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The following ESME Courses/Masterclasses will be delivered at AMEE 2022

Register Online for Courses

ESME Course

Faculty: Stewart Mennin (Mennin Consulting, Sao Paulo, Brazil, Albuquerque, New Mexico, USA), Ruy Souza (Federal University of Roraima, Brazil), and Regina Petroni Mennin (Federal University of Sao Paulo, Brazil)

Sessions:
    Saturday 27 August - 0830-1730
    Sunday 28 August - 0800-1630
    Monday 29 August – 1330-1430
    Tuesday 30 August – 1315-1415
    Wednesday 31 August – 1130-1330

Venue: Lyon Congress Centre

Cost: €750
Includes course, lunches, coffee, materials, Certificate of Participation, ESME Certificate in Medical Education if post-course report is assessed as meeting the appropriate standard. To secure your place, payment for the course is required prior to attendance.

Purpose: The ESME Course provides a strong foundation in the basic competencies required of the medical and healthcare professions teacher: the Skilled Educational Planner, the Effective Teacher and the Informed Assessor/Evaluator. Through a series of short presentations and small group work, this highly interactive course looks at how people learn and the range of teaching, learning and assessment methods and opportunities available to the teacher. It also examines how teaching, learning and assessment can be organized in the curriculum.

Content: The ESME Course provides hands-on experience to the basic competencies required of the medical and healthcare professions teacher. It includes effective teaching and assessment in large and small groups, team-based learning, clinical skills and assessment, community-based education, precepting one-to-one feedback and the fundamentals of assessment. It also examines how the teaching, learning and assessment can be organised and integrated in the curriculum. After completing the course, participants will have acquired a vocabulary and a useful and practical framework for understanding essential concepts in teaching, assessment of learning, and curriculum planning.

Post-course report: Participants may choose to submit, within six months of completion of the course, a short report describing the practical application of the ESME competencies in their own teaching practice, leading to award of the AMEE-ESME Certificate in Medical Education.

ESME-CT Course

Faculty: Professor Subha Ramani, Brigham and Women’s Hospital, Boston, USA; Dr James Kwan, Tan Tock Seng Hospital, Singapore; Professor Harish Thampy, University of Manchester, UK; Professor Mini Singh, University of Manchester, UK; Dr Jean E. Klig, Harvard Medical School, Boston, USA

Sessions:

    Saturday 27 August - 0830-1630
    Monday 29 August – 1330-1430
    Tuesday 30 August – 1315-1415

Venue: Lyon Congress Centre

Cost: €600
Includes: One full-day pre-conference session; Tea/coffee & lunch; Two lunchtime sessions; Course programme and resource materials; Certificate of participation; Optional submission and assessment of a post-course report; Award of AMEE-ESME-CT Certificate (if the post-course report is assessed as meeting the requirements of the Certificate.) To secure your place, payment for courses is required prior to attendance.

Overview: The ESME-CT course aims to provide participants with a solid foundation in core knowledge and skills needed to teach effectively in clinical settings, informed by educational theories and available evidence. In acknowledgment of the complexity of clinical teaching, the course will employ a non-prescriptive and reflective approach to improve teaching. Participants will learn to select effective teaching strategies while considering many variables such as the content, the learners, and the context. The course also reflects the belief that teachers at all levels of experience and expertise can benefit from an organised review of their teaching. We will discuss established frameworks such as the microskills of teaching, the Stanford faculty development model, Experience- based learning etc. and use interactive exercises focussed on application of new strategies to own teaching. Finally, participants will be encouraged to be agents of change at their own institutions.

Summary of theme and its importance: Teaching in the clinical environment is a demanding, complex, and often frustrating task, a task many health professions educators assume without adequate preparation or orientation. The various settings (ward, ambulatory, urban or community) have their own distinct challenges. In these settings, essential patient care skills such as history taking, physical examination, patient communication and professionalism are inculcated, bench knowledge applied to the bedside, motivation and self-directed learning take on a new meaning. Clinical teachers have a dual role in medicine; to provide patient care and to teach. Although many participants will have experience in providing patient care, fewer have experience in using a systematic framework to teach and assess their learners, reflect and analyse teaching behaviours and consciously role-model excellent clinical skills.

Who should participate in this course: This course will focus on core topics in clinical teaching and is intended for clinicians who teach pre-registration students (medical / nursing etc) and post-registration trainees (physician, nursing etc) in ward, outpatient as well as simulation and conference settings. In addition, educators who organise staff development for clinical teachers will benefit from participation.

Mode of delivery: The course will be conducted face-to face and run over one full day and two lunch sessions. The course language is English, but the pace will be suitable for participants whose first language is not English. The topic will feature short didactic presentations, review and debriefing of videotaped teaching scenarios, group brainstorming, individual reflections and skills practice.

ESMELead Course

Faculty: Judy McKimm, Paul Jones (Swansea University, Swansea, UK), Kirsty Forrest, Jo Bishop (Bond University, Gold Coast, Australia), Greg Radu (St Clare’s Hospital, St John’s, Newfoundland, Canada)

Sessions:
    Saturday 27 August - 0900-1600
    Monday 29 August - 1330-1430
    Tuesday 30 August - 1315-1415
    Wednesday 31 August – 1230-1400

Venue: Lyon Congress Centre

Cost: €675
Includes: One full-day pre-conference session and one 90-minute in-conference workshop session; Two lunchtime sessions; Course programme; Readings and workbook; Set of additional resource materials; Certificate of participation; Optional submission and assessment of a post-course report, details of which will be given during the Course; Award of AMEE-ESMELead Certificate (if the post-course report is assessed as meeting the requirements of the Certificate.) To secure your place, payment for courses is required prior to attendance.

Overview: The ESMELead course provides an introduction to key aspects of leadership and management for healthcare educators who wish to develop a deeper understanding of leadership and management theory and gain an evidence base to help them become more effective leaders. The Course is theory informed, practice driven, context specific, highly interactive, supportive and fun. The Course and its linked lunchtime sessions are designed around our ‘Leadership in 3’s’ framework and comprise interactive group activities, short presentations, and individual exercises aimed towards gaining insight into the impact of leadership styles and approaches on the structure and function of educational organisations and activities.

Summary of theme and why it is important: Core topics include leadership/management/followership theory and practice; challenges and opportunities; leading and managing change; setting and communicating a vision; inclusive and person-centred leadership; resilience, grit and emotional intelligence; leading teams; developing yourself as a leader; influencing skills; setting personal goals and action planning. Through engaging with the Course, you will gain insight into what works in leadership and management, why, and be able to apply theories, concepts and models to your own practice.

Who should participate in this Course: This course provides an introduction to key aspects of leadership and management for health professions' educators who wish to develop a deeper understanding of leadership and management theory and gain an evidence base to help them become more effective leaders, mangers and followers.

The course comprises a one-day workshop and linked lunchtime and other conference sessions. It is run through interactive group activities, short presentations, and individual exercises aimed towards gaining insight into the impact of leadership styles and approaches on the structure and function of educational organisations.

What will participants gain from participating?
    An understanding of contemporary leadership theory and concepts
    The difference between leadership, management and followership and how to apply this in practice
    Insight into international and organisational leadership challenges in health professions’ education
    Deeper understanding of team working and leadership, including their own preferences
    How to set and communicate a vision
    Influencing skills
    A personal/professional development plan
    Self-insight gained through self-development tools and feedback

Post-course report: Participants may choose to submit, within six months of completion of the course, a short report describing the application of the concepts and principles covered in the ESMELead Course to their own leadership and management, leading to award of the AMEE-ESMELead Certificate in Educational Leadership and Management

ESCEL Masterclass

Faculty: David A. Cook & Elissa R. Hall, Mayo Clinic College of Medicine and Science, Rochester, MN, USA

Session: Saturday 27 August 0830-1630

Venue: Lyon Congress Centre

Cost: €350
Includes: One full-day pre-conference session; Tea/coffee and lunch; Course programme and resource materials; Certificate of participation. To secure your place, payment for courses is required prior to attendance.

Description: Creating an effective learning experience requires deliberate alignment of technology, content, and pedagogy. This one-day ESCEL Masterclass focuses on how to design, facilitate, and evaluate learning experiences that leverage computers, tablets, smartphones, and similar devices to address learner and program needs. In this highly-interactive course we will explore the integration of evidence-based instructional strategies with a range of technologies, using a series of short presentations, problem-focused small group activities, and group discussion. We will also reflect upon current challenges and future trends in the field. Extensive computer experience is NOT required. Note that hands-on training in development or use of specific technologies is beyond the scope of this course.

Objectives: At the conclusion of the workshop, participants will be able to:

  1. Design effective learning experiences that leverage computer-based technologies;

  2. Describe evidence-based principles of effective learning as they relate to computer-enhanced learning;

  3. Select among and integrate a variety of technologies and instructional approaches (including both computer-based and non-computer methods) in creating and delivering effective learning experiences;

  4. Evaluate computer-enhanced learning activities and resources;

  5. Work effectively in an educational environment made complex by the expanding range of available technologies.

ESCPD Conference Online Course

Faculty: Jane Tipping (University of Toronto, Canada); Suzan Schneeweiss (University of Toronto, Canada); Helena Filipe (University of Lisbon, Portugal); Amy Wolfe (Small is Mighty Co Johannesburg, South Africa). Guest speakers TBA

Sessions:  Please note that the Course will consist of interactive Zoom webinars and no face-to-face sessions are included. Whole group sessions will be recorded for those whose time zones are not compatible with the online sessions.

  • Tuesday 23 Aug: 1200-1330 UK BST – followed by self-directed reading module

  • Wednesday 24 Aug: 1200-1500 UK BST

  • Wednesday 7 Sept: 1200-1500 UK BST – followed by self-directed reading module

  • Tuesday 4 Oct: 1200-1330 UK BST – follow up, and next steps in writing your report

Venue: All sessions take place online in Zoom

Cost: €475. Participants must also register for AMEE 2022 either online or in-person.
(Includes course, Certificate of Participation, ESME Certificate in Medical Education if a post-course report is submitted and assessed as meeting the appropriate standard. To secure your place, payment for the course is required prior to attendance.)

Purpose: An internationally informed ESME course that provides AMEE participants with a global appreciation of current Best Practices in CPD, the evidence and theory informing effective CPD, and practical approaches to current issues within the field.

Content/curriculum:

  • A review of best practices and “hot topics” in CPD

  • Designing, conducting, and evaluating CPD interventions

  • Evidence informing best practices in CPD

  • Requirements of accreditation

  • Technology and the impact of virtual learning

  • Equity, Diversity and inclusion

  • Engaging patients  

  • The role of CPD in changing professional performance

Target audience: This program will be of interest to those who are currently involved in the planning, organization and/or implementation of medical (health) education at the continuing professional development level. The program spans topics of value to those new to the field as well as those at an intermediary point in their CPD careers.

Methods: The virtual program is designed to provide a balance between online interactive instruction and self-directed activities Participants will represent an international spectrum and thus play a significant role in developing a larger view of the issues and opportunities facing CPD professionals in the health care field. The first part of the program will work quickly through the basics of adult learning and the evidence informing best practices and accreditation in CPD. This will be followed by a deeper exploration of prevalent issues as listed above.

Participants will be encouraged to apply what they learn to their current practices. Those wishing to receive a certificate of attendance will be assisted in developing a project of relevance.

Post-course report: Participants may choose to submit, within six months of completion of the course, a short report describing the application of the ESCPD competencies in their own CPD practice, leading to award of the AMEE-ESCPD Certificate in Medical Education.

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