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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]


2015 Archive

AMEE/MEW Webinar 94: The exciting journey of reflection in medical education: the destination and the transport

John Sandars, University of Sheffield, UK

Summary: This webinar will be a journey into understanding why the potential of reflection in medical education may not be achieved with many present approaches. The exciting destinations that can be reached by reflection in medical education will be discussed by considering the key educational theories that have informed the use of reflection, including the philosophy of John Dewey, Transformative Learning Theory and Critical Theory. The transport to achieve the destinations is also exciting, and the innovative use of social media and digital storytelling will be discussed.

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AMEE/MEW Webinar 95: Developing Reflective Writing using Patchwork Texts

Ayona Silva-Fletcher, Royal Veterinary College, UK

Summary: Reflection is an essential component of teacher-development programmes, and reliable, valid methods to teach, assess, and evaluate reflection are critical. Developing reflective practitioners is not an easy task. Many struggle to identify the difference between thinking and purposeful reflection. Academic reflection is not a random thought process but, as defined by Dewey, an ‘active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends.’ Participants from science-based disciplines find reflection particularly difficult, considering the process of reflection to be subjective and concluding that it is an inappropriate method through which to contest knowledge. The patchwork-text approach is a narrative process that is predominantly focused on the personal development of the individual. The aim of the presentation is to describe: the use of the patchwork-text approach in developing reflective writing in the healthcare professions; and how to mark reflective essays using criteria specifically developed for this purpose. The webinar will be useful to those involved in developing reflective writing in staff and students in the healthcare professions.

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AMEE/MEW Webinar 96: Curriculum blueprinting and learner feedback

Steve Pennell & David Stokes, Memorial University of Newfoundland, Canada

Summary: Memorial University (MUN), Faculty of Medicine, developed a curriculum blueprinting system to manage the complex relationships between learning outcomes, content and assessment. The system, called CBlue, supports a spiral curriculum model for the Medical Doctor (MD) programme. It works with a learning management system (LMS or VLE) and a question bank system to produce comprehensive blueprints and learner feedback forms. The aim of this webinar is to demonstrate how a new curriculum blueprinting system works with a university LMS and a secure question bank system that also enables learners to receive performance feedback on their summative assessments. The target audience for this webinar is curriculum committee members, curriculum developers, accreditation and assessment leads.

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AMEE/MEW Webinar 97: Educational Scholarship Grantsmanship: How to Write Promising Grant Proposals

Maria Blanco, Tufts University School of Medicine, USA

Summary: The need to promote educational research and faculty development grants is well documented in the medical education literature. Still, this literature highlights the need to assist medical educators with educational research efforts, such as writing research proposals. The purpose of this session is to assist medical education scholars with writing high quality proposals, and identify useful resources to advance their educational scholarship through grantsmanship. By the end of this session, participants will be able to: Identify challenges of and strategies for writing effective grant proposals; and recognize elements of a strong grant proposal.

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AMEE/MEW Webinar 98:  Ambulatory Care: Teaching beyond the hospital wards

John Dent, AMEE, UK

Summary: Clinical teaching in both hospital wards and routine outpatient clinics is inevitably opportunistic and possibly less valuable for student learning than previously thought. The time has now come to identify alternative clinical teaching venues which can provide students with a more structured approach to learning with patients more representative of their learning needs. Outpatient clinic teaching can be improved by consideration of student needs, provision of dedicated space and recruiting additional teaching staff. Additional venues less often considered for student teaching may be developed. These may include screening clinics, other healthcare professionals and visits to the radiology department, the day surgery unit or clinical investigation units for endoscopy or cardiology. Innovative ambulatory care teaching venues can also be created. Examples include a dedicated teaching clinic where “selected” new patients are seen in a student-centred environment. In the Ambulatory Care Teaching Centre a structured learning programme can be created using “simulated” or “bank” patients. In the Integrated Ambulatory Medicine Programme outpatients are used to augment students’ clinical skills and ware-based learning. Strategies to facilitate student learning in each of these ambulatory care teaching venues include, outcome-based learning, integrated learning, study guides, structured logbooks and patient-based scripts.

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AMEE/MEW Webinar 99: Social Accountability: Medical education and the global environment

Stefi Barna, Norwich Medical School, UK

Summary: The Global Consensus for Social Accountability calls on medical schools to identify and respond to future health challenges, and recognises the importance of environmental determinants of health. The value of aligning environmental protection and health promotion agendas has become ever more apparent, as highlighted by the 2009 Lancet Commission on health and climate change, the World Health Organisation and the World Organisation of Family Doctors. Yet this dimension of social accountability requires considerable development in medical schools. The aim of this webinar is to review the UK’s consensus learning objectives for sustainable healthcare (; consider the extent to which medical schools can and should address environmental dimensions of health as part of the social accountability agenda; and identify opportunities and barriers to enhancing teaching and research on environmental determinants of health at your medical school. This webinar will be of interest to medical educators interested in social accountability, innovation in teaching, or environmental determinants of health. Previous knowledge or experience is not required.

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AMEE/MEW Webinar 100: Followership and Professional Identity

Judy McKimm, Swansea University, UK

Summary: For decades, most of the literature on leadership and management has taken the role of the ‘follower’ to be at best fairly passive or in many cases, followers are absent from the literature and research studies. Although we know that leaders cannot exist without some sort of followers, the literature has been so focussed on leaders themselves that followers have not been researched into much at all.

Since the mid-2000s, increasing attention is being paid to followers, not only to their activities and typologies in respect of how leaders can best ‘manage’ followers but more recently suggesting that followers are more highly influential on leaders’ behaviours and success than previously thought. What is very interesting and relevant to healthcare educators is the very recent focus on leaders’ and followers’ social identity formation and this presentation sets the context of such research in the light of educational practice, student learning and leadership development.

Aim of webinar
This webinar aims to provide participants with:
• An understanding of the literature on followership, including the most recent research areas
• How followership theories relate to the co-creation of leaders’ and followers’ social identity creation and development
• Opportunity for discussion and debate about these theories and how they apply to the healthcare and healthcare education context

This webinar will be of interest for those who are interested in leadership and followership and wish to understand more about how followership theories can help our understanding of the development of professional identity.

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AMEE/MEW Webinar 101: Promoting Resilience, Empathy and Well-being in the Health Professions: An Educational Imperative

Aviad Haramati, Georgetown University School of Medicine, USA

Summary: Background: Reports from various sources suggest that chronic stress and burnout is prevalent in the health professions, affecting close to half of primary care practitioners and even more in several specialties. This trend may begin earlier with the observed decline in empathy during medical student and residency training and the alarming rates of burnout in medical and other students in the health professions. As educators, administrators and academic health leaders grapple with developing interventions to address these issues, evidence is emerging that programs aimed at fostering resilience and stress reduction such as mindfulness, reflective capacity and appreciative inquiry, also lead to increased empathy and improved well-being. Moreover, physicians who are more mindful engage on more patient-centred communication and have more satisfied patients.

Goal of webinar: In this webinar, Dr. Haramati will share recent developments from an international congress convened to address these issues, and will discuss some of the interventions being employed, for individuals and institutions, that have been shown to reduce stress and burnout of promote resilience and well-being for students, faculty and practitioners.

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AMEE/MEW Webinar 102: Teaching sociology in undergraduate medical education

Dr Simon Forrest, Dr Sara MacBride-Stewart, Dr Tracey Collett & Dr Jeni Harden, BeSST, UK

Background: In the UK Sociology is recognized as a core discipline within medical curriculum. However there is significant variation in both the content and mode of delivery and assessment across institutions. In 2010, the UK Behavioural and Social Sciences Teaching network (BeSST) convened a group to design a core sociology curriculum for clinical educators. The outcome is a new consensus document for sociology teaching in medical education.

1. Outline the development of the core curriculum
2. Use an example of a theme within the core curriculum to discuss learning teaching and assessment of sociology within medical education
3. Identify best practice for teaching sociology in medical education drawing on experiences within different contexts.

Who Should Attend: Medical educators interested in sociology in medicine. Previous knowledge or experience is not required.

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AMEE/MEW Webinar 103: Objective Structured Teaching Encounters (OSTE’s): Faculty Development assuring “reflection in action”

Alice Fornari, Hofstra Northshore-LIJ School of Medicine, USA

Summary: OSTEs are performance-based encounters, which use scripted standardized learners to portray common/difficult educational scenarios. They can also provide medical education leaders with program evaluation and teaching effectiveness measures. This webinar will describe an OSTE professional development effort using a clinical skills facility with standardized learners. The focus is to review the application of a “standardized encounter” with clinical educators (trainees & faculty). The goal is for this webinar is for participants to gain knowledge on developing and implementing an OSTE faculty development program. The content of the OSTE will be on skill development appropriate for giving feedback, teaching and mentoring with "standardized learners" in a structured environment. A multi-station OSTE session requires a preparation and implementation process that will be reviewed. This preparation must consider formative assessment to assure feedback is reliable and valid. The strengths of OSTEs brings challenges too that will be discussed. To conclude this webinar will offer you exposure to OSTE cases and assessment tools to use in your home institution. The OSTE Objective Structured Teaching Exercises (OSTE) is being adapted to use with clinical faculty and trainees who are in education roles in the clinical setting, the suggested audience for this webinar.

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AMEE/MEW Webinar 104: Communities and community relationships in medical education: a critical realist systematic review

Rachel H. Ellaway, Northern Ontario School of Medicine, Canada

Background: the relationships between medical schools and communities have long troubled and inspired medical educators and medical education programs. A group at the Northern Ontario School of Medicine recently conducted a BEME critical realist systematic review into communities and community relationships in medical education.
Aim of webinar: Dr. Ellaway will reprise the review, describe the literature on communities in medical education, and explore the diverse relationships between communities and medical education programs, along with their practical, ideological, theoretical, and political dimensions. In doing so, she will propose a range of methods and approaches to advance scholarship in this critical aspect of the medical education mission.
Who the webinar aimed at: All those with an interest in the role and function of communities in medical education.

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AMEE/MEW Webinar 105: Why and under which conditions does problem-based learning enhance deep learning?

Diana Dolmans, Maastricht University, Netherlands

Summary: Problem-based learning environments are implemented worldwide and highly appreciated by students and teachers. The knowledge that students acquire is comparable to that acquired in traditional learning environments. But problem-based learning offers more, in that it prepares students to collaborate with others, communicate clearly and deal with uncertainties - important skills for being successful in the later profession. In addition, these environments are assumed to actively involve students in their learning by discussing problems, applying what has been learnt to the problem under discussion, and integrating different literature resources, which are assumed to encourage a deep approach to learning. But, under which conditions does problem-based learning enhance a deep learning approach in which students try to understand what is being studied? What is the influence of the context; e.g. perceived workload and assessment? This webinar is aimed at discussing both scientific insights and practical insights about why and how problem-learning environments can be innovated and optimized.

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AMEE/MEW Webinar 106: Entrustment decisions in the clinical workplace – how to merge these with assessment

Olle ten Cate, University Medical Center Utrecht, Netherlands

Background: Assessment in the clinical workplace is notorious difficult, often with low reliability, and error-prone. Competency-based training askes for better information of trustworthy graduates. Many scholars study and write about ways to improve assessment in the workplace. This webinar is about one approach.

Aim: The aim of the webinar is to explore the possibilities of translating the everyday practice of asking trainees to do things - and thereby entrusting them with essential components of practice – with assessment. This alignment of daily practice and assessment using entrustable professional activities may serve reliability, validity and practicality. While the webinar will not proved the ultimate solution, current thinking about entrustment decision-making will be discussed.

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AMEE/MEW Webinar 107: Using Competency-Based Medical Education to Improve the Health of People who are LGBT, Gender Nonconforming, or Born with DSD

Kristen L. Eckstrand, Carey Roth Bayer, Jennifer Potter & Andres Sciolla, USA

Background: Lesbian, gay, bisexual, transgender, and gender nonconforming people experience health disparities compared to their heterosexual peers. Individuals born with differences of sex development (DSD) experience care disparities due to iatrogenic or unnecessary medical tests and procedures. Medical schools in Canada and the United States are using competency-based medical education to improve the health of these populations. Curricular and policy changes to support these efforts are outlined in the Association of American Medical Colleges (AAMC) publication Implementing Curricular and Institutional Climate Changes to Improve Health Care for Individuals Who Are LGBT, Gender Nonconforming, or Born with DSD: A Resource for Medical Educators which provides practical information to guide implementation of change initiatives and a framework for program and learner assessment.

This webinar will provide participants with:
1. An overview of the AAMC LGBT, gender nonconforming, and DSD health competencies and curricular resources. (10 min)
2. An analysis of institution-specific opportunities and challenges to curricular and institutional climate change. (10 min)
3. An overview of resources available to lead curricular and institutional climate change to advance the health and well-being of these populations. (10 min)
4. An opportunity to ask questions of the presenters, discuss the framework and resources, and provide insight on how this model applies to their country’s healthcare and healthcare education context. (30 min)

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