Academic Centre for Medical Education, London, United
K Iwata (University College London Medical School, Academic Centre for Medical Education, London, United Kingdom)
P Hirons (University College London, Institute of Child Health, London, United Kingdom)
Background: Medical education is a rapidly expanding area which is becoming ever more popular with undergraduate students and junior doctors. There are a plethora of opportunities available both within medical schools and the postgraduate setting but these can be difficult to define and locate. It is important therefore that early career medical educators have guidance and information available to them. This workshop offers students and recently qualified doctors the opportunity to explore ways in which they can foster and develop their interest in medical education, make the most of opportunities available and develop their educational curriculum vitae.
Intended outcomes: By the end of this workshop, participants will be able to describe the scope of medical education as a discipline including the different domains, know where to seek out opportunities to be involved at the early stages of a career, how best to approach research, including optimising publication and presentation opportunities and the basis for developing an education and teaching portfolio. Structure of workshop: The workshop will be an interactive session broadly structured into four themes 1) What does medical education involve 2) Getting involved in education early 3) Research, publication and presentation and 4) Standing out from the crowd -getting a teaching portfolio.
Who should attend: Medical students in all years of the undergraduate medical programme and junior doctors within two to three years of qualification with an interest in expanding their medical education interest and portfolio. Level: Introductory
ABSTRACT BOOK: SESSION 2 MONDAY 26 AUGUST: 0830-1015
2R Workshop: Mastery Learning and
Deliberate Practice in Medical Education
Location: Meeting Room 2.2, PCC
William McGaghie (Loyola University Stritch School of Medicine, Leischner Institute for Medical Education, Building 120, Room 316, 2160 S. First Avenue, Maywood, IL 60153, United States)
Diane Wayne (Northwestern University Feinberg School of Medicine, Internal Medicine, Chicago, IL, United
Background: Mastery learning is a strict form of competency-based education in which educational outcomes are uniform but learning time varies. The principles of deliberate practice and mastery learning allow for the development of important clinical skills. This workshop will present an overview of mastery learning and deliberate practice. Participants will have the opportunity to review clinical skill examples, design a mastery learning program, and discuss results. Intended outcomes: Participants will: (1) comprehend principles of mastery learning and deliberate practice; (2) describe advantages of mastery learning and deliberate practice over traditional educational strategies; and (3) design a mastery learning program for a sample clinical skill.
Structure of workshop:
1. Overview and introductions (5 minutes)
2. Review principles of mastery learning and deliberate practice (15 minutes)
3. Curriculum design exercise - design a mastery learning program for a sample clinical skill (30 minutes)
4. Individual and group reports about curriculum design exercise (30 minutes)
5. Wrap up and evaluations (10 minutes) Who should attend: Health professions educators (e.g., nurses, physicians, physiotherapists) interested in designing and implementing educational programs based on the mastery learning model. Level: Intermediate
2S Workshop: Teaching in challenging environments: Choosing strategies that work
Location: Meeting Room 3.1, PCC
Deepak Dath (McMaster University, Surgery, Juravinski Hospital, 711 Concession St., Hamilton L8V 1C3, Canada) David Szalay (McMaster University, Surgery, Hamilton, Canada)
Edward Matsumoto (McMaster University, Surgery, Hamilton, Canada)
Jennifer Hoogenes (McMaster University, Surgery, Hamilton, Canada)
Farhan Bhanji (McGill University, Pediatrics, Montreal, Canada)
Jason Frank (University of Ottawa, Emergency Medicine, Ottawa, Canada)
Background: The operating room, busy clinic, emergency room, ICU and other venues are challenging places to teach residents and medical students. Most clinicians have no formal training in teaching and no explicit strategies to teach in the clinical context. Instead, they develop their own techniques to overcome the barriers to effective teaching. However, to be effective teachers, clinicians must identify factors that detract from teaching in these complex environments, overcome these barriers using a range of teaching strategies and strive to continuously improve their teaching styles.
Intended outcomes: Participants will share teaching strategies with their peers during discussion-based exercises and will practice teaching strategies in small groups. Participants will design and take home some solutions to their own teaching challenges. Structure of workshop: In an introductory small group exercise, participants will identify the barriers to good teaching that exist in their own practices. A limited, interactive didactic session will link the participants' experiences with research and the literature. Further exercises will stimulate the identification of teaching strategies and a final exercise will give the participants the opportunity to design some teaching strategies to help manage their own teaching challenges Who should attend: Intermediate and advanced clinical teachers who regularly teach undergraduate or postgraduate learners in busy or challenging environments will benefit from this session. Level: Intermediate
ABSTRACT BOOK: SESSION 2 MONDAY 26 AUGUST: 0830-1015
2T Workshop: Tutor Facilitation Styles to Optimise Student Engagement in Small Group Learning: Right Style Right Time Right Group
Location: Meeting Room 3.2, PCC
Matthew Gwee (National University of Singapore, Medical Education Unit, 1E Kent Ridge Road, NUHS Tower Block, Level 11, Singapore 119228, Singapore)
Background: Traditionally, the predominant mode of delivering instruction is through lectures which focus primarily on the teacher and teaching. Active student engagement in small group learning (SGL) is now strongly advocated. Thus the teacher, as the facilitator, needs to have the requisite facilitation skills to optimise student engagement in SGL, i.e. how best to use the right tutor facilitation style (TFS), at the right time, for the right group of students in order "...to expedite the intellectual and interpersonal process for the group." Intended outcomes: To classify the stages of group formation (dynamics); To distinguish between the outcomes of different TFS; To explain how the different stages of group formation; To influence the use of TFS; To reflect on how to use the right TFS, at the right time, for the right group of students to optimise student engagement in SGL.
Structure of workshop: The workshop is designed primarily on the basis of sharing and learning of experiences, including: short presentations (overviews) by workshop facilitators; hands-on activities in small learning groups; presentation / discussion sessions with participants; reflection on applying appropriate TFS in own environment.
Who should attend: All teachers who conduct small group tutorials who wish to acquire the necessary pedagogical skills to optimise student engagement in small group learning. 2U Workshop: Understanding Medical Professionalism: An International Challenge
Location: Meeting Room 3.3, PCC
Vimmi Passi (Warwick Medical School, University of Warwick, Coventry CV4 7AL, United Kingdom) Fred Hafferty (The Mayo Clinic, Minnesota, United States)
Background: Medical professionalism forms the basis of the relationship between medicine and society and thus it is imperative that professionalism is incorporated effectively into the training of new physicians. However, medical professionalism is an extraordinary complex phenomenon which poses many challenges for medical educators worldwide. First, professionalism is a multifaceted concept and the lack of a consensus definition presents a challenge to curriculum design. Second, there are few evidence-based strategies for the teaching and assessment of professionalism. Third, individual, societal and political expectations are continually evolving, placing increasing demands on doctors. Four, there are many difficulties faced by faculty working within and across different sociopolitical systems. The aim of this workshop is to precipitate an open discussion about these challenges and to identify innovative methods of addressing them. Intended outcomes: Participants will develop a deeper understanding of the challenges in developing medical professionalism from a cross-national perspective and identify methods of addressing them. This is important as educators worldwide need to collaborate and share ideas regarding the development of professionalism to ensure high standards of care for our patients. Structure of workshop: Through a series of four exercises, participants will explore the following challenges in developing medical professionalism from a cross-national perspective: (1) the nature of the social contract between medicine and society and physicians and patients and how this social contract may differ cross-nationally; (2) existing definitions and their appropriateness to cross-national circumstances; (3) how a hidden curriculum of professionalism may differ based on cross-national differences; (4) how to develop innovative strategies to address these complex, international challenges.
Who should attend: All healthcare professionals involved in undergraduate and/or postgraduate medical education. Level: Intermediate
2V Workshop: Assessing social accountability of medical schools
Location: Room A, Holiday Inn
Charles Boelen (Independent Consultant, Medical Education, Sciez-sur-Leman, France) Trevor Gibbs (AMEE Consultant, United Kingdom) Robert Woollard (Medical School, Family Medicine, Vancouver, Canada)
Background: Social accountability is a principle being given growing attention worldwide as it studies approaches by which medical schools can make the best use of their potential in education, research and service for the greatest impact on people's health. Defining evaluation norms and processes in social accountability is important as it may contribute greatly to enhancing the quality of work and influence the frameworks for evaluation and accreditation of medical schools. Intended outcomes: 1 Awareness of challenges and opportunities for medical schools in applying principles of social accountability; 2 Review of existing norms in assessing the social accountability of medical schools; 3 Study of the CPU model ( Conceptualization-Production-Usability) as an approach to assess the degree of social accountability of medical schools; 4Consideration of implications in revisiting existing evaluation / accreditation systems for medical schools; 5 Strengthening of a network of individuals interested to collaborate on proposed issues. Structure of workshop: 1 Introduction to topics by presenters; 2 Questions and Answers session for clarifying topics; 3 Instructions for group work to share experiences and ideas; 4 Discussion of groups' findings; 5 Conclusion.
Who should attend: 1 Faculty from medical schools and other health professional schools with particular interest for orienting their institutions to better meet society's priority health needs and challenges; 2 People with interest or expertise in assessing the performance of institutions in the health sector. Level: Intermediate
2W Workshop: Realist synthesis: the principles and methods
Location: Room B, Holiday Inn
Jan Illing (Durham University, School of Medicine, Pharmacy and Health, Centre for Medical Education Research, Burdon House, Durham DH1 1TA, United Kingdom)
Geoff Wong (Queen Mary, University of London, Centre for Primary Care and Public Health, London, United Kingdom)
Background: Realist synthesis is an interpretive theory driven systematic review method that is based on a realist philosophy of science. It attempts to understand how and why policies or programs cause their outcomes and how context influences outcomes. To make sense of any phenomenon we need to understand what causes it - realism uses the concept of 'mechanisms' to explain causation. So if I do X, Y happens BECAUSE of mechanism Z. In any intervention Intended outcomes: By the end of this workshop we hope that attendees will have a basic knowledge of: i) The philosophical assumptions underpinning realist synthesis; ii) The four stages of a realist synthesis. Structure of workshop: In this workshop we will explain the reasons why medical education research may benefit from adopting realist synthesis, using short presentations and questions and answers. This workshop will briefly: 1) Introduce and explain the philosophical assumptions underpinning realist synthesis; 2) Outline the realist synthesis process stage by stage and include worked examples drawn from published reviews. As realist synthesis is likely to be unfamiliar to many attendees, we have deliberately built in ample opportunity for discussion and questions. Who should attend: This workshop is suitable for researchers interested in evidence synthesis using the realist approach. No preparation or prior experience required.
ABSTRACT BOOK: SESSION 2 MONDAY 26 AUGUST: 0830-1015
2X Workshop: Judgment and Error-Heuristics and the Pitfalls of Decision Making
Location: Room D, Holiday Inn
Marc Dorfman (Presence-Resurrection Medical Center, Emergency Medicine, Chicago, United States) Robin Hemphill (Veterans Health Administration, National Center for Patient Safety, 2215 Fuller Rd, Ann
Arbor 48105, United States)
Larry Gruppen (University of Michigan, Medical Education, Ann Arbor, United States) FelixAnkel (Regions Hospital/Healthpartners Institute, Emergency Medicine, Saint Paul, United States)
Background: With education moving toward defined outcomes and evaluation tools that can discern the novice from the expert, understanding how decisions are made is a useful tool that can help delineate differences along the continuum. Whether a physician is a novice or expert, biases are inherent in our decisions making process. Unconsciously our mind uses shortcuts based on cues to speed up the process of problem solving. Understanding these biases will improve decision-making. Unfortunately, methods to limit impaired decisions may not be included as part of medical training. This workshop will present four cases, which highlight common biases and analyze how and why they occur.
Intended outcomes: Participants will: Understand the different types of bias that may occur when making complex decisions both under pressure and with uncertain information. Be able to select methods to improve decision making. Structure of workshop: The workshop is built around case presentations in which a decision must be made quickly or with incomplete information. The faculty will present a case which will be interrupted for discussion. Cases will be presented as a case base oral board presentation. The cases will be structured to include a common bias encountered by physicians. Four of the most common decision bias will be reviewed. Faculty will lead the discussion and serve as a panel. Upon completion, of the interactive session, participants will understand four common biases that affect decision-making.
Who should attend: Educators designing teaching, learning or assessment exercises. Level: Beginner, intermediate
2Z Posters: Clinical Teaching 1 Location: South Hall, PCC
Current challenges in Clinical teaching: A situational analysis for evidence based change
Zerihun Gebremichael (Hawassa University, Pharmacology, College of Medicine and Health Sciences, Hawassa P.O.BOX 1560, Ethiopia) Background: In the past few years the Medical student intake at Hawassa University has quadrupled while human and material resources have not increased proportionately. A newly established Health Professions Education Unit (HPEU) has been tasked with addressing the educational challenges this situation creates. Summary of work: A survey using a five point likert scale (1 being lowest rating and 5 highest) collected students' opinions about current clinical teaching, learning and assessment practices. Four focus group discussions also gave instructors in each department opportunities to provide qualitative feedback on the same issues. Summary of results: A total of 137 questionnaires were returned; 34 surgery, 32 internal medicine, 37 pediatrics and 34 gynecology. The mean values for the summated scales are less than 3 for almost all thematic areas. The lowest means for all four departments surveyed were for coordination between departments and assessment methods.
The major findings from focus group discussions are:
• Inadequate practical exposure for students
• Lack of innovative and objective assessment methods
• Inadequate Infrastructure to handle large number of students
• Loose Interdepartmental coordination
• Lack of appropriate orientation and advising for students
• Need for curriculum revision Conclusions: The participatory, dual approach of this study enabled both students and faculty to provide valuable inputs that will inform and guide the future work of the HPEU in addressing the identified issues, and set the stage for implementing collaborative solutions.
Confidence in performing essential manual skills of Thai medical students completing externship training
Chitkasaem Suwanrath (Prince of Songkla University, Obstetrics and Gynecology, Department of Obstetrics and Gynecology, Faculty of Medicine, Prince of Songkla University, Hat Yai, Songkhla 90110, Thailand) Srila Samphao (Prince of Songkla University, Surgery, Hat Yai, Songkhla, Thailand)
Chatchai Prechawai (Prince of Songkla University, Anaesthesiology, Hat Yai, Songkhla, Thailand) Penny Singha (Prince of Songkla University, Opthalmology, Hat Yai, Songkhla, Thailand)
ABSTRACT BOOK: SESSION 2 MONDAY 26 AUGUST: 0830-1015
Kessara Kaewnoo (Prince of Songkla University, Medical Education Unit, Hat Yai, Songkhla, Thailand)
Background: The Thai Medical Council has decreed the essential manual skills that medical graduates should be competent in, and all students are instructed in these skills. However, an evaluation of the confidence levels of medical students in performing these essential manual skills and their evaluation of their learning experience has not been studied. We aimed to survey the confidence levels and experience of medical graduates completing externship training in performing essential procedures.
Summary of work: A questionnaire was developed to survey the confidence levels of the students completing externship training in the essential manual skills and their learning experience, using a 1-5 rating scale, with 4-5 deemed 'satisfactory'.
Summary of results: Ninety-nine medical graduates completed the questionnaire. Among the 17 essential procedures, the mean confidence levels varied from 3.35 to 4.57. Subgroup analysis of their ratings of their learning experiences showed that a satisfactory confidence level was achieved in all procedures if they had performed the procedure on more than 10 cases. More than half of the procedures required only 5 to 10 cases to reach a satisfactory result. Learning experiences involving less than 5 cases never reached the satisfactory confidence goal.