AMEE introduced a new Association Management System on 3 August 2020 . If you are logging in for the first time since then, please enter your username (your email address) and select 'Forgotten Password'. You will be sent an email with instructions for accessing your account.
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: To follow

 

                                                                                                                                                         
 
 

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 Zaman 
 

Summary: To follow

Biographies:

Jo Bishop - To follow

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. 
 

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


plenary-3--improving-medical-education-prospects-and-challenges

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

 

plenary-4---it-takes-two-to-tango-a-mentoring-journey-through-the-lens-of-a-mentor-and-mentee

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: Jennifer Cleland, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
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. 

Jennifer (Jen) Cleland is Professor and Vice-Dean (Education) at Lee Kong Chian School of Medicine, Singapore.  Prior to this, she worked at the University of Aberdeen, UK, where she was inaugural holder of the UK’s only endowed Chair of Medical Education Research, which she held from 2011 to 2020.  She has Honorary Professor roles at numerous universities and is an honorary fellow of the Royal College of Physicians, Edinburgh.  She was formerly Chair of the Association for the Study of Medical Education and also chaired the AMEE Research Committee.  Professor Cleland is known internationally for her medical education research. She has published over 200 academic papers. 

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.

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.
 

plenary-5--takehome-messages-from-amee-2021
Twitter_001 facebook_001 Google_Plus_001 Linkedin_001 YouTube_001