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Conferences > AMEE 2021 > Programme

Plenaries

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

  • Plenary 1 - Saturday 28th August (1730 - 1830 UK time)
  • Plenary 2 - Sunday 29th August (0745 - 0900 UK time)
  • Plenary 3 - Sunday 29th August (1400 - 1500 UK time) 
  • Plenary 4 - Monday 30th August (1100 - 1200 UK time) 
  • Plenary 5 - Monday 30th August (1415 - 1530 UK time) 

Stream:  Room 1

Opening/Plenary 1: Unravelling the threads of race, racism and medicine

Dipesh Gopal, NIHR In-Practice Fellow in Primary Care, Queen Mary University of London, UK


Summary: Dipesh will explore how race and racism impacts health, healthcare, medical education and everyday life. He will consider ways to challenge the impact race and racism including bias training, systemic change, and decolonisation of the medical curriculum.
 
Bio: Dipesh is a General Practitioner (GP) in London, England and a National Institute for Health Research (NIHR) In-Practice (research) Fellow in Primary Care at Queen Mary, University of London. His research interests lie in research related to Cancer Survivorship and Health inequalities.
        

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Plenary 2 - What does a student or trainee need most from an educator? The roles of a teacher or trainer

Jo Bishop, Bond University, Australia
Abdullah Al-Khafajy, International Federation of Medical Students’ Associations (IFMSA)
Sawsan Abdel-Razig, Clinical Associate Professor of Medicine from Cleveland Clinic Lerner College of Medicine, Abu Dhabi, UAE

Moderator: Afsana Elanko
 

Summary: To follow

Biographies:

Jo Bishop is the Associate Dean for student Affairs and Service Quality for the Faculty of Health Sciences and Medicine at Bond University, Gold Coast, Australia. With over 2 decades experience as a medical sciences educator Jo is also the Curriculum lead for the Bond Medical Program and works extensively with key stakeholders within the tertiary and health service sector. Jo moved to Australia in 2013 following a successful career as curriculum director for graduate entry in medicine program in Swansea, Wales, UK.
As a member and chair of many national and international working groups within AMEE, Medical Deans Australia and New Zealand (MDANZ) and Australian and New Zealand Association for Health professional Education (ANZAHPE)  Jo contributes significantly to discussions on student support and medical education pedagogy, with a specific interest in the transition of graduates into the medical workforce.
Our philosophy at Bond University and within faculty is to ensure each student has a personalised experience and thrive. Jo’s research focus is specifically in the area of student (and staff) well-being and its alignment within curricula using empirical evidence. Jo has coordinated the recent review of mental health and well-being within the University as the chair of the promoting well-being working group. The group contributes to the work of the Student Wellbeing and Safety Advisory Committee that reports directly to the VC. Jo contributed to the publication of the Medical student wellbeing – a consensus statement from Australia and New Zealand in 2019 and led the writing of the Learner wellbeing chapter in the Understanding Medical Education; Evidence, Theory and Practice textbook. 


Abdullah Al-Khafajy (aka Abdullah Rajeeb) is a final year medical student at Baghdad University College of Medicine, with five years’ experience in the field of student advocacy and medical education on a national, regional, and international level. He currently serves as Liaison Officer for Medical Education Issues at the International Federation of Medical Student Associations (IFMSA), representing 1.3 million medical students from 134 countries. Throughout his years of activity in the IFMSA, he has shown interest in Accreditation and Quality Assurance of medical schools, social accountability in medical education, and Health Workforce Education and Regulation, as well as his dedication towards Meaningful Student Engagement and Advocacy. Abdullah is currently working on areas including the Global Health Workforce crisis, Open Science, and Global Health Education within IFMSA, and he aims to continue his advocacy work after graduation.

Dr. Abdel-Razig is a clinician educator with expertise in educational policy development, health systems regulations, and graduate medical education. She currently serves as the Chair for Medical Education and inaugural DIO at the Cleveland Clinic Abu Dhabi where she oversees undergraduate, post graduate, and continuing educational initiatives. She also continues to see patients and teach as a staff physician within the hospital medicine program. Her research interests include challenges in international medical education, medical professionalism, and issue of gender equity in health.
Dr. Abdel-Razig received her B.A. degree in Biological Sciences from Barnard College, Columbia University, her M.D. from University of Connecticut School of Medicine, and completed her internal medicine training from New York University Langone Medical Center. Dr. Abdel-Razig also holds a master’s in education of health professionals from Johns Hopkins University and serves a clinical Associate Professor of medicine at the Cleveland Clinic Lerner College of Medicine. 

Dr Afsana Elanko graduated from University of Nottingham Medical School, UK with a degree in Medicine and a BMedSci (Medical Education). She has expertise in multiple aspects of medical education including delivery methods, assessment, quality assurance and policy formation which covers the breadth of undergraduate and postgraduate continuing medical and surgical education. She has pioneered an integrated approach for interprofessional learning which is transferable into healthcare settings globally. Her attention to detail and tenacity for enhancement of standards has led her to be a formidable “trainer of the trainers”. She is renowned for her innovative approach to education delivery and implementation of new strategic development at the forefront of healthcare improvement and advancement. Ideas she has pioneered in eLearning have been at the forefront of the advancement of electronic educational delivery globally.
 
Dr Elanko is Director of Education at the British Association of Surgical Oncology, where she has led the development of the infrastructural changes to sustain and improve the delivery of education and membership involvement.
 
In 2019 Dr Elanko was awarded the prestigious Global Health Medal for Education and Healthcare for her outstanding contributions to the advancement of global education and development and sustainability of healthcare improvement. In 2021 she has been awarded the Royal Society of Medicine Medal (the largest provider of Continuing Medical Education in the UK) in recognition of her long term commitment to providing multidisciplinary educational courses for students, trainees and consultants.
 

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Plenary 3 - Improving medical education: Prospects and challenges

Dylan Wiliam, Emeritus Professor of Educational Assessment at University College London, UK

 
Summary: Over the last two decades there have been increasing calls for medical education to become more ‘evidence-based’ and in particular, to focus on “what works”. However, in medical education, “what works” generally the wrong question because just about everything works somewhere and nothing works everywhere. The relevant question is, “under what circumstances does this work” which is why educators need to be critical consumers of educational research. Specifically, the use of research to improve medical education should address four central questions: Does this solve a problem we have? How much extra achievement will we get? How much will it cost? Will it work here? In this talk Dylan Wiliam will show how these four questions provide a focus for thinking about curriculum, pedagogy, assessment and management, and allow educators to address the trade-offs that are inherent in medical education in a principled, rather than an ad hoc, way.

Biography: After a first degree in mathematics and physics, and one year teaching in a private school, Dylan taught in inner-city schools in London for seven years. In 1984 he joined Chelsea College, University of London, which later merged with King's College London. From 1996 to 2001 he was the Dean of the School of Education at King’s, and from 2001 to 2003, Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ. From 2006 to 2010 he was Deputy Director of the Institute of Education, University of London. Over the last 15 years, his academic work has focused on the use of assessment to support learning (sometimes called formative assessment). He now works with groups of teachers all over the world on developing formative assessment practices.

Dylan will give Meet the Expert sessions at the following times:
Sunday 29 August: 1600-1630
Sunday 29 August: 2000-2030


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Plenary 4 - It takes two to tango: A mentoring journey through the lens of a mentor and mentee

Subha Ramani, Associate Professor of Medicine, Harvard Medical School, Boston, USA
Evangelos Papageorgiou, York Teaching Hospital NHS Foundation Trust, UK

Summary: The delicate balance of mentoring someone is not creating them in your own image, but giving them the opportunity to create themselves”- Steven Spielberg. Contemporary mentoring models have moved beyond unidirectional dyadic relationships to include peer mentoring, mentoring networks, one-time focussed interactions and reverse mentoring. Regardless of format, mentoring should be anchored by relationships, foster a climate psychological safety and mutual growth. We will review the mentoring journey from the perspective of a mentor and mentee. We will conclude with the argument that supporting mentees without challenging them could lead to stasis rather than growth.

Biographies:

Dr Subha Ramani, a general internist and educationalist, is Associate Professor of Medicine at Harvard Medical School. She completed a Masters in Medical Education at University of Dundee and PhD in Health Professions Education at Maastricht University. Dr. Ramani holds educational leadership roles at the Brigham and Women’s Hospital and Harvard Macy Institute. She is a member of the AMEE Executive committee, chairs the Fellowship Committee and directs the ESME-CT course. She has several peer reviewed publications in medical education journals and scholarly interests include: mentoring, feedback, clinical teaching, mindset, emotional intelligence and application of theory to educational practice.

Dr Evangelos Papageorgiou is a medical doctor from Greece, currently working as a junior doctor in the United Kingdom. He is an AMEE Associate Fellow and a member of the Executive Committee for 3 years, first as a student member representing the European Medical Students' Association (EMSA) and now as a junior doctor member representing the European Junior Doctors Association (EJD). His interests involve undergraduate education, interprofessional education, student involvement and advocacy, mentoring and diversity in medical education.

Subha and Evangelos will give Meet the Expert sessions at the following times:
Monday 30 August: 1230-1300
Monday 30 August: 2000-2030

 

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Plenary 5 - Take-home messages from AMEE 2021

The Student’s Perspective: Irem Aktar, Medical Education Director, European Medical Students Association (EMSA)
Postgraduate Education: Paul de Roos, Uppsala University, Sweden
Faculty Development: Yvonne Steinert, McGill University, Canada
Response to COVID-19: Paulina Sobieranska, Medical University of Lodz, Poland
Assessment: Richard Fuller, University of Liverpool, UK

Moderator: Lawrence Sherman, USA


Biographies:

─░rem Aktar is a fourth-year medical student at Istanbul University Faculty of Medicine with a great interest in medical education, always eager to learn, grow and contribute actively. For 4 years she been working with EMSA and is currently serving as Medical Education Director. She is an active medical education trainer and soft skills trainer. A past member of the AMEE Student Task Force, she has also completed the Essential Skills in Medical Education (ESME) course. Studying medicine and medical education are her greatest passions. She is also particularly interested in internal medicine & nephrology.

Paul de Roos is a Neurologist with 13 AMEE congresses attended since 2005 and with a broad interest in medical education from student engagement, peer education to learning environment design and workplace based learning to all topics related to postgraduate training. He is a licensed neurologist since 2021 with education subspecialisation, Honorary Life member of European Medical Students' Association since 2016 for continuous support in medical education section long beyond graduation. His undergraduate medical training was done at Vrije Universiteit Medical Center in Amsterdam, The Netherlands, where he graduated in 2009 and his Neurology residency with an education profile was done at Uppsala University in Sweden. In his free time he works as independent adult educator and workshop facilitator with a focus on the healthcare sector. 

Yvonne Steinert, Ph.D., a clinical psychologist and Professor of Family Medicine and Health Sciences Education, is the Richard and Sylvia Cruess Chair in Medical Education and the former Director of the Institute of Health Sciences Education in the Faculty of Medicine and Health Sciences at McGill University. She is actively involved in undergraduate and postgraduate medical education, educational research, and the design and delivery of faculty development programs and activities. Her research interests focus on teaching and learning in the health professions, the impact of faculty development on the individual and the organization, professionalism and professional identity formation, and the interplay between culture and health professions education. She has written and presented extensively on topics related to faculty development and medical education and was recently named to the Order of Canada in recognition of her contributions to the advancement of pedagogical principles, faculty development, and new training approaches in Canadian medical education.

Paulina Sobieranska is a psychologist working at Centre for Medical Education at Medical University of Lodz (Poland). As a course coordinator she is actively involved in delivery of courses for undergraduate health professions students on medical and academic professionalism, cultural competence and communication, as well as providing faculty training on teaching methods, assessment and TEL among many topics. She is the Chair of BEME International Collaborating Centre (BICC) in Lodz, and has been tutoring AMEE Essential Skills in Medical Education (ESME) Online courses since 2017. During the first wave of COVID-19 pandemic she was supporting faculty in transition to online teaching and was co-organising assessment for the Medical Faculty.

Richard Fuller is a Consultant Geriatrician/Stroke Physician and Deputy Dean of the School of Medicine at the University of Liverpool, UK. His work focuses on exciting new initiatives in curriculum design, mobile technology, assessment and personalised learning across health professions and the continuum of undergraduate and postgraduate practice.

His main research interests focus on assessment, working with a cross institutional group of assessment research colleagues. His current research focuses on the ‘personalisation’ of assessment, to support individual learner journeys. He publishes and speaks regularly at leading international medical education conferences and is a faculty member at a number of leading global assessment courses. He works with an international group of health professions education experts undertaking a review of global consensus guidelines on technology enhanced assessment. 

He holds a number of national/UK advisory roles, including acting as an assessment expert for the General Medical Council, including leadership of the Tests of Competence Panel. He undertakes a range of international advisory and developmental work in relation to curriculum, senior faculty development and assessment for a number of institutions.  He is a member of the executive group of the Association of Medical Education in Europe (AMEE) and chair the assessment panel of AMEE's Aspire to Excellence initiative.
 

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