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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]



2011 Archive

The Global Consensus for Social Accountability of Medical Schools

Robert Woollard, University of British Columbia, Canada

Summary: This webinar will be an interactive exploration of the social responsiveness, responsibility and accountability of medical and other health professional schools. Based on a Global Consensus for Social Accountability of Medical Schools it will discuss the derivation of this consensus and the current efforts to integrate its description of a socially accountable medical school into the educational and health service systems in a way that promotes transformative change in order to respond to the current global crisis in health human resources.

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Teaching Medical Professionalism-From Theory to Practice

Richard & Sylvia Cruess, McGill University, Canada

Summary: There is general agreement that teaching medical professionalism requires a structured program that both communicates the nature of contemporary professionalism and specifically addresses the development of a professional identity, a gradual transformation through which students “come to think, act and feel like a physician”. This is facilitated through the process of socialization, which relies heavily upon role models and reflection on learned experiences. The Webinar will discuss the cognitive base of medical professionalism, linking it to medicine's social contract. It will attempt to present the theories of identity formation and socialization in order to assist medical educators in providing a learning environment which facilitates the development of a professional identity.

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Workplace-based assessment in medical education

Marjan Govaerts, Maastricht University, The Netherlands

Summary: Recent developments in the continuum of medical education reveal increasing interest in workplace- based assessment (WBA) of professional competence. In outcome-based or competency-based training programs, WBA is almost a sine qua non. Medical professionals have to be able to evaluate, improve and provide evidence of competent day-to-day performance throughout their careers. WBA seems to be able to pre-eminently serve both formative and summative assessment functions. Implementation of WBA, however, has proved to be difficult. Furthermore, utility of assessment outcomes is often compromised by weaknesses in the nature of rater judgments and questionable psychometric performance.

In this webinar we will discuss preconditions for implementation of WBA to be successful. We will furthermore focus on the nature of professional judgment in workplace-based assessment situations and implications for WBA design, training and selection of raters.

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Teaching Evidence Based Medicine: a practical approach?

Prof Antonio vaz Carneiro, Lisbon University, Portugal

Summary: Evidence-Based Medicine (EBM) has become a major methodology to support medical decision making, health management and health policies. Clinical governance, quality assurance and clinical practice guidelines (to name only a few) all have in common the belief that sound scientific evidence can and should be used to achieve better care. Teaching EBM must then be crucial to achieve the improvement of clinical practice, empowering health professionals with the tools to select, critical appraise, synthesize and apply the best available evidence in clinical care. In this webinar we present our experience in teaching EBM for pre and post medical graduates, with a focus on creating practical tools to support medical practice.

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An Overview of Generalizability Theory with Applications

Andre de Champlain, National Board of Osteopathic Medical Examiners, USA

Summary: Reliability is a key psychometric property that needs to be assessed with all examinations. That is, to what extent are my test scores reproducible or consistent across situations e.g., across time? Performance assessments pose additional challenges in that multiple sources of variance can contribute measurement error and detract from the reliability of scores or decisions. Generalizability theory provides a useful framework to partition these sources of error and properly estimate reliability.

The aim of this session is to provide an overview of generalizability theory models and related key concepts. This webinar will be supplemented with several illustrative practical examples.

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Working with Entrustable Professional Activities to link competencies to the clinical workplace - theory and practice

Olle ten Cate, University Medical Centre, Utrecht, The Netherlands

Summary: Competency-based medical education has entered medical training broadly in the last ten years. The CanMEDS, ACGME and other competency frameworks have been welcomed as they better describe the qualities a physician should posses. After its acceptance, the translation of such frameworks into regulation of teaching and assessment in practice is found to be less easy. To define exactly what a competent physician looks like in the practice of patient care and to evaluate this, linked to the new competencies and roles has proven painstaking. Translating competencies into behaviour often leads to detailed descriptions that are hard to work with.

Entrustable Professional Activities (EPAs) as a concept was designed to turn to medical practice, as the heart of medical education and as the starting point for teaching, assessment and the mapping of competencies. EPAs can be defined as units of professional practice, that are to be entrusted to trainees once they have shown sufficient competence to act unsupervised. All EPAs together constitute a profession. Working with EPAs and formal entrustment decisions has many potential advantages, among which to serve as milestones in development, to operationalize a time-independent, but truly competency-based progression, to stimulate patient-safe training and practice, to guide the practice of supervision and to ease portfolio-based licensure.

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Researching work-based learning

Pim Teunissen, Maastricht University and VU University Medical Center, the Netherlands

Summary: Much of the medical educational continuum takes place in the medical workplace. The workplace offers learners authentic experiences, a clear learning goal, and numerous resources. But at the workplace, the main focus lies on healthcare, not on education. To help learners benefit optimally from work-based learning, research on learning and development in the workplace is indispensable. There are multiple theoretical concepts that can be applied to this field of research. In this Webinar socio-cultural and cognitivist research on workplace learning in medicine will be discussed from a social constructivist viewpoint. Implications of for future research and work-based education are discussed.

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Learning & change in a time of stability and instability in health professions education: Through the lens of complex adaptive systems

Stewart Mennin, University of Maastricht & University of New Mexico

Summary: We are all seeking to maximize both stability and change in our work and in our lives. How we understand the conditions that can promote change affects how we approach our work as teachers, learners, leaders and managers in health professions education. This Webinar will examine interactively some of the key ingredients fundamental to the dynamics of change and stability using the the context of health professions education. Questions posed will include, among others: What might be a useful framework for promoting change? What are some examples of institutional change that are best understood in the context of complexity ideas? Is there an “easy” way to understand complexity? How do complex adaptive systems learn? How is complexity being used in the health professions? What more do we need to learn to go further?

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What is social accountability for a medical school and how can it be measured

Summary: More than ever are we facing the challenge of providing evidence that what we do responds to priority health needs and challenges of the ones we intend to serve: patients, citizens, families, communities and the nation at large. Which are those health needs and challenges? Who defines them? How do medical schools organize themselves to address them through their education, research and service delivery functions? Principles of social accountability call for an explicit three tier engagement: identification of current and prospective social needs and challenges, adaptation of school's programs to meet them and verification that anticipated effects have benefited society. Measurement tools need to be designed and tested to steer development in this direction, particularly to establish a meaning relationship between inputs, processes, outputs and impact on health. The Global Consensus on Social Accountability of Medical Schools ( provides a unique opportunity to foster collaborative research and development in an area of great significance for the future of medical education.

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How to run a successful postgraduate elective / scholarship program

Manfred Maier, Medical University of Vienna, Austria

Summary: Due to increased mobility of students and increased opportunities for visiting observerships there is an increased demand for short term scholarship programmes. However, planning and running such programmes in terms of organisation and content is challenging. This is particularly true in the field of Public Health, which requires a network of cooperating institutions to address the interest and needs of participants from foreign countries. Based on our experience from the “Centre for Public Health” at the Medical University of Vienna, this Webinar will present our approach and will discuss selected aspects for developing and maintaining the network required.

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Program Evaluation - Learning how to determine whether your educational course, clerkship or residency training program is 'successful'

Steven Durning, Uniformed Services University, USA

Summary: Evaluating an educational program is a core responsibility for any course, clerkship, or residency director. Accreditation organizations are calling for programs to link educational processes with patient care outcomes. This webinar will help participants understand how they can convert regularly used learner-based assessment products (e.g., grades, tests, and evaluations) into curricular outcomes. A model will be emphasized that uses both quantifiable and qualitative information collected from “Before”, “During”, and “After” an educational program, from a variety of sources. By the end of the webinar, participants will: (1) have an understanding of key principles and challenges with program evaluation; (2) be able to list a framework for program evaluation that uses before, during, and after course measures; (3) understand process measures and product measures for program evaluation.

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What is an ‘excellent’ 21st Century Medical Teacher?

Ronald M Harden, Professor of Medical Education, Dundee, UK and General Secretary, Association for Medical Education in Europe (AMEE)

Summary: This is a time of great change in medical education with the introduction of new learning technologies, the advocacy of new education approaches, advances in medicine and healthcare delivery systems and changing public expectations. In responding to these challenges, the role of the medical teacher is pivotal. This interactive webinar will explore these in terms of the technical competencies, how the teacher approaches the task and their scholarship and professionalism.

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The ABC’s of IRT (Item Response Theory)

Andre de Champlain, National Board of Osteopathic Medical examiners, USA

Summary: The widespread use of item response theory (IRT) models over the past five decades attests to their importance in the development and analysis of tests and items in medical education. IRT models are used for a host of purposes including item analysis, test form assembly, score equating, progress testing, and to determine whether an exam is well-targeted, in terms of its overall difficulty level, to the proficiency level of candidates. The latter application, in particular, is central to the success of any computer-adapted examination program.
The purpose of this webinar is to provide participants with an introduction to common IRT models, including the Rasch model, as well as two- and three-parameter logistic models and to discuss practical applications of IRT in various aspects of medical education and assessment. Pertinent references that cover these topics in greater depth will also be provided to all participants.

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My ideal assessment programme

Cees van der Vleuten, Maastrich University, The Netherlands

Summary: This webinar will discuss a model for programmatic assessment that optimizes the learning function of assessment as well as the decision making on learner progress. The model assumes a self-directed and holistic learning programme, but is generic for learning in the school or learning in the workplace.

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Portfolio Assessment

Erik Driessen, Maastricht University, The Netherlands

Summary: Portfolios are widely used in medical education, not only to stimulate learners to reflect on their experiences and development, but also as a source of information for authentic assessment. Portfolios are increasingly used in workplace based assessment. At this moment many portfolio assessment procedures make use of strict criteria or structured content and do seriously damage the essence of portfolio assessment, i.e. flexibility, personal orientation and authenticity. The use of qualitative information in portfolios requires a more qualitative approach for portfolio assessment. In this Webinar in the possibilities of portfolios for assessment purposes will be discussed. Assessment criteria will be discussed and the usefulness of a more qualitative approach will be shown by describing a concrete portfolio assessment procedure.

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

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