AMEE

Helping your students learn to learn: This may be your most important task as a teacher

Hilliard (“Hill”) Jason, Family Medicine, University of Colorado Denver School of Medicine, USA

Summary: This webinar will help you to clarify your thinking about the fundamental importance of learning to learn and will review and enhance your understanding of lessons from recent brain science about the ways we learn and about our brain’s limitations. It will encourage you to reflect on your own current approaches to teaching and learning and help you devise some steps you may want to take to ensure that your future teaching includes efforts to help your students maximize their learning effectiveness and avoid approaches that can reduce their competence as learners.

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Achieving the Continuum in Medical Education: Who says it cannot be done?

Dr Lewis First, National Board of Medical Examiners, Philadelphia, USA

Summary: Despite the fact that medical training is theoretically designed to be a continuum that begins at an undergraduate level, extends through graduate training and goes on to include lifelong learning, the reality can be perceived as anything but continuous. In fact, much concern is raised about the fragmentation or silo-ing of the various levels of training and how this may hamper the ability to teach physicians to deliver the highest quality and most up-to-date care to patients. In this opening plenary session, Dr First will examine the continuum of medical education by considering the continuum as a “patient”, diagnose its various maladies that are affecting its overall health and wellbeing, and provide a provocative treatment plan enhanced by suggestions from webinar participants that will insure that the continuum doesn’t just survive but thrives as we look toward the future.

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Developing High-quality Single- Best-Answer MCQs to Assess Application of Knowledge Using Patient Vignettes

Kathy Holtzman and Dave Swanson, National Board of Medical Examiners, USA

Summary: Writing good tests for undergraduate and postgraduate medical education is a challenging task. Multiple-choice questions (MCQs) often contain technical flaws that provide advantages to “test-wise” examinees, and they sometimes focus on content that is relatively unimportant from clinical and lifelong perspectives. This webinar focuses on writing high-quality MCQs using patient vignettes that go beyond testing recall of isolated facts to assess application of basic science and clinical knowledge in decision making.

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An Introduction to Competency-based Outcomes Education

Jason R Frank, Royal College of Physicians and Surgeons of Canada, University of Ottawa, Canada

Summary: Competency-based outcomes-oriented education (CBME) has emerged as a worldwide movement for designing 21st century programs for the health professions. However, many educators are still exploring these new developments, and are unsure where to start. This webinar will introduce participants to the key concepts and planning process for a CBME program. This session is a “must-do” for all those contemplating using competencies as an organizing framework for a new curriculum.

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Transform Your Classroom into Active Learning: Team-Based Learning from A-Z

Dean Parmelee, Wright State University Boonshoft, School of Medicine, USA

Summary: Team-Based Learning (TBL) is a small group instructional strategy ideal for health science education. Learners prepare for class, work collaboratively in-class, and make quality decisions on questions derived from authentic clinical problems. There is a critical sequence of steps for a TBL module that must be carefully planned by the instructor. This webinar will provide participants with the experience of being a learner in a TBL module plus a set of activities to help them create one for their own unit of instruction.

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21st Century Curriculum Planning: Fostering Expertise through Experiential Learning and Feedback

Sharon Krackov, New York, USA and Henry Pohl, Albany Medical College, USA

Summary: The concept of “deliberate practice” (1) has become an accepted method to integrate experience and learning. This methodology fosters incremental learning by incorporating continuous feedback to learners in order to reinforce their abilities and help them achieve the curricular objectives. This cycle of formative feedback relating to specific outcome-based objectives becomes the focus of a curriculum that is designed to build ability.

At the conclusion of this webinar, participants will be able to; describe the linkages of overall and component outcome objectives to learning and assessment, explain the concept of curriculum mapping, discuss the importance of iterative learning in the development of expertise, elucidate the role of assessment in the deliberate practice/experiential learning model of education, and plan to use formative feedback to help learners build knowledge and skills.

Ericsson KA KrampeRTh, Clemens T-R. The role of deliberate practice in the acquisition of expert performance. Psychol. Review. 1993; 100 (3): 363-406

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Measurement and improvement of the OSCE: Recognition and remediation of station level problems Part 2

Richard Fuller and Godfrey Pell, School of Medicine, University of Leeds, UK

Summary: 2of 2 Webinar 2 of the mini-series uses a range of 'diagnostic' exercises to assist participants to gain confidence in interpreting station level metrics and remediation of station level problems, ranging across checklist/station design issues and the impact of aberrant assessor behaviour, proposing solutions, and carrying out subsequent monitoring.

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Measurement and improvement of the OSCE: Recognition and remediation of station level problems Part 1

Richard Fuller and Godfrey Pell, School of Medicine, University of Leeds, UK

Summary: 1 of 2 This webinar mini-series focuses on 'Assessing the OSCE', helping colleagues to develop and improve skills in the analysis of performance based assessment. The webinars are designed to be practical and interactive, and are complemented by AMEE guide 49.

Webinar 1 concentrates on common OSCE standard setting techniques, with special reference to the borderline methods, and discusses the use and interpretation of a variety of psychometric indicators using 'real' data from our own high stakes assessment.

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