We’re very pleased that all the plenary speakers previously presenting at the Glasgow Conference have agreed to give their presentations virtually.

Following each presentation there will be a live discussion with the opportunity for questions and answers with the speaker. To cover different time zones, these will be scheduled twice.

A recording of the presentation and discussion will be available to view on demand throughout the conference and afterwards.

Victoria Brazil, Bond University, Australia

Teams, culture and the ‘cool kids’ - Is our vision for improving quality in healthcare really 20/20?

Healthcare in 2020 is complex, with teams and teamwork an important focus for health professional education. But are we really doing our work better, together?

Perhaps real improvement needs teams to learn together? Maybe we can make quality improvement something the ‘cool kids’ do in our health services? And perhaps our educational approaches influence this culture more than we think? Maybe technology, simulation and social media can help? Or not…..

Biography:
Victoria Brazil is an emergency physician and medical educator.

She is Professor of Emergency Medicine and Director of Simulation at the Gold Coast Health Service, and at Bond University medical program. Victoria’s main interests are in connecting education with patient care - through healthcare simulation, team development, and listening at conferences. She also serves as a faculty member with the Harvard Macy Institute.

Victoria is an enthusiast in the social media and #FOAMed world (@SocraticEM), and she is co-producer of Simulcast (simulationpodcast.com)

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Jerry Muller, the Catholic University of America

The Tyranny of Metrics: On the Use and Misuse of Metrics in Medicine and Education

Organizations are increasingly dominated by “metric fixation”: the belief that standardized measurement can replace judgment based upon experience; that organizations become “accountable” by making those measurements public; and that organizational goals are best reached by attaching rewards and penalties to the metrics. Ratings and rankings based upon standardized metrics have become a driving force in education and health care. The reliance on measurement to incentivize behaviors often results in demoralization, and a corruption of the measures themselves. This talk explores the characteristic dysfunctions of metric fixation, how they can best be avoided, and metrics put to positive uses.

Biography:  Dr. Jerry Z. Muller is Professor of History at The Catholic University of America, where he has taught since 1984. He earned his B.A. from Brandeis University and his M.A. and Ph.D. from Columbia University. He has been a fellow of the American Academy in Berlin; the Rockefeller Foundation Center in Bellagio, Italy; the Olin Foundation; the Bradley Foundation; and the American Council of Learned Societies. Dr. Muller wrote The Mind and the Market: Capitalism in Modern European Thought, which was cowinner of The Historical Society's Donald Kagan Best Book in European History Prize. He is also the author of Adam Smith in His Time and Ours: Designing the Decent Society and The Other God That Failed: Hans Freyer and the Deradicalization of German Conservatism. He is editor of Conservatism: An Anthology of Social and Political Thought from David Hume to the Present. His many articles and essays have appeared in scholarly journals as well as in Foreign Affairs, The New Republic, The Times Literary Supplement, The Wall Street Journal, and The Wilson Quarterly.

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M. Brownell Anderson (National Board of Medical Examiners, USA) and Sarah Rennie (University of Otaga, New Zealand)

Hindsight is 2020 in 2020
At the AMEE conference in 2000, I was asked to predict the state of medical education in 2020. With the benefit of hindsight, this talk will address what I got right, what I got wrong, and what surprised me most. Specifically, it will consider the major changes that have occurred over the past two decades, what factors have influenced the content, structure, delivery, assessment, and outcomes of medical education globally, and what we did right regardless of my expectations. Predictions for the next two decades will be offered, safe in the knowledge that hindsight will still be 2020 in 2040.

M. Brownell Anderson is Vice President at the National Board of Medical Examiners, International Programs USA. She is responsible to enhance the alignment of medical education program outcomes and assessment of those outcomes with a goal to assure the quality of healthcare workforce globally. She was a Senior Director for educational affairs at the Association of American Medical Colleges (AAMC). She was a faculty member of FAIMER Institute, Philadelphia. She uses to edit annual “Really Good Stuff” section of Medical Education journal – a peer-reviewed international collection of reports about innovations in medical education. She has compiled report on educational programs of 128 U.S. and Canadian medical schools. Her areas of specialization are program coordination & administration, medical school curriculum, clinical evaluation and international education.

Reflections on predictions of the Medical Student in the year 2020 and beyond
AMEE in 2000 focused on change and the future. I predicted medical student’s in 2020 would be predominantly white, mature females with a previous degree. I idealistically predicted a movement to flexible medical degrees, away from time-based requirements. Medical students would have a good grasp of computers and the internet and patients would be more informed about their health with their first contact conducted over the Internet with programmes to sift out those people who need to see a doctor face-to-face from those who need advice (Babylon Health!). What will the medical student look like in 2040?

Sarah Rennie is an academic surgeon with a passion for medical education. She studied Medicine in the UK and completed a basic surgical training rotation, whilst researching academic misconduct amongst medical students. She developed and was the inaugural president for JASME (Junior Association for the Study of Medical Education). Sarah was awarded a Commonwealth Scholarship to complete a PhD in Surgical Education, looking at surgical decision making at Otago University. She then returned to Surgical “Training” in New Zealand. Sarah has maintained in interest in academic medical education and has been an education advisor for the Royal College of Surgeons (RACS) for some of its course, she has been a member of the RACS Academy of Surgical Educators for the last 10 years. Sarah is also a Mum to five fabulous children.

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Stewart Mennin, Human Systems Dynamics Institute

Healing the Planet: Living into the Future of Health Professions Education
Moderator: Stewart Mennin, PhD

Uncertainty is the only certainty. How best to prepare health professionals for increasing uncertainty, mass migration, increased civil disruptions, wildfires, drought, famine, and diminishing resources for equity of access to health and health care. This plenary brings forth innovative, relevant and sustainable adaptive actions for medical educators everywhere.


Stewart is an expert in health professions education and applications of human systems dynamics to leadership and health care workforce development.

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