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How to access webinars

Archives are made available 8 weeks after the live webinar and offer the opportunity to watch a presentation by an internationally acclaimed expert on a key education topic.

To view a recorded archive, please follow the steps below

  1. Login to MedEdWorld (using your AMEE username and password)
  2. Select ‘Webinars’ from the left menu
  3. Then select ‘Archived webinars’ from the drop down menu
  4. Search for the webinar you wish to view from the list and click on it
  5. Once you open the webinar you wish to view a button will appear ‘Access Webinar’
  6. By clicking on ‘Access Webinar’ you will be directed to the recording. The recording will take a few moments to load and you can now watch at your leisure.

If you experience any difficulty accessing the archives, please contact the MedEdWorld Administrator: [email protected]


2013 Archive

CBME 201: Step-by-Step Implementation of Competency-based Medical Education

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

Summary: Competency-based outcomes-oriented education (CBME) is becoming a popular approach to planning. However, there is no clear step-by-step formula to help curriculum planners get started. In this MedEdWorld session, we will review an approach to designing your own CBME curriculum, big or small. By the end of this intermediate level session, participants will be able to apply the concepts of CBME and begin the design of their own CBME program. Note for those new to CBME: please review the "CBME Introduction" MedEdWorld webinar archive from earlier in 2013 prior to this session.

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Alice Fornari, Hofstra North Shore-LIJ SOM, USA

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Pass-fail decisions – how do we make them fairly?

Dwight D Harley, University of Alberta, Faculty of Medicine & Dentistry, Canada

Summary: Setting a defensible standard for academic success is a critical and challenging component of the assessment process. Difficulties arise in understanding, selecting and applying standard setting procedures as well as, explaining the process to the academic staff, convincing them of the value of the process and enticing the adoption of the process. In this webinar we will discuss these problems and possible solutions. Three common methods of standard setting will be addressed using realistic examples.

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The patient partner in care at the heart of medical education

Vincent Dumez, University of Montreal, Canada

Summary: With many faculties of medicine now adopting a competency-based approach in which collaboration, communication and professionalism are defined as the core values of educational issues, is it not essential to ensure the success of such a paradigm shift to put forward a new vision of the physician’s main interlocutor: the patient? This type of strategy needs new educational content in order to comprehensively tackle the nature of the patient-doctor relationship with regard to different clinical contexts and above all the intricate question of the complementarity between scientific and lay knowledge. Innovative learning strategies must also be implemented that will facilitate (1) an earlier exposition to clinical environments with a more comprehensive understanding of the patient, (2) students’ reflexivity with regard to the development of his/her relational leadership and (3) the multiplicity of learning experiences involving patients as tutors, mentors and coaches that are fully integrated to the faculties’ curriculum. Since several studies have recently stressed the decline of empathy amongst a large majority of medical students in their first year of clerkship, it is certainly of the upmost importance to face this alarming phenomenon and better preparing our students to work with more informed patients who demonstrate highly individualized behaviours and very diverse expectations.

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How to personalise learning by the use of technology

John Sandars and Natalie Lafferty, Leeds Institute of Medical Education, UK and University of Dundee, UK

Summary: Personalisation of learning recognises the importance of both different styles of learning and different learning needs. Technology offers a unique opportunity to personalise learning, with a vast range of available learning resources (from blogs, web sites and podcasts) and a variety of methods to link resources (from institutional systems to mobile devices). Effective personalised learning requires a skilful mix of content, available technologies and context but the most important aspect is the development of new approaches to teaching and learning. This webinar will enable participants to confidently develop effective personalised learning opportunities by considering best practice.                                    

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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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If you experience any difficulty accessing the archives, please contact the MedEdWorld Administrator: [email protected]



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