AMEE 2026 pre-conference activities

Why attend a pre-conference workshop or course?

Delivered by internationally recognised experts, our pre-conference workshops and courses offer hands-on learning experiences that will help you translate emerging evidence, innovation and best practice into your own educational context.

Focused Learning – Explore key topics in health professions education in an in-depth and interactive setting.
Global Expertise – Learn from leading educators and scholars from across AMEE’s international community.
Practical Outcomes – Leave with tools, frameworks and strategies you can apply immediately in your own educational environment.
Meaningful Connections – Engage with colleagues from around the world in smaller, highly interactive groups.

Designed for participants at all stages of their careers—from those new to health professions education to experienced educators seeking fresh perspectives. Topics span the latest developments in teaching, assessment, leadership, scholarship, digital and AI-enabled education, and educational research.

The AMEE 2026 conference featuring the Integrated Ottawa Event creates additional opportunities to engage with cutting-edge thinking on authentic assessment and its role in improving learning and healthcare outcomes.

Join us in Vienna and start your conference experience with a deep dive into the ideas shaping the future of health professions education.

Our pre-conference activities are optional and must be pre-booked at an additional cost.

Delegates registered for in person attendance can book one of the morning and one of the afternoon sessions on both Saturday and Sunday before the conference begins.

Please note that lunch is not included with any of the pre-conference sessions.

AMEE 2026 pre-conference courses

Beyond the basics: Getting hands-on with AI and adding value to teaching and learning

AMEE AI Practical Workshop

Date: 22 August 2026
Time: 9:30 AM – 12:30 PM
Venue: Austria Center, Vienna
Fee: €135 + VAT

Full course details

Presenters: Rakesh Patel¹ Alison Sturrock² Ken Masters³

¹ School of Medicine, St Mary’s University, London, UK ² University College London (UCL), London, UK ³Medical Education & Informatics Department. College of Medicine & Health Sciences, Sultan Qaboos University, Sultanate of Oman, Muscat, Oman

Background

The advent of Generative AI (genAI) provided another disruptive moment for education, with the transformational changes likely to be even greater than that of the internet, smartphone and social media combined. Like all these technologies, users don’t have to understand everything about how AI works to reap the benefits. However, knowing the basics and then going beyond everyday use of genAI, educators can use the technology to make their teaching better, and the learning of their students deeper. This session facilitates educators to leverage the benefits of genAI beyond the basics, ensuring there is greater value to them, and their learners in terms of experience and academic outcomes.

Who Should Participate

This session is intended for health professions educators wanting to move beyond the basics, and leverage the technology for improving their teaching, and the learning of their students/residents.

Structure Of Workshop

This 3-hour workshop will be highly interactive, seated around tables to facilitate small group discussion.

Contextual overview: Understanding AI architecture and going beyond basic prompting.
Breakout activity 1: Using AI for creating educational tasks – Effective prompting, responsible oversight and risk mitigation
Breakout Activity 2: Quality assurance and “expert-in-the-loop” review. Participants will apply a structured “expert-in-the-loop” checklist to improve quality and safety from an AI-generated output.
Breakout Activity 3: Redesign a teaching session using AI. Participants will work in groups to improve a teaching session using genAI and compare and evaluate results.

Intended Outcomes

By the end of this session, participants will be able to:

Explain the core architecture of AI applications, in order to identify specific educational tasks where generative AI adds value
Apply advanced prompting and structured “expert-in-the-loop” review to generate, critique, and refine teaching assets
Redesign an existing teaching activity to meaningfully improve learning using AI.

Level of Workshop

Intermediate

Ethical and Inclusive Considerations with Generative AI in HPE

AMEE AI Practical Workshop

Date: 22 August 2026
Time: 13:30 PM – 16:30 PM
Venue: Austria Center, Vienna
Fee: €135 + VAT

Full course details

Presenters: Ken Masters¹ Alison Sturrock² Rakesh Patel³

¹Medical Education & Informatics Department. College of Medicine & Health Sciences, Sultan Qaboos University, Sultanate of Oman, Muscat, Oman ²University College London (UCL), London, UK ³School of Medicine, St Mary’s University, London, UK

Background

This workshop addresses the central question: “How do we ensure AI use in HPE is ethical and inclusive?”. As AI becomes integrated into teaching and assessment, it offers transformative potential to bridge educational gaps but also risks widening them through algorithmic bias and the digital divide.

Who Should Participate

All faculty who are concerned about ensuring that their implementation of AI in their teaching is ethical and inclusive.

Structure Of Workshop

The workshop comprises five parts. Each part follows a format of instructor-led presentation, poll questions, group work, and report-backs.

Introduction: Setting the stage for ethical AI in HPE. (10 mins)
Part one: Models and Initial Concepts – Foundations of AI Ethical Models, transparency, and access. (30 mins)
Part two: Broader Socio-educational Concepts – Exploring in depth data privacy, over-reliance, and automation bias. (60 mins)
Part three: Moving from Principles to Practice – Transitioning from theory to equitable AI strategies, focusing on the distinction between equity and equality. (30 mins)
Conclusion – Consolidating learning and final reflections. (10mins)

Intended Outcomes

By the end of this session, participants will be able to:

Describe and apply key concepts: Explain AI Ethical Models, algorithmic bias, transparency, and the distinction between equity and equality in a medical education context.
Identify real-world problems: Recognize issues of data privacy, over-reliance, and the digital divide in their own professional experience.
Identify opportunities for inclusion: Use AI as a tool for inclusive learning, such as utilizing assistive technologies for students with learning differences like dyslexia or dyspraxia.
Evaluate AI tools: Question suppliers about how algorithms were tested for fairness across demographic groups to prevent reproducing historical biases.
Translate strategy into action: Move from high-level ethical principles to practical actions, such as promoting AI literacy to help students critically evaluate AI feedback.

Level of Workshop

Intermediate

From scenarios to systems: Using AI to enhance simulation today—and prepare for the future

AMEE AI Practical Workshop

Date: 23 August 2026
Time: 9:30 AM – 12:30 PM
Venue: Austria Center, Vienna
Fee: €135 + VAT

Full course details

Presenters: Alison Sturrock¹ Rakesh Patel² Ken Masters³

¹University College London (UCL), London, UK ²School of Medicine, St Mary’s University, London, UK ³Medical Education & Informatics Department. College of Medicine & Health Sciences, Sultan Qaboos University, Sultanate of Oman, Muscat, Oman

Background

Simulation is already a powerful tool in health professions education because it makes complex performance visible: clinical reasoning, teamwork, communication, and decisions under pressure.

Generative AI (and broader AI approaches) now create an opportunity to augment simulation across the full cycle: design, delivery, facilitation, feedback, assessment, and programme improvement.

To address this, educators must shift from asking “How do I use AI?” to “How does AI change my practice?”

At the same time, emerging AI capabilities such as AI driven virtual patients, automated scenario generation, adaptive difficulty, and multimodal analytics introduce new risks, including realism without accuracy, biased patient representation, over reliance on automated feedback, privacy concerns, and opaque algorithmic judgement.

This workshop provides hands on exploration of practical, safe uses of AI in simulation today while building a shared language for anticipating and shaping the “future state” of AI enabled simulation programmes.

Who Should Participate

Health professions educators including simulation faculty, OSCE/simulation leads, clinical teachers, programme directors, and learning designers seeking practical AI integration and future focused programme development.

Structure of Workshop

This 3-hour workshop will be highly interactive, seated around tables to facilitate small group discussion and rapid prototyping.

From Tactical to Transformative: Organisational challenges in adopting AI.
AI Across the Simulation Lifecycle: Where AI supports design → delivery → debrief → assessment → QA, with principles of safety, oversight, and fairness.
Breakout 1 – Scenario Design Sprint: Groups use AI to draft outcomes, scenario stems, cues, expected actions, and facilitator guides.
Breakout 2 – AI as Actor: Role play “micro sims” (e.g., history taking, consent, error disclosure, de escalation, SBAR).
Breakout 3 – Debrief & Future State: Using AI to support, not replace, observation, reflection, and competency mapping.

Intended Outcomes

By the end of this session, participants will be able to:

Create an AI‑assisted simulation scenario with outcomes and facilitation notes.
Use AI safely as a bounded virtual patient/colleague for communication and teamwork rehearsal.
Identify key risks (accuracy, bias, privacy, over‑reliance) and apply practical governance and local implementation plans.
Assess how AI‑enabled simulation reshapes educational systems and propose strategies for sustainable, ethical integration.

Level of Workshop

Intermediate

Beyond Cheating: Harnessing the Power of AI in Assessment

AMEE AI Practical Workshop

Date: 23 August 2026
Time: 13:30 PM – 16:30 PM
Venue: Austria Center, Vienna
Fee: €135 + VAT

Full course details

Presenters: Alison Sturrock¹ Rakesh Patel² Ken Masters³

Background

The advent of Generative AI (genAI) initially prompted alarm regarding academic integrity and plagiarism. However, universities are now moving from prohibition toward adaptation and empowerment.

While educators remain cautious, student usage is high, necessitating a shift from policing to design.

This session explores how to redefine the line between acceptable support and cheating while leveraging AI to improve educational rigour.

Who should participate

This session is designed for Health Professions educators and students who want to move beyond detection tools to a supportive environment of AI literacy.

Structure of Workshop

This 3-hour workshop will be highly interactive, seated around tables to facilitate small group discussion.

Contextual overview: Discussion of current trends in genAI usage and definitions of academic integrity.
Case study (The Digital Dilemma): A discussion about a trainee using an LLM to help with reflective writing.
Breakout activity 1 (Redesign challenge): Participants will work in groups to redesign traditional assessments into AI-resilient, authentic assessments using principles of contextualisation, justification, reflection, and uncertainty.
Breakout activity 2 (AI as efficiency partner): A hands-on session using AI to generate knowledge questions and evaluating them for clinical accuracy and plausibility.

Intended Outcomes

By the end of this session, participants will be able to:

Explain the range of AI use and its influence on perceptions of academic integrity.
Employ triangulation and educational dialogue when evaluating student work to move beyond a reliance on probabilistic AI detectors.

Level of Workshop

Intermediate

From Obligation to Aspiration: Reframing Continuing Professional Development as a Culture of Growth

ESME Masterclass

Date: 22 August 2026
Time: 9:30 AM – 12:30 PM
Venue: Austria Center, Vienna
Fee: €135 + VAT

Full course details

Presenters: Lawrence Sherman¹, Samar Aboulsoud², Foo Yang Yann³, Banan Mukhalalati⁴

¹Meducate Global, LLC, Florida, USA ²Cairo University, Cairo, Egypt ³Duke-NUS Medical School, Singapore, Singapore ⁴Qatar University, Doha, Qatar

Background

Continuing Professional Development (CPD) and Interprofessional Continuing Education (IPCE) remain a cornerstone of maintaining competence among healthcare professionals. However, in many contexts, participation is largely driven by regulatory requirements for license renewal and accumulation of Continuing Education (CE) points, rather than intrinsic motivation, professional curiosity, and commitment to lifelong learning. This compliance-based perception risks reducing CPD/IPCE to a transactional activity. To transform CPD/IPCE into a sought-after opportunity for growth and increase CPD Literacy, learning systems must address its relevance, engagement, and integration with individual and institutional goals.

Who Should Participate

Health profession educators, clinicians, administrators, and policy makers responsible for designing, implementing, or evaluating CPD/IPCE programs in academic, clinical, or professional settings.

Structure Of Workshop

This 3.5 hour interactive session will be designed as an active learning experience, and will include:

A real-time needs assessment to determine the backgrounds, needs, and expectations of participants.
A brief overview of global trends and barriers in CPD/IPCE motivation.
An overview of motivation learning theory and self-determination theory and how their implementation could facilitate an intrinsically aspired CPD/IPCE activities.
Case-based small-group discussions exploring strategies to improve CPD/IPCE literacy by shifting it from a regulatory obligation to professional investment.
Group reflection and action planning for participants to apply contextually appropriate reforms in their institutions.

Intended Outcomes

Participants will be able to:

Identify and address institutional and individual barriers to meaningful CPD/IPCE engagement.
Reframe CPD/IPCE as a tool for reflective practice and quality improvement rather than compliance within their own settings.
Design strategies that enhance intrinsic motivation through relevance, flexibility, mentorship, and recognition.
Align CPD/IPCE design with adult learning principles and organizational excellence frameworks.

Level of Workshop

Intermediate

Essential Skills in Clinical Teaching (ESMECT)

ESME Masterclass

Date: 23 August 2026
Time: 9:30 AM – 12:30 PM
Venue: Austria Center, Vienna
Fee: €135 + VAT

Full course details

Course Lead: Subha Ramani¹, MBBS, MPH, MMEd (Dundee) PhD (Maastricht), FAMEE

¹Brigham and Women’s Hospital and Harvard Medical School, Boston, USA

Course Faculty: James Kwan², MBBS, BSc (Hons), MMed (ClinEpi), MHPE, MRCSEd, FACEM, FRCEM, FAMSJean Klig³, MD, FAAP Harish Thampy⁴, MB. ChB. (Hons), FRCGP, DFRSH, DRCOG, MSc. (Med Ed) SFHEA

²Tan Tok Seng Hospital, Singapore, Singapore. ³Harvard Medical School, Boston, USA. ⁴University of Manchester, Manchester, UK

Faculty Bio

Subha Ramani, MBBS, MPH, MMEd, PhD, FAMEE is Immediate Past President of AMEE; Associate Professor of Medicine, Harvard Medical School; Adjunct Professor, Massachusetts General Hospital Institute for Health Professions; Director of Assessment and Scholars in Medical Education Pathway, Internal Medicine Residency Programme; Assistant Director, Educational Science, Brigham Education Institute, Brigham and Women’s Hospital; Boston, MA, USA
James Kwan, MBBS, BSc (Hons), MMed (ClinEpi), MHPE, MRCSEd, FACEM, FRCEM, FAMS; Senior Consultant, Department of Emergency Medicine, Tan Tock Seng Hospital; Chair, Academic Committee, International Federation for Emergency Medicine; Adjunct Associate Professor, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Adjunct Associate Professor, Emergency Medicine, Lee Kong Chian School of Medicine
Jean E. Klig, MD, FAAP: Director, Clinical Learning Coaching Program, Assistant Professor of Emergency Medicine and Paediatrics, Harvard Medical School, Boston, MA, USA; Director of Undergraduate Education, Paediatric EM Division, Department of Emergency Medicine, Massachusetts General Hospital; Educator Course Faculty, Harvard Macy Institute, Boston, USA
Harish Thampy, BSc. (Hons), MB. ChB. (Hons), FRCGP, DFRSH, DRCOG, MSc. (Med Ed) PFHEA; GP & Professor of Medical Education; Associate MBChB Programme Director (Assessments), Division of Medical Education, School of Medical Sciences, Faculty of Biology Medicine and Health, The University of Manchester, Manchester, UK

Background

Teaching in the clinical environment is defined as teaching and learning focused on, and usually directly involving, patients and their problems.

Clinical teachers have a dual role in healthcare, to provide patient care and to teach.

Clinical teaching is a demanding and complex 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, teamwork and professionalism are inculcated, bench knowledge is applied to the bedside, and motivation and self-directed learning take on a new meaning.

In acknowledgment of the complexity of clinical teaching, the educational strategies will employ a non-prescriptive behavioural approach to enhancing clinical teaching skills.

Participants will learn to select effective teaching strategies, including effective use of technology and artificial intelligence, while considering many variables such as the content, the learners, and the context.

Who Should Participate

This course will focus on core topics in clinical teaching and is intended for clinicians, from all healthcare professions who teach undergraduate students and post-graduate trainees in a variety of clinical settings.

In addition, educators who organise staff development for clinical teachers will benefit from participation in the course.

Structure of Workshop

The course will be delivered as a half-day masterclass for face-to face delegates.

The course language is English, but the pace will be suitable for participants whose first language is not English.

Participants will haveaccess to online resources and a bibliography.

Intended Outcomes

By the end of this course, participants will be able to:

Select the right strategy for different clinical teaching situations (inpatient or ambulatory settings, bedside teaching, different levels of learners, content to be taught such as history taking, physical examination, clinical reasoning etc)
Apply core principles of time-efficient teaching in busy clinical work environments
Understand and apply direct observation principles to assess learners’ knowledge, skills and attitudes directly related to patient care
Reflect on and practice skills for effective feedback
Role-model an effective balance of technology and critical human skills in clinical care

The power of Combining Numbers and Narratives - Introduction to Mixed Methods Research

ESME Masterclass

Date: 23 August 2026
Time: 13:30 PM – 16:30 PM
Venue: Austria Center, Vienna
Fee: €135 + VAT

Full course details

Presenters: Amudha S. Poobalan¹, Paula Feder-Bubis² Tanya Horsley³ Mikio Hayashi⁴ Marco de Carvalho Filho⁵

¹University of Aberdeen, UK ²University of the Negev, Israel ³Royal College of Physicians and Surgeons, Canada ⁴Kansai Medical University, Japan ⁵University of Groningen, The Netherlands

Background

Complex research questions in Health Professions Education may require more than one study design.

Mixed methods research (MMR) design integrates qualitative and quantitative approaches to harness the strengths of both paradigms, but is a less-well understood approach to providing a comprehensive understanding of a phenomenon.

This half-day masterclass will give you a basic understanding of MMR from design to integration.

Who Should Participate

Early- to mid-career clinical and academic faculty, PhD students who have a basic understanding of quantitative and qualitative research.

Structure of Workshop

Provide an introduction to the major research paradigms/world views.

This will be followed by presentations on types of mixed methods study designs, when and how to choose an appropriate MMR design, approaches to conducting an MMR study, how to integrate quantitative and qualitative data streams, as well as analysis and finally, reporting.

We will address the unique challenges of designing and executing an MMR study with small group / hands-on activities, by critically appraising published MMR studies.

Faculty will use real-world examples offering practical guidance and discussion on how to operationalise a research question into a mixed-methods research plan to produce holistic research findings.

The workshop will conclude with rich reflections with participants (small- and large-group) on topics related to the choice and conduct of MMR design approaches.

Intended Outcomes

At the end of the Masterclass, the participants will be able to:

Articulate when to choose to do an MMR study.
Describe different types of MMR study designs c. Confidently define what constitutes rigorous design in MMR studies.

Level of Workshop

Introductory

AMEE 2026 pre-conference workshops

PCW 1 - Beyond the Hype: Responsible Use of AI Tools in Health Professions Scholarship

Date: 22 August 2026
Time: 09:30 AM – 12:30 PM
Location: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Jennifer Benjamin¹, Neil Mehta², Ken Master³, Anoop Agrawal¹, Sofia Valanci⁴, Heather MacNeill⁵

¹Baylor College of Medicine, Houston, USA. ²Cleveland Clinic, Cleveland, USA. ³Sultan Kaboos University, Muscat, Oman. ⁴Royal College of Canada, Ottawa, Canada. ⁵Universityof Toronto, Toronto, Canada

Background

The rapid emergence of Artificial Intelligence (AI) is transforming scholarly writing in the health sciences. Large language models (LLMs) and specialized platforms offer powerful new ways to conduct literature searches, synthesize information, and draft manuscripts. However, their use also introduces challenges related to academic integrity, transparency, bias, and data security.

Many health professionals use these tools without formal training in AI literacy, creating a risk of overreliance on AI-generated content and a potential erosion of research quality. This hands-on workshop provides a practical and ethical framework for integrating AI into scholarly writing. Participants will learn to use tools like Gemini, Elicit, Undermind, and Consensus for evidence discovery, organize findings in Zotero, and use ChatGPT Projects to support manuscript writing. Following the hands-on experience, the session will feature a guided discussion on the ethics of using these tools, aiming to build consensus around acceptable versus unacceptable uses in research. By emphasizing critical evaluation and responsible use, this workshop will equip health science researchers with the skills to leverage AI effectively while upholding the highest standards of academic integrity.

Who Should Participate

Students, Residents, Medical educators, Health Professional Educators, Program directors, Clerkship directors

Structure Of Workshop

Participants will engage in a guided, hands-on exploration of AI research tools through structured small-group activities. After an introductory overview of theoretical frameworks and journal policies on AI use, participants will:

Experiment with Elicit, Consensus and Undermind to conduct literature searches and identify research gaps.
Use Zotero and ChatGPT Projects to annotate PDFs, synthesize insights, and develop research outlines.
Reflect on transparency, reproducibility, and ethical authorship through discussion and debrief. Throughout the workshop facilitators will model practical prompting strategies and ethical reflection using case-based scenarios.

Intended Outcomes

At the end of the workshop participants will be able to

Review an Integration framework for using AI tools for scholarly writing pipeline.
Critically appraise AI tools for research rigor, transparency, and reproducibility.
Identify tools that can be used to search, store, retrieve annotate and cite evidence-based literature.

Explore the ethical and responsible use of AI in scholarly writing.

Theme or Track

AI/Technology Enhanced Learning (TEL)

Phase of Education

Generic

Level of Workshop

Intermediate

PCW 2 - Preparing Medical Educators to Teach Students to Be Anti-Ableist, Disability-Competent Clinicians

Date: 22 August 2026
Time: 09:30 AM – 12:30 PM
Location: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Kristi Kirschner¹, Raymond Curry¹, Neera Jain², Satendra Singh³

¹University of Illinois College of Medicine, Chicago, USA. ²Medical and Health Sciences, Cent Medical & Hlth Sci Educat, New Zealand, Auckland, New Zealand. ³University College of Medical Sciences & GTB Hospital, Delhi, India

Background

People with disabilities are the largest minority group worldwide, making up between 16-25% of the population. They are high users of healthcare services but often experience inferior services and treatment due to stigma, discrimination, and bias.

They die on average at younger ages and experience significant health and healthcare disparities. Throughout history, medicine has prioritized cure, prevention, and normalizing the “deviant” body.

Though the mass murder of 250,000 people with disabilities through the doctor-led T4 killing program in Nazi Germany ended after WWII, the vestiges of eugenics remain. People with disabilities worldwide are at risk of involuntary sterilization.

A “new eugenics” is emerging with rapidly expanding gene therapies, genetic engineering, and prenatal genetic testing. Medical-aid-in-dying (MAID) is also expanding and, in some places, is now offered to people with disabilities and chronic illnesses.

Ableist attitudes remain pervasive worldwide and result in very real harms, including decisions to withhold or withdraw life-sustaining treatment based on negative perceptions of quality of life.

Yet, medical education has done remarkably little to correct or mitigate these problems. Health professionals do not understand disability as a distinct concept from disease and illness, despite it being a normal part of the human condition.

This workshop intends to provide practical curricular tools, implementation strategies, and ideas for promoting an inclusive culture for the attendees to take back to their setting

Who Should Participate

Medical Educators

Structure Of Workshop

Setting the stage: Introductions, prep survey results, and workshop goals (20 mins)
Disability-inclusive healthcare principles: using a holistic paradigm of disability, centering the perspectives of PWDs, promoting an anti-ableist inclusive culture and integration of disability as a normal part of the human condition (15 mins)
Examples of disability curricular tools, approaches & frameworks from US, New Zealand & India (30 mins)
Small group discussions: From ideas to action for adapting materials for your environment, anticipating and navigating barriers, securing buy-in, and resources needed (30 mins)
Break (10 mins )
Small group reports (30mins)
Brainstorming together: Ideas to promote a disability inclusive culture (40 mins)
Wrap up (5 mins)

Intended Outcomes

We hope participants leave with concrete ideas and tools for incorporating disability inclusive curriculum in their setting

Theme or Track

Equity, Diversity and Inclusivity

Phase of Education

Undergraduate and Graduate

Level of Workshop

Intermediate

PCW 3 - Utilizing the Master Adaptive Learner Model to Guide Career Development in Health Professions Education

Date: 22 August 2026
Time: 09:30 AM – 12:30 PM
Location: Austria Center, Vienna
Fee: €104 + VAT

Presenters: William B Cutrer¹, Martin Pusic², Holly Gooding³, Sasa Sopka4, Sarah Wood²

¹Vanderbilt University School of Medicine, Nashville, USA. ²Harvard Medical School, Boston, USA. ³Emory Medical School, Atlanta, USA. ⁴RWTH Aachen University, Aachen, Germany

Background

This workshop invites health professions educators to reflect on their career development and scholarly trajectory through the lens of the Master Adaptive Learner (MAL) framework—a metacognitive approach to learning grounded in self-regulation that fosters adaptive expertise in practice.

In an era defined by rapid change, uncertainty, and heightened pressures, health professions educators face unprecedented challenge in their institutions and broader environments. At this pivotal moment, the MAL model equips educators with key metacognitive skills—such as goal setting, prioritization, self-assessment, and agile learning strategies—to adapt, lead, and thrive.

The workshop asks the essential question: How can I apply metacognition to my ongoing development as an education scholar and leader in a rapidly transforming landscape?

Who Should Participate

Full range of educators interested in enhancing their leadership, scholarship, and career development

Structure Of Workshop

Through alternating Learning Sprints and Application Exercises, participants will reflect on how personal attributes affect education scholarship and leadership.

Introductions and Workshop Overview (5 min)
Learning Sprint: Introduction to the Master Adaptive Learner Framework (15 min)
Small Group Discussions: Exploring curiosity, growth mindset, and resilience in educational scholarship and leadership using a worksheet (20 min)
Learning Sprint: Applying the MAL Framework to Scholarship (20 min)
Small Group Application Exercise: Career journey mapping self-reflection activity and small group discussion exploring concrete strategies to apply and develop MAL skills (20 min)
Individual Application Exercise: Action plan creation for scholarship and skill development (20 min)
Large Group Debrief on Master Adaptive Learning, Scholarship, and Action Planning (15 min)
Learning Sprint: Master Adaptive Learning and Leadership (20 min)
Small Group Application Exercise: Explore educational leadership case studies and lessons learned through the lens of the Master Adaptive Learning framework (20 min)
Large Group Debrief: Master Adaptive Learning and Leadership (15 min)
Closing Integration and Wrap Up (10 min)

Intended Outcomes

Define the MAL model and relevance to health professions education
Review Boyer and Glassick’s criteria for scholarship in relation to the MAL model
Reflect on their own career, scholarship, and leadership trajectory using the MAL framework
Develop a personalized career journey map and action plan applying the principles of adaptive learning to their professional development

Theme or Track

Faculty Development

Phase of Education

Generic

Level of Workshop

Intermediate

PCW 4 - No Environment, No Education: Honoring the Clinical Learning Environment as the Engine of Competency-based Education

Date: 22 August 2026
Time: 09:30 AM – 12:30 PM
Location: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Adrian Marty¹, Arvin Damodaran², Teri Turner³, Sören Huwendiek⁴

¹University Hospital Balgrist, Zurich, Switzerland. ²University of New South Wales, Sydney, Australia. ³Baylor College of Medicine, Houston, USA. ⁴University of Berne, Berne, Switzerlandospital Zurich, Zurich, Switzerland

Background

Competency-based education (CBE) has transformed curriculum and assessment worldwide, but the clinical learning environment (CLE) – the ecosystem in which competence is developed – remains rooted in outdated norms. Many CLEs still reflect hierarchy, siloed professions, and time-based traditions, perpetuating unsafe cultures for both learners, teachers, and most importantly, patients. This gap undermines sustainable implementation of CBE and risks producing professionals ill-equipped for the interdependent, team-based reality of modern healthcare.

This session builds on our international project examining CLE reform, proposing a call to action across five domains: (1) psychological safety, (2) valuing the teaching environment, (3) integrating desirable difficulty and productive struggle, (4) embracing interdependence and collectivism, and (5) aligning stakeholders across health systems and the education continuum.

Participants will explore practical strategies to redesign CLEs as ecosystems that promote both individual competence and collective excellence.

Learning Objectives:

Identify five domains essential for optimal CLE reform.
Explore the tension between psychological safety and accountability in workplace training. Apply the concept of ‘desirable difficulty’ to design learning that balances safety with challenge to support learner’s maximal/optimal growth – in-line with Yeager’s Mentor mindset
Examine interdependence and collectivism as cultural paradigms for feedback, identity formation, and team-based competence.
Develop actionable strategies to align CLE reform with health system goals in their own institutional contexts.

Who Should Participate

Everyone interested in improving HPE in our daily busy clinical practice.

Structure Of Workshop

Introduction:
Brief overview of the current gap between the ideal design of the CLE to support CBE and CLE reality. Present five reform domains. (30min)
Small Group Activity: CLE Challenges
Participants analyze their CLEs against the reform domains using prompts (45min)
Interactive Exchange: Designing for Optimal Tension
Role-play: reframing feedback to support growth mindset while ensuring accountability. Groups share strategies. Facilitators link examples back to frameworks. (60min)
Synthesis & Action Planning:
Each participant creates a ‘CLE Action Card’ with one change for their institution. Exchange cards and agree to follow-up. Facilitators summarize themes and invite multi-institutional collaborations. (45min)

Intended Outcomes

Participants leave with concrete tools and commitments to advance CLE reform in their local settings, informed by multi-institutional perspectives and relevant frameworks.

Theme or Track

Teaching and Facilitating learning

Phase of Education

Postgraduate

Level of Workshop

Intermediate

PCW 5 - Futures Thinking, Systems Thinking, and Design Thinking: Paradigms to Anticipate Uncertainties, Understand Complexities, and Innovate Solutions in Health Professions Education

Date: 22 August 2026
Time: 09:30 AM – 12:30 PM
Location: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Piwat Suppawittaya, Rawipas Thungsuk, Suttithan Suwannoppakun, Chuthamas Rattanapongvanich

Faculty of Medicine Ramathibodi Hospital, Mahidol University, Bangkok, Thailand

Background

Health professions education faces challenges involving multi-stakeholders. Addressing these problems requires approaches that go beyond linear problem-solving.

Futures thinking explores preferable futures, ensuring that the current protocols and new interventions are robust under multiple anticipated scenarios.

Systems thinking examines patterns over time and feedback dynamics to understand root causes and minimize unintended consequences.

Design thinking emphasizes the importance of empathizing with users, redefining problems, ideating, prototyping, and testing solutions iteratively to create human-centered innovations.

While each paradigm offers unique strengths, each also has limitations when used in isolation. Futures thinking can highlight emerging trends but may lack practical pathways to implementation.

Systems thinking provides deep structural insights but may not translate into actionable solutions. Design thinking drives creative action but may overlook long-term systemic implications.

At our Faculty, these thinking paradigms are utilized by both faculty staff and students regularly by linking foresight with structural analysis and iterative design, thereby supporting sustainable change.

Who Should Participate

Program directors, curriculum developers, clinicians, and educators, as well as medical students interested in applying three paradigms of thinking in solving complex challenges.

Structure Of Workshop

Introduction: participants’ self-introduction and problem sharing in their own faculty (10 min)
Futures Thinking: introduction on horizon scanning, backcasting, and three horizons; group exercise to create a horizontal scan and future-back milestone (40 min)
Systems Thinking: introduction on the iceberg model of systems thinking, behavior over time graphs, and causal loop diagrams (CLDs); group exercise to draft CLDs and identify leverage points (40 min)
Break (10 min)
Design Thinking: introduction on empathy mapping, ideation, and prototyping); group exercise to empathize with stakeholders, ideate interventions in canvas, and select one for prototyping. (40 min)
Limitations & Case Studies: limitations and common pitfalls of using each thinking paradigm; use cases of our Faculty from student-staff partnership (15 min)
Application: exercise and sharing session on selecting thinking paradigms, and applying tools to solve previously shared problems (25 min)

Intended Outcomes

Participants will understand the concept and importance of the three thinking paradigms, identify suitable thinking paradigms to match different problem types and contexts, and apply the tools to solve complex problems and create effective interventions from a holistic approach.

Theme or Track

Education and Management

Phase of Education

Generic

Level of Workshop

Introductory

PCW 6 - Sim to Safety: Scalable Simulation for ‘Teaming’ in Acute Care

Date: 22 August 2026
Time: 09:30 AM – 12:30 PM
Location: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Zakia Dimassi¹, Robin Newton², Ashokka Balakrishnan³, Mohammed Abuzitoon¹

¹Khalifa University, Abu Dhabi, UAE. ²ACGME, Chicago, USA. ³National University Hospital, Kent Ridge, Singapore

Background

High-functioning teaming—rapid coordination in ad hoc clinical groups—is vital in acute healthcare to optimize safe care delivery.

Simulation offers a safe, feedback-rich environment for practicing team technical and non-technical skills.

This workshop positions educators as catalysts to strategically integrate team training across the undergraduate, graduate continuum and interprofessional education.

Key themes include curricular integration, scalable simulation models, competency-based comprehensive assessment, debriefings and interprofessional delivery.

Participants will take home a set of collaborative competencies/entrustable professional activities (cEPAs) that complement individual EPAs, ultimately enabling safer acute care delivery in teams

Who Should Participate

Curriculum leaders, simulation directors, interprofessional education leads, nursing and allied health faculty, clinical skills directors, assessment and evaluation specialists, quality and safety educators, and faculty developers planning large-cohort implementations

Structure Of Workshop

Framing, acute care vignette, aims (15 min)
Models for teaming and curricular integration; examples of simulation-at-scale (20 min)
Group Work: Curricular Design 1—map horizontal/vertical integration; identify “add-in, not add-on” opportunities (25 min)
Curricular Design 2—build a scalable, interprofessional scenarios (low/medium fidelity; ex situ or in situ); plan faculty calibration and logistics (30 min)
Assessment—select valid tools; plan shared-mindset training and debriefing; draft cEPAs (30 min)
Kirkpatrick evaluation; commitment to action; learning resources (30 min)
Group presentations, feedback, and wrap-up with next steps for implementation (30 min)

Intended Outcomes

Develop integrated, interprofessional simulation-based team-training pathways
Create resource-efficient scenario sets and rollout plans for large cohorts
Select valid assessment tools and plan for shared mindset training, debriefing and data use
Define collaborative cEPAs that complement individual EPAs for teamwork/teaming
Establish a monitoring and evaluation plan (Kirkpatrick 1–4) aligned with patient safety priorities

Theme or Track

Patient Safety

Phase of Education

Undergraduate and Graduate

Level of Workshop

Intermediate

PCW OS1 - "Art as Catalyst: Reimagining the Future of Health Professions Education" (Offsite)

Date: 22 August 2026
Time: 10:00 AM – 13:00 PM
Location: Albertina Museum, Vienna
Fee: €30 + VAT

Presenters: Margaret Chisolm¹, Kamna Balhara¹, Mary Blazek², Mabel Yap³, Tzu-Hung Liu⁴, Mariah Robertson¹, Goetz Fabry⁵

¹Johns Hopkins University, Baltimore, USA. ²University of Michigan, Ann Arbor, USA. ³Ministry of Health and National University Health System, Singapore, Singapore. ⁴Tzu Chi University, Hualien, Taiwan. ⁵University of Freiburg, Faculty of Medicine, Department of Medical Psychology and Medical Sociology, Freiburg, Germany.

Background

Innovation in health professions education (HPE) requires new forms of inquiry and reflection. Art offers a distinctive lens through which to reimagine HPE’s future.

Evidence shows that museum-based learning nurtures introspection, creativity, and connection more effectively than many traditional methods.

While transformative experiences can occur in clinical settings, they often lack the intentional reflection and psychological safety essential for growth.

Building on the success of previous AMEE museum-based sessions, this highly interactive workshop introduces three new arts-based activities aligned with the conference theme, Educators as Catalysts.

Conducted in an accessible Vienna art museum, participants will engage in individual reflection, pair/share, small-group, and large-group activities designed to inspire introspection and creative thinking about how HPE can foster flourishing among educators, learners, and patients.

Using art as a “third thing”—a reflective mediator enabling shared dialogue—participants will cultivate curiosity, empathy, and collective meaning-making.

By stimulating fresh perspectives and reconnecting participants with their motivations and aspirations, the workshop will invite participants to reimagine their roles as catalysts for change in HPE.

The museum setting and collaborative format will provide a psychologically safe, culturally rich environment for transformative learning.

Experienced facilitators will guide each activity, modeling strategies for creating safety and engagement.

A brief framework will help participants apply insights from the museum to other AMEE sessions and to their own educational contexts, extending the impact of the experience beyond the workshop itself.

Who Should Participate

Educators and learners interested in experiencing the power of museum-based learning.

Structure Of Workshop

Large-group welcome and community sharing (15 minutes)
Visual Thinking Strategies discussions with small-group debriefs (45 minutes)
Personal Responses Tours with small-group debriefs (60 minutes)
Individual art-prompted reflections and pair/share debriefs (30 minutes)
Large-group closing debrief (30 minutes)

Intended Outcomes

Experience three museum-based learning activities
Identify skills and attitudes developed through these methods
Evaluate facilitator strategies for psychological safety, engagement, and meaning-making
Compare museum-based and traditional HPE pedagogies

Theme or Track

Humanities

Phase of Education

Generic

Level of Workshop

Introductory

PCW 7 - “We have the technology”: How can learning analytic dashboards (LADs) help tackle the “wicked challenges” in competency-based education and assessment?

Date: 22 August 2026
Time: 13:30 PM – 16:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Maryellen Gusic¹, Harm Peters², Simon Kitto³, Martin Pusic⁴, Andrew Parsons⁵, Machelle Linsenmeyer⁶

¹Medical University of South Carolina COM, Charleston, USA. ³Lee Kong Chian SOM, NTU, Singapore, Singapore. ⁴Harvard Medical School, Boston, USA. ⁵University of Virginia SOM, Charlottesville, USA. ⁶West Virginia School of Osteopathic Medicine, Lewisburg, USA

Background

Emerging technologies have expanded what is possible in the creation and use of learning analytic dashboards (LADs).

LADs are being employed to provide feedback and foster the development of learners’ self-regulated learning skills, support programmatic assessment and precision education, and facilitate coaching and data-driven decision-making.

However, the ways in which stakeholders engage and technology-driven tools interact with the educational program and assessment system can contribute to — or compete with — the aspirations of competency-based education.

In this workshop, presenters from the US, Europe, and Asia with experience using LADs in medical student education, post-graduate training, and continuing professional development will facilitate hands-on exercises.

Participants will examine factors that affect the acceptability, adoption, and achievement of competency-based teaching and learning objectives.

Who Should Participate

Educators, educational leaders, educational technology, assessment, and evaluation experts, and learners.

Structure Of Workshop

This highly interactive session will begin with an audience poll to gauge participants’ experience with, and the purpose/goal for use of LADs at their home institutions.

After a brief introductory didactic to summarize the literature related to the use of LADs in competency-based education and assessment programs, participants will work in small groups organized by phase of training (medical student, post-graduate trainee, continuous professional development) to reflect on the use of LADs at their home institutions.

Each “round” of facilitated discussion will be primed by a presenter providing a brief visual tour of an exemplar LAD. They will share the “big questions” raised from implementation in their educational program.

Participants will consider these questions as they complete and discuss sections of a structured worksheet.

The rounds will focus on issues related to learner engagement, LAD use in programmatic assessment and precision education, in coaching, and in decision-making about learners’ competence. The report outs will highlight strategies to advance competency-based goals and mitigate unintended consequences.

Participants will be able to use the worksheet to continue conversation with colleagues at their home institutions to further efforts to design, refine, and evaluate ways that LADs can advance competency-based goals.

Intended Outcomes

Participants will leave with practical tools to explore the institutional fit, utility, and effectiveness of LADs in their education and assessment programs.

Theme or Track

AI/Technology Enhanced Learning (TEL)

Phase of Education

Generic

Level of Workshop

Intermediate

PCW 8 - Building the Foundations of a Modern, Socially Accountable and Sustainable Curriculum: Co-creating Vision, Missions, and Values through Transdisciplinary Collaboration

Date: 22 August 2026
Time: 13:30 PM – 16:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Matteo Monti, Yusuke Takeuchi, Marc Sohrmann, Minna Cloître, Masha Jaccoud

University of Lausanne, Lausanne, Switzerland

Background

Aligned with the WFME 2020 Global Standards for Quality Improvement, this workshop addresses the imperative for institutions to articulate a clear, public statement of their values, priorities, and goals.

Such a statement forms the cornerstone of coherent strategic and educational development. Within curricular reform, defining Vision, Missions, and Values is not merely procedural—it is a transformative process shaping a programme’s aspirations, actions, and guiding principles. These must not only respond to current challenges but also anticipate future planetary, societal, technological, and professional evolution.

Global issues such as climate change, social inequities, and technological disruption demand more than clinical competence; they require understanding the social, ecological, and planetary forces influencing health.

Achieving this demands a transdisciplinary approach involving e.g. experts from ecology, sociology, law, and philosophy, as well as patients, and students.

Who Should Participate

People interested or involved in health professions curricular reform or development

Structure Of Workshop

This 3-hour interactive workshop draws on the experience of a large-scale curriculum reform to guide participants through a structured, experiential process of co-creating Vision, Missions, and Values for a health professions curriculum.

The workshop begins with a brief introduction linking the activity to the WFME framework, followed by interactive examples that clarify the conceptual distinctions between Vision, Missions, and Values. Participants then engage in small-group exercises to identify future societal and professional challenges and to envision the ideal graduate and curriculum profile.

Through guided co-creation activities, they will formulate draft statements that reflect a shared institutional identity and respond to the imperatives of social accountability and sustainability. Central to the workshop is a transdisciplinary approach that actively involves educators, students, patients, and representatives from other faculties and professions.

This inclusive methodology ensures that the resulting framework is not only aspirational and scientifically grounded, but also resilient, forward-looking, and reflective of diverse perspectives.

In the final discussion, participants will explore strategies to balance creativity with methodological rigor and to foster institutional engagement and ownership.

Intended Outcomes

By the end of the session, participants will have developed a draft Vision, Missions, and Values statement and gained practical insights into how collaborative processes can shape a socially responsive and future-ready curriculum.

Theme or Track

Designing and Planning Learning (including Curriculum)

Phase of Education

Undergraduate & Graduate

Level of Workshop

Intermediate

PCW 9 - Strategies to Foster Epistemic Humility to Strengthen Interprofessional Collaboration in Healthcare Teams: From Concept to Practice

Date: 22 August 2026
Time: 13:30 PM – 16:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Shereen El Tarhouny¹, Tayseer Mansour²

¹Ibnsina National college, Jeddah, Saudi Arabia. ²Taibah University, Al Madinah, Saudi Arabia

Background

Effective interprofessional collaboration (IPC) is essential for delivering safe, high-quality, and patient-centered healthcare.

Despite its fundamental importance, epistemic humility is often underemphasized in traditional health professions education, where curricula and training programs tend to focus more on technical competence and discipline-specific skills.

Embedding epistemic humility throughout health professions education and practice can transform team dynamics and improve patient outcomes

This can be achieved by integrating humility into interprofessional education initiatives, encouraging leadership to model humble behaviors, fostering reflective and reflexive practices, and creating psychologically safe environments where all team members feel empowered to contribute

This workshop will offers practical tips for fostering epistemic humility in health professions education and training. These strategies are designed to help educators, leaders, and practitioners cultivate environments where humility is recognized as essential to effective interprofessional co+llaboration, ultimately advancing the quality, safety, and sustainability of modern healthcare delivery.

Who Should Participate

Interprofessional education (IPE) faculty • Clinical educators and supervisors • Team leads and program directors • Faculty developers • Healthcare professionals across disciplines (medicine, nursing, pharmacy)

Structure Of Workshop

Welcome & Icebreaker – Facilitators welcome participants and introduce the session’s goals and expectations. (20 minutes)
Mini Lecture: Foundations of Epistemic Humility – This concise, evidence-based lecture introduces the concept of epistemic humility. (20 minutes)
Case-Based Simulation Activity – Participants engage in a structured activity involving clinical scenarios that highlight interprofessional challenges and power dynamics. (60 minutes)
Structured Debrief and Group Reflection – Guided debrief focusing on how epistemic humility affected team dynamics. (40 minutes)
Strategy Sharing and Peer Feedback – Groups briefly present their strategies to the larger group, receiving constructive feedback. (25 minutes)
Wrap-Up & Action Planning – key takeaways, evaluation. (15 minutes)

Intended Outcomes

Define epistemic humility and its relevance to interprofessional collaboration.
Identify common barriers to humility in healthcare teams and education.
Apply teaching strategies that promote humility during clinical supervision and IPE.
Design team debriefing and feedback activities that reinforce epistemic virtues.
Reflect on their own leadership and teaching practices to model epistemic humility.

Theme or Track

Interprofessional and Team Learning

Phase of Education

CPD

Level of Workshop

Intermediate

PCW 10 - How to Use Theory in Health Professions Education Research and Design

Date: 22 August 2026
Time: 13:30 PM – 16:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Renée Stalmeijer¹, Bridget O’Brien², Lara Varpio³

¹School of Health Professions Education, Maastricht University, MAASTRICHT, Netherlands. ²Department of Medicine, University of California, San Francisco, USA. ³Department of Pediatrics, Perelman School of Medicine at the University of Pennsylvania, The Children’s Hospital of Philadelphia, Philadelphia, USA

Background

Using theory in Health Professions Education (HPE) research and design is notoriously difficult.

Practical questions abound—e.g., What is theory? What is a theoretical framework? How do I “use” a theory?

This pre-conference workshop addresses these questions and provides practical steps for integrating theory into HPE research and design.

First, we define and provide illustrative examples of theory; theoretical framework; concept; and conceptual framework.

Next, we have participants engage in hands-on activities to identify the various ways that theory is used in HPE research (e.g., to frame the research question; to help interpret data).

Then we engage participants in activities that illustrate how theory can inform educational design (e.g., guiding learning objectives; developing learning activities; shaping assessments).

Who Should Participate

People interested in learning more about theory-use in HPE research and design, and who are working (or planning to work) on an HPE research or design project.

Structure Of Workshop

Introductions: Review participants’ learning goals and workshop’s objectives (15min)
Presentation: What is theory? Why we use theory in research & design? What are theoretical frameworks and conceptual frameworks? (15min)
Activity: In small groups, participants describe theories they have used (or seen used) in HPE research and design, then report back (20min)
Presentation: How theory is used in HPE (10min)
Research Break (15min)
Presentation: Two theories commonly used in HPE research: Cognitive Load Theory; Communities & Landscapes of Practice (20min)
Activity: Participants apply these theories to an HPE vignette, exploring how theory shapes research question development (30min)
Presentation: Using theory in HPE design (10min)
Activity: Participants outline an educational intervention based on Cognitive Load Theory or Communities & Landscapes of Practice (30min)
Summary: Full group discussion, final questions, and evaluation (15min)

Intended Outcomes

After this workshop, participants will be able to:

Explain the difference between theory, theoretical framework, and conceptual framework
Describe purposes and applications of theory in HPE research and design
Explain how theory shapes research projects
Explain how theory informs design

Theme or Track

The Scholarship of Teaching and Learning

Phase of Education

Generic

Level of Workshop

Introductory

PCW 11 - Struggle, failure, and adaptation as pivot points for transformative learning in CBME

Date: 22 August 2026
Time: 13:30 PM – 16:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Jean Klig¹, Adina Kalet², Emmanuel Oladipo³, Orit Karnieli-Miller⁴, James Kwan⁵, Calvin Chou⁶

¹Harvard Medical School, Boston, USA. ²CUNY School of Medicine, New York, USA.³University of Manchester School of Medical Sciences, Manchester, UK. ⁴Tel Aviv University School of Medicine, Tel Aviv, Israel. ⁵Tan Tok Seng Hospital, Singapore, Singapore. ⁶University of California, San Francisco School of Medicine, San Francisco, USA

Background

Struggle and failure are foundational to learning (Mylopoulos, 2025) yet often are undesirable to HPE learners. Further, criteria for distinguishing between productive and unproductive strategies can be elusive (Schuwirth et al. 2010). Learner adaptability is also key to learning, and may even offer pathways to interpreting whether a learner may need remediation (Ellaway et al. 2018). If we can incorporate a collective ‘mentor mindset’ that embraces the role of struggle, failure, and adaptation in transformative learning (Yeager, 2024), we can be more effective with all learners and utilize the pivot points in this learning to understand and build robust systems of CBME.

Who Should Participate

Faculty responsible for remediating struggling learners; Leaders responsible for competency review decisions or educational planning.

Structure Of Workshop

Participants will actively engage through conceptual discussion, practical tools, and peer consultation across three segments.

Impact of Struggle & Failure: After interactive opening presentations on struggle and failure in learning, participant table groups will critique the benefits and drawbacks of these experiences in HPE, followed by large group debrief and a presenter team summary.
Distinguishing Productive from Unproductive: Case scenarios will be used to prompt participant table group brainstorming on how we distinguish productive and unproductive struggle or failure, followed by large group debrief and a presenter team summary.
Pivot Points: Interactive presentations will be used to identify key components of adaptive learning, followed by table discussions of a challenging case with question prompts that explore the interplay of struggle, failure, and adaptation as pivot points for transformative learning.
Mentor mindset: Following a presentation on the mentor mindset, we will end with a “troika” consultation exercise where each participant can present a real or sample case and offer suggestions to facilitate adapting strategies to home institutions, followed by takeaways from participants, closing comments by presenters, and questions from the large group.

Intended Outcomes

Discuss struggle and failure in learning and critique their impact on HPE.
Identify criteria to distinguish between productive and unproductive struggle or failure.
Evaluate the role of adaptation in HPE and how it can be supported and amplified to deepen learning.
Consider the role of a mentor mindset to promote transformational learning.

Theme or Track

Supporting Learners

Phase of Education

Undergraduate & Graduate

Level of Workshop

Introductory

PCW 12 - Beyond the Solo Facilitator: A Practical Guide to Co-Teaching in lecture-free Settings

Date: 22 August 2026
Time: 13:30 PM – 16:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Maryam Alizadeh¹, Dean Parmelee²

¹Tehran University of Medical Sciences, Tehran, Iran, Islamic Republic of. ²Boonshoft School of Medicine, NYC, USA

Background

The shift from lectures to student-centered learning is well-established in HPE. However, facilitating these sessions places a cognitive and emotional demand on the solo educator, leading to fatigue and burnout.

Co-teaching is a powerful yet underutilized antidote to this challenge. It transforms teaching from a solitary task into a collaborative model that mirrors clinical practice.

By uniting diverse expertise in a single session, co-teaching allows for the seamless integration of basic science, clinical reasoning, ethical issues, and humanities, providing students with a holistic and realistic model of patient-centered care.

Despite its potential, many educators lack the frameworks and practical strategies to move beyond simple “tag-teaming” to a truly integrated and effective co-teaching partnership.

This workshop will equip educators with these essential strategies—from established models to co-design principles—to transform them from solo practitioners into collaborative catalysts, prepared to co-create the future of healthcare education.

Who Should Participate

This workshop is open to all medical educators

Structure Of Workshop

Introduction & Models A fast-paced carousel activity to explore core co-teaching models: Team, Complementary, and Parallel. This will be followed by a discussion on how to select the most effective model for different contexts.
Setting the Stage for Co-Design A short input session establishing the “Integrated Case” as our goal. We will outline how co-design is the essential foundation for seamlessly blending basic science, clinical reasoning, ethics and humanities.
Co-Designing the Integrated Case A hands-on design sprint where participants will use a provided checklist and template to collaboratively create an integrated case for their own integrated case.
Conclusion & Gallery Walk The session will conclude with a gallery walk, allowing participants to share their co-designed cases and reflect on the process.

Intended Outcomes

Move from solo practitioner to collaborative catalyst. Master co-teaching and co-design to build the future of healthcare education—together.

Theme or Track

Connecting Health Professions around Education (Track)

Phase of Education

Undergraduate & Graduate

Level of Workshop

Intermediate

PCW 13 - How Students Use AI and How Educators Can Leverage This to Enhance Learning: Practical Learner-Centered AI Skills for the Classroom

Date: 23 August 2026
Time: 9:30 AM – 12:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Stella Goeschl¹, Ken Masters², Peter de Jong³, Poh-Sun Goh⁴, Kristina Pavloski⁵, Rakesh Patel⁶

¹Imperial College London, London, UK. ²Sultan Qaboos University, Muscat, Oman. ³LeidenUniversity Medical Center, Leiden, Netherlands. ⁴National University of Singapore, Singapore, Singapore. ⁵European Medical Students’ Association (EMSA), Brussels, Belgium. ⁶St Mary’s University, Twickenham, London, UK

Background

Artificial Intelligence (AI) is rapidly transforming health professions education (HPE), from adaptive learning to AI-assisted assessment and curricular design. Educators are increasingly expected to understand and integrate these tools, yet many feel unprepared. Meanwhile, students experiment widely with generative AI, often without formal guidance.

This pre-conference workshop responds to the growing demand for practical AI training that aligns with learner needs. Led by members of the AMEE Technology-Enhanced Learning (TEL) Committee, it offers an introductory hands-on approach to integrating AI into teaching and assessment, covering AI tools, prompt engineering, and applications in learning and evaluation.

A unique feature is an interactive student Q&A panel, where health professions students share candid experiences with AI in learning and assessment. Participants will engage directly with students to co-create solutions, bridging perspectives and identifying practical opportunities and challenges.

The goal is to equip educators with a practical toolkit to use AI effectively and foster meaningful, learner-centered experiences.

Who Should Participate

Educators at all career stages seeking to apply AI in teaching or curriculum design; faculty developers and leaders integrating AI literacy institutionally; researchers and innovators in technology-enhanced learning; students or young professionals interested in shaping AI’s role in education.

Structure of Workshop

Introduction: Framing AI’s role in education in 2026 and its potential to enhance learner-centered design. (15 min)
Practical skills: Hands-on work with AI tools, prompt engineering, classroom or assessment applications. Several rounds of short demonstrations and guided practice. (60 min)
Discussion: Exploring broader applications, sharing cases, addressing institutional barriers. (15 min)
Break.
Student panel: Three HPE students share real-world AI use, followed by an interactive educator Q&A to discuss needs, opportunities, and concerns. (30 min)
Small-group work: Mixed student-educator teams to co-create practical, inclusive solutions. (30 min)
Reflection: Discussion of global perspectives. (15 min)
Debriefing & wrap-up: Key takeaways, listing actionable steps. (15 min)

Intended Outcomes

By the end of this workshop, participants will be able to:

Identify practical strategies for integrating learner-centered AI tools into teaching and assessment.
Compare student and educator perspectives and co-develop feasible solutions.
Take away concrete, context-specific action points for their own teaching practice and institutions.

Theme or Track

AI/Technology Enhanced Learning (TEL)

Phase of Education

Undergraduate and Graduate

Level of Workshop

Introductory

PCW 14 - The New AAMC-AACOM-ACGME Foundational Competencies in Undergraduate Medical Education: How to Approach Threats to their Usage and Utility

Date: 23 August 2026
Time: 9:30 AM – 12:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: William B Cutrer¹, Lisa Howley², Mark Speicher³, Chien-Yu Jonathan Chen⁴, Fred Yu-ChihLin⁵, Laura Edgar⁶

¹Vanderbilt University School of Medicine, Nashville, USA. ²Association of American Medical Colleges, Washington, DC, USA. ³American Association of Colleges of Osteopathic Medicine, Phoenix, USA. ⁴Taipei Medical University | TMU Hospital, Taipei, Taiwan. ⁵KMUHKaohsiun Medical University, Kaohsiun, Taiwan. 6ACGME, Chicago, USA

Background

In the ever-evolving landscape of Competency-Based Education, foundational competencies can be the GPS guiding trainee development, and implementation involves aligning competencies and feedback loops that ensure learners thrive in training.

In 2024, a common set of Foundational Competencies (FC) for use in US medical school programs were released, which describe the outcomes expected of all graduating medical students prior to entering post-graduate training.

The FC offer a wonderful opportunity to innovate and intentionally design teaching, learning, and assessment methods to achieve these outcomes.

The literature highlights that previous frameworks have not fully met standards for feasibility, utility, or accuracy. SWOT analyses identified FC implementation threats.

This workshop will explore identified implementation threats and explore strategies for addressing them.

Implementation Threats include:

Concern regarding Sustainability and Persistence
Lack of Robust, Targeted Assessments
Technical and Infrastructure Needs
Risk of Losing Distinctive Strengths of Individual Programs
Relationship to existing frameworks [International Frameworks, School-Specific Program Objectives, Competencies, EPAs]
Need for Faculty Buy-In, Development, and Risk of Overburdening Teachers/Assessors

Who Should Participate

Health professions educators across the undergraduate and post-graduate continuum

Structure of Workshop

This session will utilize in Small (SG) and Large (LG) Group work.

LG Overview–Brief summary of the rationale for CBE and the FC initiative, (15 mins)
Individual activity—Assess readiness of home institution to advance CBE efforts (templated worksheet). (10 mins)
SG Discussion—Explore similarities/differences between FC and other international CBE frameworks. (25 mins)
SG activity—Map of school-specific curriculum frameworks utilizing a worksheet 10 mins) SG Discussion—Brainstorm ways to leverage technology. (15 mins)
SG Discussion–Discuss FC utility, and implementation facilitators/barriers at their own institutions. (15 mins)
Break. (10 mins)
LG Discussion–Explore 6 identified threats to FC implementation. (15 mins)
SG Discussion—Interactive discussions and templated worksheet to explore practical strategies to combat implementation threats, locally and internationally. Analyze the identified strategies using an impact—effort matrix. (45 mins)
LG Debrief and Summary—Summarize top considerations for successful FC adoption and implementation. (20 mins)

Intended Outcomes

Describe the Foundational Competencies for UME
Explore threats to FC implementation
Identify practical strategies to address implementation threats

Theme or Track

Designing and Planning Learning (including Curriculum)

Phase of Education

Undergraduate and Graduate

Level of Workshop

Introductory

PCW 15 - How to capitalize on interprofessional workplace interactions for trainees’ learning

Date: 23 August 2026
Time: 9:30 AM – 12:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Andrea Barker¹, Renée Stalmeijer², Kelsey Miller³

¹Division of Physician Assistant Education and Science, University of Utah and VA Salt Lake City Healthcare System, Salt Lake City, USA. ²School of Health Professions Education, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands. ³Departments of Pediatrics and Emergency Medicine, Harvard Medical School, Boston, USA

Background

Learning through clinical work often requires guidance. Workplace guidance—when more experienced members guide novices toward being effective members of that workplace—is commonly expected from and enacted by members of one’s future profession.

However, members of other professions can provide unique contextual expertise and distinct perspectives which can help trainees develop knowledge and skills inherent to their own clinical professional practice as well as interprofessional collaborative practice.

But research suggests these valuable learning opportunities can be easily missed: interactions can be spontaneous and brief, trainees may not identify health professionals as an educational resource, health professionals may not be aware of their own contributions to trainees’ workplace learning, and systemic barriers can prevent these interactions from reaching their full learning potential.

Informed by a review of the literature, our own empirical work, and our lived experiences as interprofessional educators, we will share and discuss twelve tips for capitalizing on interprofessional workplace interactions for trainees’ learning in this preconference workshop.

Who Should Participate

Participants from across health professions interested in stimulating interprofessional workplace learning (IWL). Relevant to clinician educators, trainees, policy makers, and/or researchers.

Structure of Workshop

After introductions and identifying participants’ learning goals (15min), we will present the theories, literature reviews and empirical work informing this workshop and underscoring the value of IWL (20min).

Next, through small group discussions interspersed with presentations of literature, we will identify enablers and barriers to IWL—including impact of systemic barriers and power differentials and participants’ own experiences of these enablers and barriers (45min).

After the break (20min), we continue with a mix of small group and plenary discussion of twelve tips focused on trainees, physician supervisors, healthcare team members and training programs on how to foster IWL and how to implement these tips in the participants’ own settings (80min).

Intended Outcomes

After this workshop, participants will be able to:

- Apply relevant theoretical and empirical lenses to examine IWL across the learning trajectory.
- Appraise enablers and barriers to IWL.
- Implement strategies for stimulating IWL by addressing the roles of the trainee, physician supervisors, members of the healthcare team, and training programs involved.

Theme or Track

Interprofessional and Team Learning

Phase of Education

Generic

Level of Workshop

Intermediate

PCW 16 - Transforming Tension into Growth: A Compassionate Pedagogy Approach to Educator – Learner Relationships

Date: 23 August 2026
Time: 9:30 AM – 12:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Tessy Thomas¹, Audrea Burns², Juthamas Worachotekamjorn³, Kanthee Anantapong³, Moushumi Sur², Satid Thammasitboon² Kelly Shaw¹

¹Geisinger, Danville, USA. ²Texas Children’s Hospital, Houston, USA. ³Prince of Songkla University, Songkhla, Thailand

Background

Tensions between educators and learners are a key challenge in medical education.

Educators may be seen as insensitive when maintaining rigorous standards, while learners often experience these expectations as unrealistic, leading to burnout and moral distress.

Current interventions usually focus on individual resilience or system-wide changes, leaving a critical gap in addressing the relational dynamics that shape learning.

This workshop introduces Compassionate Pedagogy (CP) as a framework to address these challenges. Rooted in Critical Pedagogy, CP encourages educators and learners to co-create learning spaces that balance compassion with accountability.

It emphasizes seven principles:

Naming tensions
Reducing experience gaps
Embracing humility
Fostering dialogic relationships
Encouraging critical thinking
Blending perspectives
Empowering action

Participants will engage in experiential and reflective activities such as Visual Thinking Strategies (VTS), storytelling, and real-world case discussions.

These methods aim to help participants to sense, interpret, and apply CP principles, transforming discomfort into meaningful dialogue and redefining academic rigor as an act of care.

Who Should Participate

Educators, Faculty, Scholars, Learners

Structure of Workshop

Using a guided inquiry format, participants will progressively explore, formulate, and apply CP within their own contexts.

Setting the Stage: Brief didactic to define moral distress, burnout, and discomfort as common sources of educator–learner tension.
Exploration: Groups map tensions from their own settings, identifying patterns (e.g., power dynamics, or empathy gaps).
Aesthetic Inquiry (VTS): In a Gallery Walk featuring curated artworks, pairs examine meaning-making and perception, followed by a debrief identifying which CP principles emerged through the discussion.
Conceptual Framing: Facilitators introduce and illustrate CP principles through storytelling drawn from authentic experiences.
Application: Groups analyze a case of educator–learner tension and design CP strategies to navigate tensions.
Action Planning: Participants use a worksheet to draft concrete steps for integrating CP principles into their own practice.
Closing Reflection: “How will I intentionally look again—in art, in people, in tension—to practice compassion in my teaching?”

Intended Outcomes

Identify core tensions in educator–learner relationships.
Explain CP principles and their practical relevance.
Implement strategies that apply CP to transform tensions into growth opportunities.

Theme or Track

Faculty Development

Phase of Education

CPD

Level of Workshop

Introductory

PCW 17 - Empowering the Educator-Scholar to Maximize Global and Institutional Resources for Research Capacity Building in Challenging Contexts

Date: 23 August 2026
Time: 9:30 AM – 12:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Yu-Che Chang¹, Nothando Nkambule², Jennifer Cleland³, Gabrielle Finn⁴, Dujeepa D.Samarasekera⁵, Ming-Jung Ho⁶

¹Chang Gung Medical Education Research Centre (CG-MERC); Department of Emergency Medicine, Chang Gung Memorial Hospital, Linkou; School of Medicine, Chang Gung University, Taoyuan City, Taiwan. ²Chang Gung Medical Education Research Centre (CG-MERC); School of Medicine, Chang Gung University, Taoyuan, Taiwan. ³Medical Education Research and Director of Medical Education Research & Scholarship Unit (MERSU), Lee Kong Chian School of Medicine, Singapore, Singapore. ⁴University of Manchester, Manchester, UK. ⁵Center for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore. ⁶Foundation for Advancement of International Medical Education and Research, Philadelphia, USA

Background

The common belief is that investing in research capacity development for educators by providing access to resources (i.e., data, grants) and support (i.e., training, mentorship, and publication) enhances their ability to generate high-quality knowledge that can drive innovations in health professional education and inform better policies.

Although these initiatives aim to empower educators, common criticisms include concerns about equity, paternalism, and contextual relevance. Furthermore, evidence regarding which initiatives are effective, for whom, and under what contexts remains limited.

Without these insights, we risk wasting resources on strategies that are poorly designed or inadequately targeted.

More importantly, we risk failing to invest sufficiently and scale sustainably those strategies that are effective.

This interactive workshop explores challenges of capacity development at various scales, drawing on the expertise of leaders from for-profit and non-profit, local and international organizations and associations.

It will provide hands-on experience for educators to harness resources strategically for their own development and that of their communities.

Who Should Participate

Health professions educators eager to strengthen their scholarship and make meaningful research contributions, even with limited time, funding, or infrastructure

Structure of Workshop

An Overview of Research Capacity Development (30 mins)
Think-Pair-Share: Participants will pair up to reflect on past experiences, adapt initiatives to their unique contexts (e.g., resource-limited versus resource-rich settings), and share insights with the groups. (20 mins)
Case Presentations: Representatives from organizations will showcase their capacity development models and real examples to illustrate their theory of change and address access, equity, and sustainability. (60 mins)
Break and networking. (15 mins)
Interactive Small Group Discussion: To help participants take ownership of their development, participants will create tailored capacity development plans using a framework to align with their unique goals and available resources. (30 mins)
Interactive Q&A and Closing Remarks: Facilitators will respond to questions and summarize the key takeaways from the workshop. (25 mins)

Intended Outcomes

By the workshop’s end, educators will better understand capacity-building as interconnected, not isolated.

They’ll recognize each initiative’s benefits and learn to adapt them to their own identities and practices.

Participants will also build supportive networks, enabling them to collaboratively and effectively use available resources in ways that reflect their unique professional contexts.

Theme or Track

The Scholarship of Teaching and Learning

Phase of Education

Generic

Level of Workshop

Introductory

PCW 18 - Contextualising and Evaluating Situational Judgement Tests for Use in Selection, Development and Assessment

Date: 23 August 2026
Time: 9:30 AM – 12:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Jordan Buxton¹, Charlotte Lambert²

¹Work Psychology Group, Derby, UK. ²Work Psychology Group, Nottingham, UK

Background

Situational Judgement Tests (SJTs) are a measurement methodology designed to assess non-academic attributes. There is a wealth of research supporting the reliability and validity of well-designed SJTs, mapped appropriately to a target role. SJTs are frequently used in high-stakes selection, assessment and development settings, across medicine and other healthcare professions (dentistry, pharmacy, etc.) internationally. SJTs can be contextualised to the specific role for which they are being used. Using scenarios set in the target role to enhance face validity, and in a selection context, an SJT can offer applicants a preview of the role for which they are applying, allowing them to consider person-role fit and potentially selecting out; with benefits for both the applicant, and organisation. Approaches to designing and contextualising SJT scenarios will be discussed, with the opportunity to take part in practical exercises.

Further, within the literature and in practice, fairness is a key concern; design approaches and broader considerations for selection system design, to reduce subgroup differences, will be explored as a group.

Who Should Participate

This interactive workshop is designed for all those interested in the selection, assessment, and development of non-academic attributes within medicine and the healthcare professions.

Structure of Workshop

The workshop will provide the key principles in best practice SJT design, to develop valid SJT content which is suitable for the context within which it is intended to be used.

This will be informed by the latest insights and evidence-base to ensure content is fair for all test-takers. We will include the following stages:

An introduction to the latest SJT research.
Demonstration of best practice SJT item writing and contextualisation principles, including case study examples demonstrating the use of SJTs across different contexts and settings (selection, development, assessment).
The opportunity for attendees to contextualise SJT items and receive expert feedback.
Considerations for designing and implementing a fair SJT. A Q&A session, where participants can ask questions of the presenters and colleagues.

Intended Outcomes

Participants will demonstrate knowledge in the latest SJT research and best practice SJT development, and apply the principles of SJT item writing and contextualisation for their context, including the practical considerations for implementing a fair SJT.

Theme or Track

Admission and Selection

Phase of Education

Pre Admission

Level of Workshop

Introductory

PCW 19 - Reimagining Clinical Empathy with AI Chatbots: A Design-Thinking Workshop for Medical Educators

Date: 23 August 2026
Time: 13:30 PM – 16:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Po-Wei Chiu¹, Hsiang-Chin Hsu¹, Chia-Han Yang²

¹National Cheng Kung University Hospital, Tainan, Taiwan. ²National Cheng Kung University Institute of Creative Industries Design, Tainan, Taiwan

Background

Conversational AI has evolved from a novelty into a practical teaching infrastructure in health-professions education.

Recent studies show that large-language-model (LLM) chatbots can act as simulated or virtual patients for communication-skills training.

GPT-based systems have generated realistic counseling and history-taking dialogues rated as educationally useful, yet educators must remain alert to “automation bias” overreliance on algorithmic empathy that may dull reflective judgment (Gray et al., 2024; Holderried et al., 2024; Nguyen, 2024).

Established communication frameworks such as SPIKES (Baile et al., 2000) and validated empathy scales like the CARE Measure (Mercer & Reynolds, 2002) and Jefferson Scale of Physician Empathy (Hojat, 2016) can anchor these innovations. Empathy, viewed as a teachable and measurable competency, can be scaffolded through AI-assisted simulations that guide learners from cognitive recognition to affective attunement.

Design Thinking (DT) provides an interprofessional, empathy-first approach to align AI capabilities with real learner needs (Clark et al., 2022; Eppich & Cianflone, 2021).

Who Should Participate

This interactive workshop welcomes educators from medicine, nursing, psychology, pharmacy, and social work who teach or assess communication and empathy.

Structure of Workshop

This 3-hour interactive workshop adopts a five-stage Design Thinking process integrating evidence-based use of AI chatbots in empathy training.

Participants begin with an evidence briefing and live chatbot demo to explore current research. They then build learner personas and empathy maps, identifying challenges in teaching emotional communication.

Through “How Might We” framing, groups redefine problems into design opportunities and ideate creative AI-assisted learning scenarios.

In the prototype stage, teams develop a micro-module including a scenario brief, chatbot prompts, facilitator guide, and empathy assessment plan using tools such as the CARE Measure or Jefferson Scale of Physician Empathy.

Finally, participants test prototypes through peer feedback and reflection, refining realism, empathy depth, and ethical safeguards. By the end, Each team will produce a micro-prototype.

Intended Outcomes

Participants will synthesize current evidence on LLM chatbots, apply design-thinking principles to interprofessional empathy education, and develop deployable, ethically grounded micro-prototypes.

They will leave with ready-to-use prompt examples, design templates, and assessment rubrics to integrate AI-mediated empathy training into medical, nursing, psychology, or social-work curricula.

Theme or Track

Interprofessional and Team Learning

Phase of Education

Undergraduate and Graduate

Level of Workshop

Introductory

PCW 20 - Fostering Belonging and Authentic Identity: Practical Strategies for Professional Identity Formation Across Global Contexts

Date: 23 August 2026
Time: 13:30 PM – 16:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Oriaku Kas-Osoka¹, Rebecca Blankenburg², Lahia Yemane², Saleem Razack³, Jamiu Busari⁴, Audrea Burns⁵

¹University of Arkansas Medical Sciences Center, Little Rock, USA. ²Stanford Medicine, Palo Alto, USA. ³University of British Columbia, Vancouver, Canada. ⁴Maastricht University, Maastricht, Netherlands. ⁵Baylor College of Medicine, Houston, USA

Background

Studies across regions demonstrate how institutional and structural inequities influence Professional Identity Formation (PIF) in training.

Global scholarship, including the PROMISE (PROmoting Med-Ed Insights into Supportive Environments) Study, shows that PIF is shaped by moral frameworks, hierarchies, and relational norms that differ across sociocultural contexts.

For persons from equity-deserving groups who have traditionally experienced harms from health care and medical knowledge systems, professional identity formation within a health profession can provoke a sense of inauthenticity, cognitive dissonance, and identity threat.

Yet, educators worldwide share the challenge of creating systems that affirm identity and foster inclusion.

This workshop translates these shared insights into practical, context-responsive strategies that strengthen and align learning environments with authentic PIF development.

Who Should Participate

Educators, Faculty, Learners

Structure of Workshop

The workshop applies an inquiry-to-design learning cycle modeled on the 5E framework (Engage, Explore, Explain, Elaborate, Evaluate) to scaffold participants from theory in PIF to practical application within their own contexts.

Participants will create strategies to promote belonging and authenticity across cultural and institutional settings.

Engage – Opening and Framing: Introduce PIF conceptual model, drawing on PROMISE published studies and global scholarship to illustrate how belonging and authenticity intersect across contexts. Participants share how they understand identity and inclusion in their own environments.

Explore – Global Case Exchange: Mixed-region groups analyze vignettes to identify contextual influences, such as hierarchy, collectivism, and the sociopolitical climate, on PIF.

Explain – Mapping Local Realities: Groups create “Context Maps” to visualize where belonging is built or eroded across micro (learner), meso (team/institution), and macro (policy/culture) levels.

Elaborate – Designing for Change: Rotate through three Design Stations (Mentorship, Feedback/Safety, Equity Accountability) to adapt tools to local settings. Evaluate – Reflection and Sustainability: Present micro-interventions for peer critique, post resources on the “PIF in Practice Exchange” Padlet, and debrief on future impact.

Intended Outcomes

Analyze contextual influences on PIF.
Identify structural and relational levers that foster belonging and authenticity within learning environments.
Adapt and apply evidence-based tools for mentorship, feedback, and equity to their own institutional or cultural contexts.
Synthesize shared strategies into a global repository of inclusive PIF practices and contribute to a continuing international learning network.

Theme or Track

Equity, Diversity and Inclusivity

Phase of Education

CPD

Level of Workshop

Introductory

PCW 21 - Find Your Momentum: Coaching for Recalibration, Renewal and Purpose in Health Professions Education

Date: 23 August 2026
Time: 13:30 PM – 16:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Aileen Adriano, Pedro Tanaka, Rania Sanford

Stanford University School of Medicine, Palo Alto, USA

Background

Led by Stanford faculty trained in executive coaching, this 3-hour interactive workshop empowers health professions educators to reclaim agency, clarify goals, and enhance personal and institutional impact.

Using reflection, peer coaching, and Kegan’s developmental frameworks, participants assess strengths, prioritize values-aligned goals, and translate insights into actionable strategies.

A dedicated segment emphasizes institutional application, helping participants identify starting points to foster a culture of engagement and career renewal.

Who Should Participate

This workshop is designed for faculty, educators, and academic leaders in health professions education who are navigating professional transitions, seeking renewed engagement, or aligning evolving roles with institutional and personal priorities.

Structure of Workshop

Welcome & Framing – Introduce facilitators, objectives, and agenda. Overview of Kegan’s adult development framework. Set expectations for reflection, peer dialogue, and practical application. (15 mins)
Professional Identity Mapping -Guided individual reflection: map roles, responsibilities, and satisfaction across professional domains. Small-group discussion to share insights. (30 mins)
Developmental Stage Reflection -Deep dive into Kegan’s framework. Reflect on implications for meaning-making, career decisions, and leadership. Small-group discussion. (30 mins)
Break. (10 mins)
Ecological Self-Assessment & Affordances -Identify internal strengths and external opportunities. Peer discussion highlights leverage points and barriers. (35 mins)
Goal Alignment & Strategic Focus -Prioritize 2–3 professional goals aligned with values. Peer coaching to refine focus and develop actionable strategies. (30 mins)
Translating Learning to Institutional Impact -Brainstorm strategies to apply insights at home institutions centered on professional renewal, growth & reflective practices. Identify concrete initiatives for implementation. Debrief and share as a group. (20 mins)
Action Planning-Identify one personal and one institutional “next” step. (5 mins)
Closing & Reflection-Large-group debrief. (5 mins)

Intended Outcomes

By the end of the session, participants will be able to:

Analyze their current developmental stage and professional identity using adult developmental theory.
Conduct an ecological assessment of their professional roles and satisfaction across domains. Identify internal strengths and external affordances for career growth.
Align goals with values and clarify intention and focus. Formulate concrete next steps to advance personal and professional development.
Translate workshop learning into approaches for faculty & staff development in their institutions.

Theme or Track

Faculty Development

Phase of Education

Postgraduate

Level of Workshop

Intermediate

PCW 22 - Making Learning Visible: Practical Strategies for Clinical Supervisors to Support Workplace-Based Learning

Date: 23 August 2026
Time: 13:30 PM – 16:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Marije Hennus¹, Roberta I. Ladenheim², H. Carrie Chen³, Heleen Brehler¹, Marjel vanDam¹

¹University Medical Center Utrecht, Utrecht, Netherlands. ²Universidad Hospital Italiano de Buenos Aires, Buenos Aires, Argentina. ³Kaiser Permanente Bernard J. Tyson School of Medicine, Pasedena, USA

Background

Most clinical learning occurs informally, through conversations, observation, and collaboration at the bedside, yet these powerful moments often go unrecognised or underused by both teachers and learners.

When supervision focuses mainly on patient care and performance, opportunities for feedback, reflection, and growth remain hidden.

Despite this, many faculty-development programs still emphasize classroom-based teaching and offer few practical tools for supporting learning within the clinical flow of work.

Helping supervisors to recognize, create, and optimize informal learning moments is therefore essential for achieving the aims of competency-based medical education (CBME) and entrustable professional activities (EPAs), where supervision, reflection, and feedback in real settings drive developme

This pre-conference masterclass directly addresses that gap. Participants will learn and practise evidence-informed strategies to make learning visible in their own workplace, strengthening their ability to teach, coach, and reflect during daily care.

The session introduces two complementary frameworks:

SSETT UP, a structured approach to recognising and shaping informal learning opportunities.
POWER, a questioning strategy illustrating how deliberate dialogue transforms supervision into high-impact learning.

Both frameworks derive from Utrecht innovations, the Clinical Teaching Qualification (CTQ) for interprofessional faculty development (Booij et al., Perspect Med Educ, 2024) and the Learning to Learn at the Workplace (LWL) programme for medical students (Van Dorst et al., Perspect Med Educ, 2025), demonstrating how explicit attention to informal learning improves supervision, feedback, and reflection.

Who Should Participate

Clinical supervisors, trainers, and interprofessional educators involved in workplace teaching in ward, theatre, or ambulatory settings. Participants from medicine, nursing, and allied health are encouraged.

Structure of Workshop

Welcome and introductions (15 mins)
Interactive input on SSETT UP (30 mins)
Small-group case work (30 mins)
Input on POWER (15 mins)
Role-play and debrief (30 mins)
Design challenge: create a local “learning trigger” (45 mins)
Plenary reflection and commitments. (15 mins)

Facilitators will explicitly model transfer-supporting strategies from Utrecht’s faculty-development programs to strengthen application in participants’ own contexts.

Intended Outcomes

Participants will be able to apply SSETT UP and POWER to structure informal learning, facilitate reflective dialogue, integrate evidence-based tools into supervision, and plan one actionable strategy to enhance workplace learning.

Theme or Track

Teaching and Facilitating learning

Phase of Education

Undergraduate and Graduate

Level of Workshop

Intermediate

PCW 23 - Tracing Lived Reality Through Time The Methodological Imperative of Longitudinal Qualitative Research in Health Professions Education (HPE)

Date: 23 August 2026
Time: 13:30 PM – 16:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Dorene Balmer¹, Emiko Blalock², Francisco Olmos-Vega³, Lisi Gordon⁴

¹University of Pennsylvania, Philadelphia, USA. ²Michigan State University, East Lansing, USA. ³University of Groningen, Groningen, Netherlands. ⁴University of Glasgow, Glasgow, UK

Background

Despite interest in understanding complex experiences of health professions trainees and educators, few scholars explore these phenomena using longitudinal approaches.

In Longitudinal Qualitative Research (LQR), researchers generate qualitative data via sustained engagement with the same participants, tracing evolving, lived realities through time.

Two key concepts distinguish LQR from other methodologies:

Its temporal gaze shifts as participants speak to their former selves and to their ever-moving present and future.
Its relational stance is created through repeated, reflexive interactions between participant and researcher, enabling co-construction of stories through time.

The methodological imperative of LQR lies in the understandings it affords, understandings that cannot be derived from cross-sectional data, e.g., how individuals navigate (and narrate) evolving processes like choosing a career or transitioning into clinical practice.

The aim of this workshop, which was well received as a 2025 conference workshop, is to introduce LQR to HPE scholars and demonstrate the opportunities LQR offers as they seek to expand their research skillset.

Who Should Participate

Faculty, trainees, and staff with foundational experience in qualitative research; no prior experience with LQR is required.

Structure of Workshop

Part 1: As an introduction, presenters will briefly share their journey to LQR.

In a short didactic, they will define LQR and discuss key concepts that distinguish it from other qualitative methodologies.

Then they will engage participants in an interactive activity where participants propose an LQR study, brainstorming research questions and grappling with key concepts.

Part 2: Presenters will introduce the steps in LQR analysis, e.g., recursive data generation and integrating case, theme and time in analysis.

In facilitated small groups, they will engage with participants to review a mock LQR dataset demonstrating recursive data strategies and providing substrate for analysis.

The workshop will end with large group discussion around commonly asked questions: “What are the ethical considerations related to LQR? Practically speaking, how is LQR funded?” Participants will leave with LQR resources (references, networking) and with the motivation to consider LQR in their HPE research.

Intended Outcomes

Identify key concepts of LQR.
Apply basic design and analytic practices to LQR data.
Consider the potential of LQR to advance their own scholarship.

Theme or Track

The Scholarship of Teaching and Learning

Phase of Education

Generic

Level of Workshop

Intermediate

PCW 24 - Navigating Ambiguity and Complexity: Building Future Literacy in Health Professions Education

Date: 23 August 2026
Time: 13:30 PM – 16:30 PM
Venue: Austria Center, Vienna
Fee: €104 + VAT

Presenters: Jose Knopfholz¹, Patricia Zen Tempski², Milton Arruda Martins³, Leandro Zen Karan¹, Heeyoung Han⁴

¹Pontificia Universidade Catolica do Parana, Curitiba, Brazil. ²Universidade de São Paulo, CURITIBA, Brazil. ³Universidade de São Paulo, Sao Paulo, Brazil. ⁴SIU School of Medicine, Springfield, USA

Background

Health professions education faces unprecedented uncertainty — from artificial intelligence and ecological disruption to shifting social and ethical landscapes.

While educators often aim to reduce ambiguity, tomorrow’s professionals must learn to thrive within it. Future Literacy (UNESCO, Riel Miller) reframes the future as a tool for learning, not prediction.

This workshop invites participants to explore ambiguity as a pedagogical ally, developing futures-thinking and sense-making capacities essential for navigating complex, unpredictable systems of car

Who Should Participate

This workshop is designed for health professions educators, academic leaders, and curriculum innovators who are interested in exploring how future literacy can be developed and applied in medical and health education.

It is particularly suited for faculty members engaged in curriculum design, educational leadership, social accountability, and transformative learning.

Structure of Workshop

Framing Ambiguity: Visual provocation and reflective prompt on uncertainty; introduction to Future Literacy as a mindset for learning. Individual reflection + mini lecture. (20 mins)
Ambiguity Lab: Small groups explore plausible future scenarios (AI replacing diagnosis, climate migration, virtual hospitals). They map emotional and cognitive reactions, identifying educational challenges hidden within uncertainty. Group scenario work. (55 mins)
Design Sprint – Learning from the Future: Participants use a structured innovation canvas to prototype one educational intervention that develops future literacy. They define the learner need, the future-oriented skill to be cultivated, and a concrete teaching method (e.g., uncertainty journals, ambiguous case simulations, ethical foresight debates). Facilitators guide rapid ideation, sketching, and peer feedback, emphasizing feasibility and impact. Co-design and iteration workshop. (45 mins)
Gallery Walk & Synthesis: Each group presents its prototype; collective debrief connects insights to sense-making, reflection, and curriculum design. Gallery walk. (45 mins)
Commitment to Action: Participants write one small implementation step to take within 30 days. Closing reflection: “What can we learn from what has not yet happened?” Reflection circle. (15 mins)

Intended Outcomes

By the end of this session, participants will be able to:

Describe Future Literacy and its relevance to health education.
Experience and analyse emotional and cognitive responses to ambiguity.
Design educational activities that build anticipation and resilience.
Apply practical strategies to integrate future-oriented thinking into curricula.

Theme or Track

Education and Management

Phase of Education

Undergraduate and Graduate

Level of Workshop

Intermediate

Book your pre-conference activities

Pre-conference activities can be booked at the time of registering for the Conference or by adding them to an existing attendee conference registration by following the “Already registered?” link on the Conference registration page.