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Webinars > Archive


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. leisure.

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


2014 Archive

AMEE/MEW Webinar 80:  What is excellence in medical education? The ASPIRE programme

Ronald Harden, AMEE, UK

Summary: There is increasing acceptance of the need to recognise, alongside excellence in research in medical schools, international excellence in education. This webinar explores the concept of excellence in education and looks at excellence in three areas: student engagement in the curriculum and in the medical school; social responsibility and accountability; and assessment of students, and describes the ASPIRE programme. The ASPIRE-to-excellence initiative was established to go beyond the traditional accreditation process and to recognise that the education programme in a medical school can be subjected to peer review against an agreed set of standards or benchmarks that identify world-class excellence in education. The ASPIRE initiative encourages and promotes outstanding performance and excellence in education.

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AMEE/MEW Webinar 81: Increasing defensibility of assessment: how to minimise losing appeals

Richard Hays, Bond University, Australia

Summary: Decisions to slow down or halt progress of medical students appear to be subject to increasing scrutiny and appeals, sometimes involving legal representation. The reasons for this are unclear, although in an era of increasing student fees, many such decisions involve expensive delays. Many current medical students belong to a generation said to be characterised by a propensity to pay close attention to ‘the fine print’ and to challenge interpretation (Borges et al, 2010). It may not however be unreasonable to question just how accurate decisions based on assessment results might be. It is unfair to candidates to make wrong decisions based on flawed or insufficient information and patient safety may not be served well by allowing candidates to proceed with critical weaknesses that become hidden in borderline scores. There are inherent errors in all assessment methods in classic measurement theory, resulting in a ‘grey zone’ at the borderline between ’satisfactory’ and ‘unsatisfactory’ achievement, sometimes labelled ‘cause for concern’. Recent evidence suggests that candidates in this zone are likely to continue to demonstrate poor performance and to consume substantial education resources (Pell et al, 2012). The most important objective in assessment is therefore to narrow this ‘grey zone’, such that as many candidates as possible are clearly above or below this uncertainty. During this webinar we will discuss ways of increasing the precision of assessment decisions. One important side effect should be fewer successful challenges to decisions.

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AMEE/MEW Webinar 82: Effective Faculty Leadership in Organisational Change

Elza Mylona, Eastern Virginia Medical School, USA

Summary: The last decade has been marked by a world-wide process of change in medical education that includes significant curricular reforms, technological advancements, establishment of new schools, and complex accreditation requirements. The challenges posed by such changes are formidable, but so are the opportunities for leadership. Becoming an effective change agent requires an awareness of one’s own strengths and shortcomings, an understanding of the institutional culture (its history, structures of relationships and expectations) and an appreciation of the change process and its complexity. At the end of the session participants will be able to: 1) explain the concept of change and its stages, 2) examine principles of how institutions work and why change fails 3) appreciate the effect of their own attitude and behavior on the success of the change process.

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AMEE/MEW Webinar 83:  Using design-based research to underpin the ongoing improvement of a hybrid mobile-web learning environment in the health professions

Frank Bate and Carole Steketee, University of Notre Dame, Australia

Summary:  In 2012, the University of Notre Dame Australia began developing a hybrid mobile-web learning environment in health professional education using a combination of e-books, online tools and a learning management system. Nine principles underpin the design of the learning environment: flexible access, flexible design, integration of prior knowledge, authentic activities, community interaction, facilitation, scaffolding, purposeful assessment and reflection. The presenters will discuss how these principles have evolved over the period of implementation, sharing their insights into what has worked and what compromises have been made in order to ensure that health professionals are supported in developing sophisticated pedagogical knowledge and skills. This webinar will be of interest to health professional educators who are developing or implementing technology-rich, flexible learning environments.

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AMEE/MEW Webinar 84:  The interplay between self-assessment and feedback: How does it influence learning?

Joan Sargeant, Dalhousie University, Canada

Summary:  As research progresses in the fields of self-assessment and feedback, the interconnections between the two domains become more apparent. Viewing them through a socio-cultural perspective enables understanding of the relationships and insight into opportunities to enhance learning.

The objectives for this seminar are to:

  1. Briefly review evidence regarding the effectiveness of self-assessment and informed self-assessment.
  2. Discuss the interplay between feedback and self-assessment and the theoretical perspectives which informs it.
  3. Describe how that interplay can influence learning and improvement.
  4. Discuss interventions to enhance feedback acceptance and use for learning and improvement.

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MEW/AMEE Webinar 86:  Why bedside teaching matters today

Subha Ramani, Harvard Medical School, USA

Summary:  Clinical teaching has moved from the bedside to conference rooms and several reasons have been described for the declining time spent at the bedside. Clinical skills are not anachronistic; studies have demonstrated the utility of a skilled history and physical examination. Skills such as professionalism, humanism, and patient communication are still best taught at the bedside. In this era of cost consciousness in health care, proficiency in clinical skills may be one factor in eventually decreasing the overreliance on technology. Faculty development focusing on improving faculty clinical skills as well as their bedside teaching skills may be vital to increase and improve bedside teaching. With shrinking teaching time in the clinical environment, it is even more vital that clinical teachers develop techniques to efficiently and effective teach at the bedside. During this webinar, we aim to debate the utility of clinical skills, discuss challenges to bedside teaching and describe best teaching practices to address those challenges. In this presentation, the term “bedside” encompasses all clinical teaching settings where patients are present during the teaching encounter.

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MEW/AMEE Webinar 87:  Three perspectives on why mentoring is essential for our learners in the workplace

Erik Driessen, Maastricht University, Netherlands

Summary:  Like so many things that we are told are good for us, mentoring has remained underused, despite ample evidence of its beneficial effects. A probable explanation for this is that mentoring is surrounded by numerous unanswered questions, unknown opportunities, and uncertainties about pitfalls. In this interactive Webinar we aim to shed some informative light on mentoring and its potential role in workplace based learning. Three perspectives on mentoring will be discussed:

  1. a theoretical perspective on mentoring and why mentoring is so essential for learning in the workplace;
  2. an empirical perspective on the effects of mentoring and effective mentoring;
  3. a practical perspective on how to organize mentoring

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AMEE/MEW Webinar 88: Preparing 21st Century doctors: What capabilities and attributes are needed? How to achieve them?

Hilliard Jason, International New School of Medicine (iNSoMed)

Summary:  Many of our medical education practices grew out of assumptions that didn’t anticipate our current world. Among our changed circumstances are: a) new understandings of human learning; b) rapid and accelerating emergence of new technologies relevant to education support; c) evolving factors affecting human health, such as new genetic insights, consequences of damaging life habits, influences of economics on health and healthcare; and much more.  The world is facing a growing shortage of doctors, in absolute numbers (~5 million more needed by 2040) and in capabilities (being optimally prepared for future practice requirements). The numerical shortages are most severe in primary care and in emerging economies. What solutions would you propose? None of us can predict the future, but we can anticipate that we will need graduates who are highly effective learners, who can adapt constructively to changing circumstances, and who can work effectively as members of multidisciplinary teams. During this webinar our interactive explorations will focus on these and related issues. This webinar should be of interest to anyone who cares about the future of health professions education and healthcare, with a special concern for maximising the efficiency and effectiveness of the learning process, and graduating learners who are well prepared for our changing future.

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AMEE/MEW Webinar 89: How physical space impacts on learning: Aligning your curriculum with space

Jonas Nordquist, Karolinska University, Sweden

Summary:  Physical space has been neglected in its impact on the success of learning.  Health programmes are accommodated in traditional didactic learning spaces: lecture theatres, seminar rooms, and separate buildings for academic disciplines. Hospitals have limited provision for student learning. What are the trends globally in providing high performance learning spaces that respond better to emerging needs? What are the key design features? What can we learn from the innovative work and learning spaces in the corporate and other sectors? This webinar will attempt to address and answer these questions.

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AMEE/MEW Webinar 90: ‘Writing up’: Principles and practices for successful research papers

Lorelei Lingard, Western University, Canada

Summary:  ‘Writing up’ paralyses many of us. This interactive webinar for intermediate writers takes a rhetorical approach to the ‘writing up’ of research, treating it as a persuasive and strategic art. Participants will learn three principles of writing. Writers will leave the workshop with powerful heuristics for structuring their writing tasks and breaking the production of a manuscript into manageable and prioritised elements. The webinar leader, Lorelei Lingard, has extensive experience teaching academic writing and is well published in medical education journals.

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AMEE/MEW Webinar 91: Changing leadership for changing times: how understanding new leadership theories can help leaders manage change

Judy McKimm, Swansea University, UK

Summary:  ‘Leadership’ is a bit like ‘education’, we’ve all experienced examples of good and poor leadership and most educators are required to take on some leadership roles. Education and healthcare are rapidly changing environments and leadership expertise is needed to help manage these changes, for individuals, teams and organisations. In the same way that twenty years ago, very few people were ‘trained’ to teach and medical education research was fairly thin on the ground, many people’s understanding of leadership (and management) is largely based on their own experiences. Over the last few years however, increasing attention is being paid to developing existing and future leaders in both healthcare and education and many postgraduate and work-based programmes include elements of leadership. The evidence base to support leadership development is extensive and very helpful but because it is drawn primarily from the social and management sciences it can be difficult for educators to keep up to date and identify literature, concepts and models relevant to their own practice. This webinar explores the nature of educational change, the role of leaders at ‘all levels’ and considers how contemporary leadership theories can help leaders manage and lead change more effectively.

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AMEE/MEW Webinar 92: Setting defensible pass scores for OSCE-style examinations

Dwight D Harley, University of Alberta, Canada

Summary:  The OSCE is a commonly used performance-based assessment format that provides an objective measure of clinical competency. When an OSCE is used as part of a summative evaluation process, developing a reliable, valid and defensible passing score becomes vital. Methods of setting pass scores such as Angoff’s method, global rating scales, borderline group and borderline regression have been applied to OSCE-style exams with relative success. In this webinar, three common methods of standard setting for OSCEs will be developed using actual data.

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