AMEE

Dear Friends and Colleagues

I am not sure if it’s just me or the situation we are in at the present time, but time is just flying by! Each day just seems to blend into one week and before you know where you are we are almost half way through the year. So, apologies for the delay in keeping you up to date with what is happening at AMEE and how we are all coping with the Covid-19 pandemic.

As always, I would like to pass on my extreme gratitude and respect to all faculty who are working on the front-line, and those of you are not only doing that but managing to arrange on-line teaching as well- I have no idea how you do it. At the same time I want to express my sincere condolences to those of you who have lost a loved one during this fractious time of ours- my heart goes out to you all.

As probably many of you are, I am still working from home, but with the slight lessening of the imposed social isolation and having been managing to get out a little more into the lovely weather we have been having, I do feel that perhaps things, in the UK anyway, are getting slightly better.

The AMEE office is crazy busy at the moment, despite everyone working from home. The virtual conference is coming along and I do believe it’s going to be a very interesting and exciting event; it will be a step into the future for AMEE- indeed perhaps part of our new normal.

To support and recognise the need to keep up to date with changes during the Covid-19 pandemic there will be a Special Edition of Medical Teacher, scheduled for July publication, in which there are nine papers covering different aspects of education during Covid-19.

On the back of the previously successful Covid-19 webinar series, a new three part webinar is also being run, covering the topic of assessment; best practice in on-line assessment, un-professional behaviour and a peak into what we believe is the future of assessment, new approaches, new methods. All good stuff!

Looking forward to seeing you (virtually) very soon.

Our thoughts and best wishes are with you in these difficult times.

Stay safe and stay strong
 
Prof. Trevor Gibbs, President AMEE

• The AMEE Community Facebook Group - share your thoughts, stories or just get moral support

• AMEE MedEdWorld Special Interest Group

• “The most important thing that we can do to improve our ability to respond to stress and to reduce our stress, is to get adequate sleep.”— Dr. Aviad Haramati

• Lecturio are making all content related to COVID-19 free for everyone, even if they are not yet a Lecturio Premium member.  More Information

• ScholarRx is offering free access to Rx Bricks

• AMBOSS has updated its Knowledge Library to include an informative Learning Card about COVID-19 which is free to view.

• BodyInteract has published 2 scenarios to train about how to diagnose and treat covid19 suspicious case with virtual patients. The access is free of charge and unlimited to everyone as our contribution to fight the pandemic. Simply register and you are good to go.

• MedEdPortal Resources

• Academy of Medical Royal Colleges Resources

• Crowdsourced List of Online Teaching Resources Collated by the Harvard Macy Institute (@HarvardMacy)

• OSLER COVID-19 Learning Centre

• Tips for Creating an Effective Learning Environment in an Online Course

• Advance HE Services

• Some very useful sites that are showing the resourcefulness of faculty and students - https://sites.google.com/view/pivotmeded/home

• Twelve Tips for assessing knowledge with open-ended questions: Designing constructed response examinations in medical education. https://www.ncbi.nlm.nih.gov/m/pubmed/31282798/

• A guide based on work doing online TBL workshops and supporting our customers who use www.intedashboard.com for online TBL. The web version of the guide is here: https://www.intedashboard.com/resources/use-cases/

• 10 years ago Duke-NUS Medical School created www.intedashboard.com as a digital tool for IRATs and TRATs

• Back To School After Lockdown – Tips From An NHS Psychologist
  https://www.mytutor.co.uk/blog/back-to-school-after-lockdown-tips-from-an-nhs-psychologist/ 

• InteDashboard: Empowering TBL with Technology - www.intedashboard.com

• OnlineMedEd offers a robust online case-based learning platform called Case X which includes 89 video-based, self-directed medical cases.  It’s specifically designed to help students transition away from the “A/B”, “Right/Wrong” mindset – and towards practicing the art of clinical reasoning.  https://onlinemeded.org/spa/case-x

• The following paper includes contact information for colleagues (in different parts of the US) who have been teaching TBL Online http://www.teambasedlearning.org/wp-content/uploads/2018/08/Off-to-On_OnlineTBL_WhitePaper_ClarkEtal2018_V3.pdf The paper also discusses how to deploy TBL in an asynchronous, synchronous or hybrid of the two modalities.

• "Going Online in a Hurry: What to Do and Where to Start" by Michelle D. Miller. Perfect timing for all of us who are scrambling to change instructional and assessment modalities during the COVID-19 outbreak. https://www.chronicle.com/article/Going-Online-in-a-Hurry-What/248207?fbclid=IwAR03sRLeIdIRqYBjcVUhH0mOEZmtK5uQSQSe0KxddXjYHoXf4uRvLdA6Hk

• Jones and Bartlett Learning - Tips for Creating an Effective Learning Environment in an Online Course

• Personal Protection Videos from The First Affiliated Hospital, Sun Yat-sen University(FAH-SYSU) http://en.gzsums.net/yyxw/info_37_itemid_1235.html

• Videos from a series of webinars about teaching the humanities during the time of Covid
  https://www.youtube.com/channel/UCF83A2W-BnQVaVhFVSOzuwg

The three-part interactive webinar series will discuss the current innovations in online assessments, examples of best practice, student dishonesty, and other issues relating to professionalism. Whilst the webinars will discuss the present situation, the final webinar will look towards the future of assessment in a post-COVID era

Speakers: Trevor Gibbs, Trudie Roberts, Lawrence Sherman, Dujeepa D. Samarasekera, Erle Lim, Kathy Chappell, Richard Fuller, Lambert Schuwirth

Covid-19: Assessment, professionalism and progression. Part 1 - Best Practice in on-line assessment

Summary: In this webinar we will discuss what is best practice in on-line assessment, for undergraduate, high stakes and postgraduate students, exploring the lessons learned from one medical school
Presenters: Kathy Chappell, Erle Lim
With Trevor Gibbs and Lawrence Sherman
Date: 27 May 2020
Time: 1200 hrs UK (GMT+1)

View free recording here

Covid-19: Assessment, professionalism and progression. Part 2 - Maintaining professionalism during on-line assessment

Summary: In this webinar we will discuss what is considered by professionalism during assessment, and explore the lessons learned from one medical school
Presenters: Trudie Roberts, Dujeepa D. Samarasekera
With Trevor Gibbs and Lawrence Sherman
Date: 4 June 2020
Time: 1200 hrs UK (GMT+1)

View free recording here

Covid-19: Assessment, professionalism and progression. Part 3 - New normal, new future in assessment

Summary: In this third webinar we will look forward to what we have learned during the Covid-19 pandemic and what the future holds for assessment.
Presenters: Trevor Gibbs, Richard Fuller, Lambert Schuwirth
With Lawrence Sherman
Date: 16 June 2020
Time: 1200 hrs UK (GMT+)

View free recording here

Medical Students in the times of COVID-19

An IFMSA webinar, with Professor Trevor Gibbs, AMEE President as Guest Speaker.

COVID-19 Students' and teachers wellbeing journey: struggling, embracing, empowering

Presenters: Janusz Janczukowicz, Jo Bishop, Ewa Pawlowicz
 
View free recording here
 

Challenges and opportunities with online presenting and teaching: A question and answer webinar

Presenter: Lawrence Sherman

View free recording here

Adapting to the impact of COVID-19: Making the most of digital and online presenting and teaching

Presenter: Lawrence Sherman

View free recording here
 

Adapting to the impact of COVID-19: Sharing stories, sharing practice

Presenters:  Professors Trevor Gibbs, Judy McKimm, Richard Fuller, David Taylor, Jen Cleland

View free recording here

AMEE GUIDES

• Guide 32 - e-Learning
• Guide 39 - Online e-assessment
• Guide 105 - Mobile technologies in medical education
• Guide 129 - Experience Based Learning

BEME GUIDES

• Guide 63 - Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63
• Guide 64 - An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review

MEDEDPUBLISH ARTICLES

• Johnson, W., Blitzer, D., (2020), 'Residents’ Perspectives on Graduate Medical Education during the COVID-19 Pandemic and Beyond', MedEdPublish, 9, [1], 77, https://doi.org/10.15694/mep.2020.000077.1
• Jones, D., Fawns, T., Aitken, G., (2020), 'Using a theoretical framework to develop postgraduate health professions education research and practice', MedEdPublish, 9, [1], 78, https://doi.org/10.15694/mep.2020.000078.1
• Dyer, H., Stelly, D., LeFever Watson, G., (2020), 'Intimate Partner Violence: Using Standardized Patients to Improve Trauma-Informed Care in the era of the Covid-19 Pandemic', MedEdPublish, 9, [1], 79, https://doi.org/10.15694/mep.2020.000079.1
• Sabzwari, S., (2020), 'Rethinking Assessment in Medical Education in the time of COVID-19', MedEdPublish, 9, [1], 80, https://doi.org/10.15694/mep.2020.000080.1
• Kachra, R., Ma, I., (2020), 'Practical tips for faculty development workforce training under pressure in the time of COVID-19 pandemic', MedEdPublish, 9, [1], 81, https://doi.org/10.15694/mep.2020.000081.1
• Sandars, J., Correia, R., Dankbaar, M., de Jong, P. et al., (2020), 'Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic', MedEdPublish, 9, [1], 82, https://doi.org/10.15694/mep.2020.000082.1
• Fawns, T., Jones, D., Aitken, G., (2020), 'Challenging assumptions about “moving online” in response to COVID-19, and some practical advice', MedEdPublish, 9, [1], 83, https://doi.org/10.15694/mep.2020.000083.1
• Sudhir, M., Mascarenhas, S., Isaac, J., Alfroukh, J. et al. (2020), 'Adapting to the need of the hour: Communication skills simulation session using an online platform during COVID-19 ', MedEdPublish, 9, [1], 85, https://doi.org/10.15694/mep.2020.000085.1
• Wadi, M., Abdalla, M., Khalafalla, H., Taha, M., (2020), 'The assessment clock: A model to prioritize the principles of the utility of assessment formula in emergency situations, such as the COVID-19 pandemic', MedEdPublish, 9, [1], 86, https://doi.org/10.15694/mep.2020.000086.1
• Arandjelovic, A., Arandjelovic, K., Dwyer, K., Shaw, C., (2020), 'COVID-19: Considerations for Medical Education during a Pandemic', MedEdPublish, 9, [1], 87, https://doi.org/10.15694/mep.2020.000087.1
• Taylor, D., Grant, J., Hamdy, H., Grant, L., , et al. (2020), 'Transformation to learning from a distance', MedEdPublish, 9, [1], 76. https://doi.org/10.15694/mep.2020.000076.1
• Ahmed, S., Shehata, M., Hassanien, M. (2020), 'Emerging Faculty Needs for Enhancing Student Engagement on a Virtual Platform', MedEdPublish, 9, [1], 75. https://doi.org/10.15694/mep.2020.000075.1
• Cecilio-Fernandes, D., Parisi, M., Santos, T., Sandars, J. (2020), 'The COVID-19 pandemic and the challenge of using technology for medical education in low and middle income countries', MedEdPublish, 9, [1], 74. https://doi.org/10.15694/mep.2020.000074.1
• Khan, H. (2020), 'An adaptation of Peyton's 4-stage approach to deliver clinical skills teaching remotely', MedEdPublish, 9, [1], 73. https://doi.org/10.15694/mep.2020.000073.1
• Neufeld, A., Malin, G. (2020), 'Twelve tips to combat ill-being during the COVID-19 pandemic: A guide for health professionals & educators', MedEdPublish, 9, [1], 70. https://doi.org/10.15694/mep.2020.000070.1
• McKimm, J., Gibbs, T., Bishop, J., Jones, P. (2020) 'Health Professions' Educators' Adaptation to Rapidly Changing Circumstances: The Ottawa 2020 Conference Experience', MedEdPublish, 9, [1], 47, https://doi.org/10.15694/mep.2020.000047.1
• Goh, P., Sandars, J. (2020) 'A vision of the use of technology in medical education after the COVID-19 pandemic', MedEdPublish, 9, [1], 49, https://doi.org/10.15694/mep.2020.000049.1
• Boursicot, K., Kemp, S., Ong, T., Wijaya, L., et al. (2020) 'Conducting a high-stakes OSCE in a COVID-19 environment', MedEdPublish, 9, [1], 54, https://doi.org/10.15694/mep.2020.000054.1
• Taha, M., Abdalla, M., Wadi, M., Khalafalla, H. (2020) 'Curriculum delivery in Medical Education during an emergency: A guide based on the responses to the COVID-19 pandemic ', MedEdPublish, 9, [1], 69, https://doi.org/10.15694/mep.2020.000069.1

Researchers at @UCalgaryMed are looking to examine how the #COVID19 pandemic has impacted medical students and residents around the world. Please consider completing this short, anonymous survey (available in multiple languages!)
https://survey.ucalgary.ca/jfe/form/SV_b1pgkMgAJqacud7
 

A survey sponsored by the Consortium of Universities for Global Health (CUGH) seeks to determine the impact of the Covid-19 pandemic on academic global health programs around the world.  Please click the link below to start the survey, which only takes 5-7 minutes to complete: https://redcap.vanderbilt.edu/surveys/index.php?s=N93FR9JPFP