Not everyone can find the funds, or the time, to attend an AMEE Conference so we will again be offering the option of registering for AMEE Live! for AMEE 2017, Helsinki, Finland

If you are interested in curriculum planning, teaching and learning methods, assessment or educational management, there will be something to interest you.

From the 27-30 August 2017 you can participate in an exciting range of plenary and symposia sessions covering key issues in education in the healthcare professions and hear live interviews from speakers and participants.  You can take part in the discussions and ask questions of the speakers from your own home or from your institution as an individual or with a group of colleagues.  All you need is a broadband connection.  You can also watch the sessions later at a time convenient to you.

If you’re attending AMEE 2017 in person, you will also have free access to the streams, so you can take part in one of the other sessions and catch up on the symposia later.

Schedule

Sunday 27th August

1730-1915 - Session 1

  • 1730-1800 - Opening of AMEE 2017 (introduction to programme and a tast sessions of a slection of posters that will be presented at the conference)
  • 1800-1850 - Plenary: The Magic State of Mind by Peter Wardell
  • 1850-1915 - A musical welcome to Helsinki

Monday 28th August

0830-0945 - Session 2

  • 0830-0915 - Plenary:  What can medical education learn from the Finnish experience of educational change? by Pasi Sahlberg
  • 0915-0935 - ASPIRE-to-Excellence Awards
  • 0935-0945 - Presentation of Miriam Friedman Ben-David New Educator Award; Announcement of AMEE Fellows and Associate Fellows; ESME Certificate in Medical Education Awards

1015-1200 - Session 3

Symposium 3A:  Simulation in Healthcare:  Sharing stakeholder perspectives
Organised by AMEE Simulation Committee - Peter Dieckmann (Copenhagen Academy for Medical Education and Simulation (CAMES), Denmark), Kirsimarja Metsavainio and team (Kuopio University Hospital, Finland), Debra Nestel (University of Melbourne, Australia), Jan-Joost Rethans, (Skillslab) (University of Maastricht, The Netherlands). Anne Lippert (Copenhagen Academy for Medical Education and Simulation (CAMES), Denmark)

There are many barriers to including simulation into basic education and advanced training in healthcare including cost, a certain reputation of it being complicated and neglected training of simulation faculty. Thus simulation is not implemented as much as its (proven) promise for improving care, quality and education might suggest. This symposium will showcase typical conduct of modern patient simulation.

1400-1530 - Session 4

Symposium 4A:  What is the role of the patient in the education of the healthcare work force?
Rob Lane, Jools Symons and Andrea McGoverin, (Leeds Medical School, UK), Nancy McNaughton, (INESRA, Toronto, Canada), Jane Moore/Rosamund Snow, (Oxford Medical School, UK), Angela Towle/William Godolphin, (University of British Columbia, Canada), Katri Manninen, (Karolinska Institute, Sweden)

We will examine different models of how patients and carers are currently engaged in medical education and what roles they may want in the future. The models discussed will include examples covering a range of engagement from patients as simple storytellers to patients as partners where they contribute directly to curriculum development and assessment writing and marking. Finally recognizing that healthcare is a service industry, we will consider how much influence patients should have in the future in setting the education and training agenda.

1600-1730 - Session 5

Symposium 5A:  Validity Revisited: applying the Kane validity model to health professional assessment
David Cook, (Mayo Clinic, USA), Sandra Kemp, (Curtin University, Australia), Katharine Boursicot, (Health Professional Assessment Consultancy, Singapore), Richard Fuller, (Leeds University, UK), David Swanson, (ABMS, USA) (Opening Discussant). Trudie Roberts, (Leeds University) (Chair)

Kane’s model of validity is becoming more prevalent in the health professions education world as a holistic and robust way of evaluating assessments. In this symposium, we will revisit the practical application of the Kane validity framework, and present different and innovative ways of applying it in various contexts: planning a programme of assessment, evaluating a
system of assessment and the sometimes messy world of workplace based assessments.


Tuesday 29th August

0830-0945 - Session 6

  • 0815-0900 - Plenary 6A:  Addressing Health Disparities:  Can Equity Pedagogy Help? by Catherine R Lucey (UCSF School of Medicine, USA)
  • 0900-0945 - Plenary 6B:  The future shapre of medical education using the allegory of the symphony orchestra and the role of the conductor by Robert Sells (University of Liverpool, UK)

1015-1200 - Session 7

Symposium 7A:  “Imagine if the impossible isn’t …" Educating new kinds of physicians to better meet the needs of the community
Ronald Harden (Professor of Medical Education (Emeritus) Dundee, UK), Terence Stephenson (Chair, General Medical Council, UK), Darrell Kirch (President, Association of American Medical Colleges, USA). Kathy Chappell (Vice President, Accreditation Program and Institute for Credentialing Research, American Nurses Credentialing Center, USA) Matthias Weinold (International Alliance of Patients Organisation), Lawrence Sherman (Academy for Global Interprofessional Learning and Education, USA)
(Chair)


Imagine if you could start again and radically change the education programme, should we train different sorts of doctors? Do all doctors on qualification need the same set of skills or could training focus on basic core competencies alongside mastery of a set of competencies and training in a specialist area? Panellists will examine from different perspectives the
advantages and disadvantages of the current system of medical training and will explore possible changes including a fundamentally different approach to the sort of doctors trained.

1400-1530 - Session 8

Symposium 8A:  Entrustment Decisions: Implications for Curriculum Development and Assessment
Ara Tekian (University of Illinois at Chicago College of Medicine, USA), Olle ten Cate (University Medical Centre Utrecht, Utrecht, The Netherlands), John Norcini (FAIMER, Philadelphia, USA), Eric Holmboe (ACGME, Chicago, USA), Trudie Roberts
(Leeds Institute of Medical Education, UK)


The symposium will explore critical components of entrustment, measurement issues, its importance and application, and the challenges it presents in both undergraduate and postgraduate settings. It will provide opportunities for participants to reflect on challenges in integrating entrustment in the curricula at their own institutions.

1600-1730 - Session 9

Symposium 9A:  The future of MOOCs in the medical education continuum: hype or panacea?
Peter GM de Jong (Leiden University Medical Center, The Netherlands) (moderator), Ken Masters (Sultan Qaboos University, Sultanate of Oman), James D Pickering (University of Leeds, UK), Marlies EJ Reinders (Leiden University Medical Center, The Netherlands), Terry Poulton (St George University London, UK), Beerend P Hierck (Leiden University Medical Center, The Netherlands) (opening discussant)

The symposium will include original thoughts and visions of the educational concept of Massive Open Online Courses (MOOCs).
Alternate ways of offering MOOCs as an effective learning resource will be discussed based on examples from university level
MOOCs within medical education. It will conclude with a sneak preview into the future and how the medical education community envisions the use of MOOCs in the next 10 years.


Wednesday 30th August

0830-1015 - Session 10

Symposium 10A:  Is the traditional lecture still relevant? Is the traditional physical examination still relevant?
Steven L. Kanter (University of Missouri-Kansas City School of Medicine, USA), Leila Niemi-Murola (University of Helsinki, Finland), Jussi Merenmies (University of Helsinki, Finland), Gary Sutkin (University of Missouri-Kansas City School of
Medicine, USA), Paula Nichols (University of Missouri-Kansas City School of Medicine, USA)


The presenters will form pro and con teams to argue each question according to the method of “structured controversy”. Similar to a debate, the goal is to learn rather than to win. The presenters and the audience will firstly explore
the value and limitations of the traditional lecture, and how technology and other educational approaches are changing practice.  Secondly they will address the traditional value of the physical examination and how technology is changing priorities.

1045-1245 - Session 11

  • 1045-1130 - Plenary 11A:  Helping doctors and patients make sense of health statistics by Wolfgng GAissmaier (University of Konstanz, German)
  • 1130-1225 - PechaKucha 11B:  Topics - Learning analytics and big data; Anatomy teaching; Gender issues in medical education; Interprofessional education; Mind the gap - junior doctor or young educator? Tensions between global trends and local challenges in medication education; The dangerous pursuit of independence
  • 1225-1245 - Announcement of AMEE Conference Prizes; A look ahead to AMEE 2018; Concluding remarks
  • 1245 - Close of Conference

Registration and Fees

Registration Fee: GBP £85 (Euros 99) (for one login at one computer)

Register for AMEE Live

Payment:  Payment may be made by credit card only.  If you require to pay by invoice, please contact the AMEE Office (amee@dundee.ac.uk) to make arrangements.

The online access code will not be distributed until the fees are paid.

Programme:  Full Programme will be announced by July 2017.  Download the AMEE 2017 Provisional Programme and look for the AMEE Live Logo

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