Conferences > AMEE 2019 > Programme


Four plenary sessions, with stimulating and challenging presentation will take place at AMEE 2019.

  • Plenary 1 - Sunday 25 August (1730hrs)
  • Plenary 2 - Monday 26 August (0830hrs)
  • Plenary 3 - Tuesday 27 August (0830hrs)
  • Plenary 4 - Wednesday 28 August (1045hrs)

Location:  Austria Center Vienna.  These sessions will also be live streamed through

Plenary 1 - Threshold Concepts and Troublesome Knowledge: a transformational approach to learning

Professor Ray Land, University of Durham, UK

Summary:  This presentation explores how the Threshold Concepts Framework might offer medical educators new perspectives in terms of how they design curricula, approach teaching and support learners.  Threshold Concepts, akin to a portal, open up previously inaccessible ways of thinking about phenomena and lead learners into new conceptual, affective and ontological terrain.  As ‘jewels in the curriculum’, they are central to ways of thinking and practising within a discipline. But this entails encounters with 'troublesome knowledge’ and may leave learners in a state of 'liminality', a suspended state or 'stuck place' in which understanding might approximate to a kind of 'mimicry'.

Biography:  Ray Land is Emeritus Professor of Higher Education and Emeritus Fellow of University College at Durham University. He has published widely in educational research, including works on academic development, learning technology and quality enhancement. He has acted as consultant for the OECD, the European Commission and the British Council and recently conducted projects in Europe, Latin America and India.  He has presented on his research in over fifty countries across six continents. He is a Fellow of the Academy of Social Sciences, Fellow of the Royal Society of Arts and Principal Fellow of the Higher Education Academy.


Plenary 2 - Medical Work and Learning in Transition: Toward Collaborative and Transformative Expertise

Yrjö Engeström (Professor of Adult Education and Director of the Center for Research on Activity, Development and Learning (CRADLE) at University of Helsinki and Professor Emeritus of Communication at University of California, San Diego)

Summary:  Drawing on cultural-historical activity theory, this talk recasts expertise as fluid collaboration on complex tasks requiring envisioning the future and mastering change. Expertise is increasingly taking the shape of collaboration between practitioners and patients from multiple backgrounds. Such collaborative expertise must also be transformative, able to tackle emerging new problems and changes in organizational frameworks. The transition toward collaborative and transformative expertise is led by three spearheads: collective object-oriented activity systems; flexible knotworking; and expansive learning of new patterns of activity. The presentation builds on 30 years of interventionist research in medical work and learning, summed up in the new book Expertise in Transition: Expansive Learning in Medical Work (Engeström, 2018).
Reference:   Engeström, Y. (2018). Expertise in transition: Expansive learning in medical work. Cambridge: Cambridge University Press.

Biography:  Yrjö Engeström is Professor Emeritus of Adult Education at University of Helsinki and Professor Emeritus of Communication at University of California, San Diego. He is Director of the Center for Research on Activity, Development and Learning (CRADLE), and serves as visiting profesor at Rhodes University in South Africa and at University West in Sweden. In his work Engeström applies and develops cultural-historical activity theory as a framework for the study of transformations in educational settings and work activities, with a particular focus on health care. He is known for his theory of expansive learning and for the methodology of formative interventions, including the Change Laboratory method. Engeström’s most recent books are From Teams to Knots: Activity-Theoretical Studies of Collaboration and Learning at Work (2008), Learning by Expanding: An Activity-Theoretical Approach to Developmental Research, 2nd Edition (2015), Studies in Expansive Learning: Learning What Is Not Yet There (2016), and Expertise in Transition: Expansive Learning in Medical Work (2018), all published by Cambridge University Press.


Plenary 3 - A Call to Action: Patients as Partners in Healthcare Professions Education and Practice

Susan E. Sheridan (Society to Improve Diagnosis in Medicine (SIDM), USA) and Suzanne Schrandt (Arthritis Foundation, USA)

Summary:  The Patients as Educators special theme plenary at the 2019 AMEE conference will be jointly delivered by two international patient leaders and will capitalise on the current momentum and emerging reports from medical educators that patient involvement as co-designers of medical education increases the relevance, legitimacy, and effectiveness of medical education and motivates powerful and lasting change in learners. The plenary co-presenters will provide a high level overview of innovative initiatives that are engaging patients as co-designers in all aspects of the healthcare ecosystem to achieve better health outcomes. It will focus on the critical role patient-partners can play in training clinicians to appropriately diagnosis and co-manage medical conditions by offering the rationale and benefit of this approach as well as case studies of successful patient-engaged clinical training initiatives. Evidence of the impact and benefit of each initiative will also be presented.


Suzanne Schrandt, JD, is the Director of Patient Engagement at the Arthritis Foundation. In this role, she develops and leads the Foundation's Patient Engagement strategy, working to infuse the wisdom and lived experience of patients into clinical research, drug and device development, and many other activities within the healthcare system.  Previously Schrandt served for nearly four years as the Deputy Directory of Patient Engagement for the Patient-Centered Outcomes Research Institute (PCORI).  While at PCORI, she helped to create and implement several key patient engagement initiatives including the Engagement Rubric, the concept of Engagement Officers, and the Pipeline to Proposal awards program. From the time of her diagnosis 27 years ago with polyarticular juvenile idiopathic arthritis, Schrandt has advocated on behalf of children and adults with arthritis and has been engaged in numerous patient and provider education initiatives aimed at increasing early diagnosis and appropriate, patient-centered management of chronic disease. Before joining PCORI, Schrandt served as the Health Reform Strategy Team Leader for the Kansas Health Institute, where she educated the state's policymakers, providers, and consumers on the implications of the Affordable Care Act.

Susan E. Sheridan, MIM, MBA, DHL, currently serves as the Director of Patient Engagement for the Society to Improve Diagnosis in Medicine (SIDM) where she spearheads efforts to ensure that the patient and family perspective informs all facets of SIDM’s work to improve diagnostic accuracy and timeliness while reducing harm caused by diagnostic errors. She recently served as the Patient and Family Engagement Adviser in the Center for Clinical Standards and Quality at the Centers of Medicare and Medicaid (CMS) where she developed strategies and processes to integrate CMS’s newly launched Person and Family Engagement Strategy throughout the CMS community. Previous to her joining CMS, Sheridan served as the Director of Patient Engagement of the Patient-Centered Outcomes Research Institute (PCORI) from 2012-2016 where she was responsible for creating networks and engaging patients across the nation to provide broad-based input on the development and execution of PCORI’s research. She also was responsible for concept development and implementation of patient engagement related programs and processes at PCORI. In 2003, Sheridan co-founded Consumers Advancing Patient Safety, a non-profit organisation that seeks a safe, compassionate and just healthcare system through proactive partnership between consumers and providers of care.  Sheridan served at President of CAPS from 2003-2010. Sheridan was asked to lead the World Health Organization’s Patients for Patient Safety initiative, a program under the WHO Patient Safety Program who embraces the collective wisdom of the patient, patient empowerment and safe, patient-centered care.  Sheridan served as Program Lead from 2004-2011.


Plenary 4A: PechaKucha(TM) Presentations

  • Topic 1:  The crossroads of residency: The present tough decisions of a young doctor - Agostinho Sousa (European Junior Doctors)
  • Topic 2:  The values we teach - Teodor Blidaru (IFMSA Liaison Officer to Student Organizations (LOSO) and a medical student at the Carol Davila University of Medicine and Pharmacy, Bucharest)
  • Topic 3:  Health literacy and medical students - Beatriz Atienza Carbonell (Medical Education Director, European Medical Students Association, Spain)
  • Topic 4:  Creating the Future Workforce - Jennene Greenhill (Flinders Rural Health South Australia, Flinders University College of Medicine and Public Health, Australia)
  • Topic 5:  The Crisis of PGME: The World Needs More Direct Observation - Jason Frank (Royal College of Physicians and Surgeons of Canada)
  • Topic 6:  The Thinking Sidecar: Five Thoughts on Machine Learning, Medicine, and Future Physicians - Ruben R. Puentedura (Hippasus, USA)

Plenary 4a - ICAP: How to Promote Deeper Learning by Engaging Students Constructively and Co-constructively

Michelene Chi (Arizona State University, USA)

Summary:  ICAP is a theory of active learning that differentiates students’ engagement based on their overt behaviors and the products they generate.  ICAP postulates that Interactive engagement, demonstrated by co-constructive collaborative behaviors, is superior for learning than Constructive engagement, indicated by generative behaviors. Both kinds of engagement exceed the benefits of Active or Passive engagement, marked by manipulative and attentive behaviors, respectively.  ICAP’s predictions are supported by numerous studies in the literature. ICAP can also be used as a tool to dictate how learning activities should be designed, including how instructional videos should be created to maximize student learning.

Biography:  Michelene (Micki) Chi is Foundation Professor and Regents’ Professor at Arizona State University (ASU), and the Dorothy Bray Endowed Professor in the Mary Lou Fulton Teachers College at ASU. A cognitive and learning science researcher, Dr. Chi’s Learning and Cognition Lab carries out three lines of funded research on how students learn. Dr. Chi has published widely and her work has been cited well over 50,000 times.  She received the Distinguished Contributions to Research in Education Award from the American Educational Research Association in 2016, and the prestigious David Rumelhart Prize from the Cognitive Science Society in 2018.

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