Webinars > Archive

2017

How to access webinars

AMEE MedEdWorld Webinars are recorded and archived and are available to AMEE Members only through MedEdWorld

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

  •  Login to MedEdWorld (using your AMEE username and password)
  •  Select ‘Webinars’ from the left menu
  •  Then select ‘Archived webinars’ from the drop down menu
  •  Search for the webinar you wish to view from the list and click on it
  •  Once you open the webinar you wish to view a button will appear ‘Access Webinar’
  •  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]

Institutional Transformation to Evidence-Informed Pedagogy
William B. Jeffries, Ph.D.  Larner College of Medicine at the University of Vermont, United States and Kathryn N. Huggett, Ph.D. Larner College of Medicine at the University of Vermont, United States

Mounting evidence shows that passive learning methods produce inferior outcomes in science teaching vs. active learning. This webinar investigates methods for leading institutional change to ensure optimal pedagogy for teaching health science learners. Domains discussed include the curriculum, faculty development and the physical aspects of the learning environment.

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Developing Questionnaires for Educational Research: You Can’t Fix by Analysis What You’ve Spoiled by Design
Anthony R. Artino, Jr., Ph.D.  Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA

Questionnaires are widely used in medical education, yet few medical educators are familiar with the best practices of questionnaire design. This webinar introduces participants to a systematic, seven-step design process for creating high-quality questionnaires fit for program evaluation and research purposes.

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Not your grandpa’s CME: what we know (and need to know) about the continuing professional development of physicians

Dave Davis, MD, FCFP Professor Emeritus, Family and Community Medicine, University of Toronto, Canada

CME, CPD and the effective care of patients: what we know, what we don’t know and – most importantly - why we should care.

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Learning across the professions:  medical educators and teacher educators in dialogue

Professor Vivienne Marie Baumfield, Centre for Research in Professional Learning, University of Exeter, UK and Dr Jane Stewart, School of Medical Education, Newcastle University, UK

What is gained and lost in the translation of approaches to learning to promote evidence based practice across the teacher education and medical education communities? Can inter-professional dialogue on the costs and benefits of curriculum development support the education of teachers and doctors now and in the future?

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Feedback can enhance mutual professional growth: But how can we promote bidirectional conversations?

Dr. Subha Ramani, MBBS, MMEd, MPH, Harvard Medical School, Brigham and Women’s Hospital, United States

Medical educators report numerous challenges to providing feedback. Additionally, there is often a mismatch between the perceptions of providers and recipients on the quality of feedback. A specific area that warrants further discussion is the concept of bidirectional feedback which could enhance the quality of feedback overall.

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Why do you care about that?

Ayelet Kuper and Cynthia Whitehead, The Wilson Centre, University of Toronto, Canada

The values that drive medical education scholarship and research Understanding the values that drive our scholarly practices helps refine our research questions, target our educational efforts, and maintain our passion about our work. In this webinar, we will delineate different approaches to values in research, model outlining the values underpinning our own work, and challenge participants to articulate the values that drive their own work.

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Clinical decision making as a special case of scientific reasoning? Theory and practical implications for medical education

Martin Fischer, Institute for Medical Education, University Hospital of LMU Munich, Germany

Every graduate leaving university should be able to make evidence-based decisions in practice and provide good reasons for these decisions. Medicine is a field that is characterized by multiple decisions with important and often immediate consequences for patients and society. This webinar focusses on an interdisciplinary model for scientific reasoning and argumentation. It will describe clinical decision making as a special case of reasoning and argumentation in various contexts. The aim of this webinar is to summarize important insights into how clinical decision making works and how it could better be fostered by medical educators. It is aiming at clinical teachers who are interested in a better understanding of clinical reasoning and how it could be taught
better in the future.

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Building a scholarly (and outcomes oriented) interest in CPD

Dave Davis, MD, FCFP &  Mary G. Turco, EdD, Mohammed Bin Rashid Univ of Medicine & Health Sciences, Univ of Toronto, Giesel School of Medicine

Much research in medical education focuses on medical students and their learning environment, and - with less emphasis – on the residency training period and its challenges. There exists however a huge research agenda related to the education of practicing clinicians, representing the field of continuing professional development, often termed CME or continuing medical education. The agenda, derived from the last, longest and arguably most important phase of health professional education, is critical to understanding and effecting best outcomes in healthcare and optimizing health professional performance.

In contrast, most faculty members think of ‘CME’ as the delivery of lectures, thereby missing the breadth, scope and potential of lifelong learning and the opportunity to create and improve clinical learning and practice.

This webinar will focus on ways to increase faculty interest in the study, impact and improvement of CPD at local and national levels by: providing an overview of the field and the current state of knowledge; presenting topics as yet un- or under-researched; and providing examples of dynamic, evidence based research and scholarly entities in North American medical and health sciences schools and specialty societies.

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Introduction to Progress Testing

Professor Adrian Freeman, University of Exeter Medical School

Increasingly schools are adopting progress testing, either formatively or summatively, to take advantage of many attractive features of this mode of assessment.  It aligns with modern methods such as programmatic assessment, and can provide rich feedback for students, educators and faculties alike.  It can demonstrate high levels of test validity, while providing reliable outcomes that are educationally defensible with a strong statistical basis.

The webinar will present an overview of progress testing including differing objectives from formative along the spectrum to use as exclusive summative assessments. There will be opportunities for discussion around all aspects including logistical issues of delivering tests.  Examples will be shown of the types of feedback and how the tests can be used for progress decisions.

The presenter has been involved with the development and delivery of progress tests for over 15 years. This webinar can serve as an introduction to progress testing or as an opportunity for those already involved in the area to consider further opportunities and developments

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Awarding Continuing Education Without Time As A Metric

Kathy Chappell, PhD, RN, FNAP, FAAN, American Nurses Credentialing Center

The American Nurses Credentialing Center (ANCC), as the leader in accreditation of continuing nursing education, is piloting an innovative method of awarding continuing education (CE) credit to nurses using an outcome-based model. This model is designed to integrate a learner/team-directed educational approach that incorporates performance and quality improvement expectations into learning experiences, which can positively impact nursing practice, patient, and/or systems outcomes.  
 
The outcome-based CE credit system does not utilize a time-based metric, but instead requires validation of learner engagement and performance. This model has five levels, beginning with articulation of knowledge and skills and progressing through application, demonstration, integration and impact on practice, patient, and/or system outcomes.

Five ANCC Accredited Providers of CE are participating in the pilot.  Each organization developed its own educational activities and recruited registered nurses to provide qualitative and quantitative evaluation feedback. The feedback is being used to better understand how awarding outcome-based CE credit may impact the educational experience.

Aim: Review an outcomes-based model for awarding CE credit without time as a metric, and explore lessons learned from an innovation pilot.

Target Audience: Faculty, professional healthcare educators, and learners interested in exploring alternative methods of awarding CE credit.

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Creating OSCE Stations that Address Cultural Competence – a 5-Step Best Practice Approach

Date/Time:  Thursday 16 November - 1700 UK/GMT

Elizabeth Krajic Kachur PhD & Lisa Altshuler, PhD

With healthcare providers and patients moving around globally, cultural competence becomes essential.  Over the last 18 years we have organized Culture OSCEs and single culture stations in more general OSCEs for learners across the health professions education continuum.

The session will review special considerations relevant for cultural competence training and assessment in OSCEs.  It will be organized in five steps:

1. Needs assessment (what are frequently encountered challenges)
2. Case Writing (how to create effective case materials)
3. Station Preparation (recruitment and training of standardized/simulated patients (SPs) and simulated providers)
4. Station Management (how to help SPs maintain their case portrayal)
5. Program Evaluation (how to assess station effectiveness).  Best practices will be addressed.

Expected Audience: Individuals concerned with cultural competence training

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Simulation based education: understanding the social-cultural complexity of a surgical boot camp

Date/Time:  Wednesday 29 November - 1400 UK/GMT

Professor Jennifer Cleland, University of Aberdeen, UK

The focus of simulation-based education (SBE) research has been limited to outcome and effectiveness studies. The effect of social and cultural influences on SBE is unclear and empirical work is lacking. In this webinar, I present ethnographic work which focuses on exploring and understanding the complexity of context and social factors at a surgical boot camp (BC).  I will introduce the theoretical lenses of complexity and activity theory and Bourdieu’s concept of ‘capital’, and explain how these were used to better understand the socio-cultural influences acting upon, and during, two surgical BCs, and their implications for SBE.   I will discuss how a BC is as much about social and cultural processes as it is about individual, cognitive and acquisitive learning.

This webinar will be of interest to anyone involved in planning and/or researching bootcamps specifically, and simulated based medical education more generally.

 

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Diversity and gender in medical education p.3: the complexities of assessment of intercultural competence in the diverse environment of the contemporary medical education

Date/Time: Wednesday 13 December - 14:00 UK/GMT

Hannah Leyerzapf, Janusz Janczukowicz & Petra Verdonk, VU University Medical Center; Centre for Medical Education, Medical University of Lodz

This webinar is the third part of the “Diversity and gender in medical education for experts and beginners” series of AMEE on-line meeting. While the first part formed the theoretical foundation for discussion on diversity and gender, and the second part was focused on presenting practical teaching and learning methods, and sharing educational experience, in this webinar, we will discuss our experiences and the currently available evidence on assessing what is so difficult to measure- cultural competence and diversity issues in medical education. The webinar will cover both formative and summative assessment and the instruments appropriate to assess all domains of cultural and diversity-related competence. We will also discuss a non-yet fully understood implicit bias related to ethnicity, gender and other intersecting factors characterising the dynamics of interactions between examinees and examiners and influencing the quality of assessment consistent with principles of health equity and social justice.

For this webinar we are implementing a novel format with two facilitators presenting the formal part of webinar and the third moderating the chat and summarizing it at the end to give an overview of the discussion and the whole meeting.
 

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