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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]


2016 Archive

AMEE/MEW Webinar 108: Diversity and gender in medical education: a workshop for experts and beginners

Petra Verdonk, VU University Medical Centre, Dept. Medical Humanities, School of Medical Sciences, Netherlands

Janusz Janczukowicz, Centre for Medical Education, Medical University of Lodz, Poland

Societies are becoming increasingly diverse, as are patients and medical students. Teachers often feel they know too little regarding such diversity, find it hard to address diversity issues in their teaching, and fear for awkward situations in the classroom. Do you wish to increase your cultural competency?

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AMEE/MEW Webinar 109: Hacking Medical Education - Reflections on the AMEE Hackathon

Natalie Lafferty, University of Dundee, UK & Rakesh Patel, University of Leicester, UK

The first international medical education hackathon was held at the AMEE conference in Glasgow 2015.  In less than 48 hours teams of medical students, software developers, coders and designers developed prototype solutions to support and improve medical education from the perspective of learners.  

This webinar will provide an insight into what happened at the AMEE Hackathon and the ideas that emerged and developed over the weekend. Participants identified that learning was one of their key motivations in participating in hackathon events and we will consider whether the ‘hackathon’ model has a wider application in medical education beyond just hacking technology solutions. For example, can ‘hackathon’ style learning activities support creative learning and nurture team working and problem solving skills?  The potential for this approach to be integrated into curricula and also applied to curriculum and healthcare service design will also be explored.

The session is likely to be of particular interest to those interested in innovation in medical education and how we can develop learning activities that help prepare students for the increasing changes in healthcare.

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AMEE/MEW Webinar 110: Accreditation of Medical Schools is for More Than Regulation

Dan Hunt, Association of American Medical Colleges (AAMC), USA & Barbara Barzansky, American Medical Association (AMA), USA

Interest around the world in medical school accreditation increased when the organization that grants access for international medical school graduates to US postgraduate training announced that after 2023, only graduates from schools that had accreditation from a “recognized” accreditor would be accepted.  Without the accreditation from a recognized accrediting authority, these graduates would not have an opportunity to interview and compete for US residencies and fellowships.
This webinar will discuss the difference between the accreditation of institutions (such as universities), which most countries have, and the specific accreditation of medical education programs, which will be required to retain access to US residencies.  The rigorous recognition process for accreditation systems, administered by the World Federation for Medical Education, will be described, as will the purpose of accreditation, which is much more than just enforcing minimum standards for medical education programs.

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AMEE/MEW Webinar 111: The Curriculum Positioning System (CPS):  A Dynamic, Interactive Approach to Curriculum Mapping

Mark E. Quirk, American University of the Caribbean/University of Massachusetts Medical School, USA

A curriculum map presents all of the important aspects of the curriculum. According to Harden: “The windows through which the curriculum map can be explored may include:  (1) the expected learning outcomes; (2) curriculum content or areas of expertise to be covered; (3) student assessment; (4) learning outcomes; (5) learning locations; (6) learning resources; (7) timetable; (8) staff; (9) curriculum management; (10) students.”  (2001, p123).  
Much like a GPS, a curriculum map can guide personalized learning by continuously monitoring performance outcomes in relation to competencies and milestones at the individual and group levels. Much like a GPS Maps are essential for curriculum and faculty development and can serve as a foundation for shared and self-directed learning.  
The Curriculum Positioning System (CPS) is a novel interpretation of the interactive curriculum map offering a panoramic view of the ‘living’ medical education experience. Engaging the CPS, faculty and learners establish learning destinations and waypoints, plot courses for learning, create personalized alternative routes, reflect on their journeys and renew future teaching and learning plans.

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AMEE/MEW Webinar 112: How effective are selection methods in the healthcare professions?

Fiona Patterson, University of Cambridge/Work Psychology Group, UK

Across the globe, selection and admissions processes continue to attract strong public interest, and often criticism regarding accuracy, fairness and widening participation. Whilst academic achievement is consistently a good predictor of subsequent performance, it cannot be assumed that those with high academic ability alone can be trained to become competent clinicians. Little research attention has focused on methods that reliably evaluate important (non-academic) personal attributes, values and motivational qualities. In this webinar, in exploring these issues, results of a new systematic literature review are presented to examine the quality of evidence for various selection methods. Implications for both policy and practice are discussed.

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AMEE/MEW Webinar 113: Discussion Storylines: A helpful framework for writing the most difficult section of your research paper

Lorelei Lingard, Western University, Canada

The Discussion is arguably the most important section of the paper, and also the most difficult section to write. To be effective, your Discussion must avoid the common pitfalls of mere summary, meandering commentary and dramatic arm-waving. And of course your Discussion must follow standard conventions: summary of main findings, interpretation of their meaning in the context of existing knowledge, consideration of their implications for practice or theory, reflection on methodological limitations and suggestion of future directions. But just following these conventions will not ensure a powerful Discussion. Why not? Because your Discussion also needs to tell a good story. In this webinar, we will discuss strategies for organizing your discussion to tell a compelling and coherent story. Three common ‘storylines’ will be illustrated with examples from the medical education literature: “Coming full circle”, “Deep exploration” and “Surprising insight”.  Participants will have the opportunity to discuss how to choose among these storylines and how to use them to shape the story ‘arc’ that must grow between a paper’s Introduction and Discussion sections. This webinar is intended for writers at introductory and intermediate levels of experience writing for publication.

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AMEE/MEW Webinar 114: Assessing Assessment: Best Practices in Assessment for Schools Who ASPIRE to Excellence

Debra Klamen & Anna T. Cianciolo, Southern Illinois University School of Medicine, USA

A medical school’s assessment program is essential not only for tracking student progress, but also for driving curriculum and representing institutional values. AMEE recognizes the importance of assessment via its ASPIRE to Excellence award in this area. Winning this award requires successful implementation of a variety of best practices in educational assessment. This webinar is intended to assist medical educators interested in designing and implementing a comprehensive assessment program for undergraduate training, to include pre-clinical and clinical instruction. Webinar participants will be able to appreciate the key ingredients of assessment in institutions exhibiting excellence, understand what convincing evidence is needed for a successful ASPIRE application, and better prepare for the ASPIRE application process.

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AMEE/MEW Webinar 115: Diversity and gender in medical education p.2: sharing educational experience

Petra Verdonk , VU University Medical Center, Dpt. Medical Humanities, School of Medical Sciences, Netherlands & Janusz Janczukowicz , Centre for Medical Education, Medical University of Lodz, Poland

This webinar was the second part of the “Diversity and gender in medical education for experts and beginners” AMEE on-line meeting. While the first part formed the theoretical foundation for discussion on diversity and gender, following the feedback from participants, this part will form the forum for sharing experience,  explaining  challenges, exchanging educational strategies and resources, and discussing possible steps for moving forward for both practitioners and educators.

This webinar followed the AMEE Barcelona Conference Diversity Theme further developing the foundations for the working group aimed at developing standards of education in the area of all dimensions of diversity.

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AMEE/MEW Webinar 116: Facilitating interprofessional education: Key findings from a synthesis of qualitative research

Scott Reeves, Kingston University & St George’s, University of London, UK

Background: Interprofessional facilitators/teachers/educators are regarded as central to the effective delivery of interprofessional education (IPE). As the IPE literature has continued to expand, the bulk of studies have focused on reporting learner outcomes, with little attention paid to IPE facilitation. However, an increasing number of studies are emerging which are beginning to explore this phenomenon.

Aim: This webinar presents findings from a synthesis of qualitative evidence on the facilitation of IPE, using a meta-ethnographic approach. From a comprehensive search of the literature 2164 abstracts were initially found. After screening 94 full papers were reviewed and subsequently 12 papers were included. Seven key facilitation concepts embedded in the included studies were synthesized into three main factors which provided an insight into how contextual, experiential and pedagogical factors can affect IPE facilitation.

Audience: This webinar is aimed for colleagues involved in the development, delivery, assessment and/or evaluation of IPE, medical and health professions education.

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AMEE/MEW Webinar 117: Technology-mediated Encounters with Simulated/Standardized Patients (SPs) – Preparing Learners for Telemedicine and a Global World

Elizabeth Krajic Kachur, Medical Education Development, Global Consulting

Background:  There are many reasons why clinician learners (at all levels) and Simulated/Standardized Patients (SPs) cannot be in the same location at the same time (e.g., diverse rotation sites, working in a different country, exploring cultural diversities not found locally). With Telemedicine and Distance Learning rapidly gaining popularity across the world there is also a pressing need to provide opportunities to practice, assess competencies and get feedback on how clinicians come across via a technologically-mediated platform.  For these reasons there is now a strong movement to complement training and assessment with Remote Simulated/Standardized Patients (RSPs).

Aim of webinar

  • To explore web-based training and assessment methods that involve live SPs at a remote location
  • To discuss technologies needed for RSP encounters
  • To identify opportunities and challenges of working with RSPs

Who is the Webinar aimed at:  Curriculum Developers, Implementers, and Evaluators

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AMEE/MEW Webinar 118: Interprofessional Continuing Education - It's All About the Team

Lawrence Sherman, Educational Strategy at Prova Education, USA

Continuing education in the health professions has historically been conducted in silos, yet it is critical that healthcare providers practice collaboratively in teams.  Academic institutions are incorporating interprofessional education (IPE) within pre-licensure or pre-registration curriculum.  Interprofessional continuing education (IPCE) for practicing clinicians needs to incorporate similar strategies to plan education that improves team performance and patient/system outcomes. IPCE is designed to address the professional practice gaps of the healthcare team using an educational planning process that reflects input from those healthcare professionals who make up the team. IPCE is designed to change skills/strategy or performance of the healthcare team, or patient outcomes.  Examples of IPCE activities and outcomes achieved by organizations including universities, healthcare systems, governmental agencies and private education companies will be highlighted.

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AMEE/MEW Webinar 119: Physicians Know Why: Reinforcing the Basic Science Curriculum Across Medical Education

Frazier Stevenson, Conceptual Medical Education, USA

Background: With the increasing demands on the medical school curriculum, which now includes communication skills, economics, new practice guidelines, and humanities, some curricula have begun to de-emphasize the fundamental sciences fundamental to medicine. While it is critical to analyse each topic for its relevance to modern practice, it is also important to provide students with the competency to think mechanistically and use hypothesis-driven inquiry, in order to keep up with and critically evaluate an ever-changing medical knowledge base. Historically, however, students have often been eager to leave fundamental scientific studies behind once they have entered the clinical years of their education. There has also been insufficient integration between the basic sciences and clinical sciences, both in terms of curricular design and faculty development.

Aim: In this Webinar I will review literature and medical case studies that justify continued inclusion of basic science in medical curricula. I will then discuss recent developments that facilitate more robust and relevant reinforcement of fundamental sciences during later medical training, including:
•    Medical school curricular design
•    Residency training
•    Certification exams
•    Faculty development programs

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AMEE/MEW Webinar 120: Doctors are people too: what’s important in early careers decision making and how can this inform policy and practice?

Jennifer Cleland, University of Aberdeen & Chair of ASME, UK

Many individual and job-related factors are known to influence medical careers decision making. However, until recently there has been very little research attention on the relative importance of different factors, and how those making important medical careers decisions, such as senior students and doctors in training, “trade-off” preferences such as work-life balance versus specialty choice or unit prestige. Such information is crucial for the development of effective policies to enhance recruitment and retention of the medical workforce, particularly in under-recruiting specialties and/or localities.  In this webinar, I present an overview of a number of qualitative and quantitative studies carried out in the UK setting, to examine the quality of evidence and to consider how best to plan medical education and training options to address the values of the next generation of colleagues.

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AMEE/MEW Webinar 121: The Professionalization of Health Informatics and Future Directions for Electronic Health Records

Jeffrey J. Williamson, American Medical Informatics Association (AMIA), USA

Today, informatics as a profession is at a tipping point. No longer is it just a special skill—a “knack” for using data. Informatics is a full-fledged career path, and the key for realizing the current goals of healthcare reform in the United States.  As consumers across the health and healthcare spectrum push for better outcomes, lower cost and improved value, informaticians are working to expand and deepen the role informatics plays in transforming health and healthcare.  AMIA efforts in the realms of accreditation of education programs and certification of individuals in health informatics are creating opportunities for valuable evidence-based insights
from a field of authoritative experts versed in applying data, information and knowledge to bridge science and research for actionable insights to transform care and improve health.  Jeffrey Williamson will discuss several key initiatives around professionalism, workforce development, and policy in health informatics.   This webinar is intended for clinical educators, healthcare professionals, and practicing clinicians who are interested in learning about the most recent developments in health informatics in the United States related to credentialing and policy.

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