How to access webinars

MedEdWorld Webinars are recorded and archived and are available to AMEE/MedEdWorld 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

  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]

how-to-access-webinars

2010 Archive

Researching Professionalism in Healthcare Education: Revisioning the Four Research Questions

Charlotte Rees, Centre for Medical Education, College of Medicine, Dentistry & Nursing, University of Dundee, UK

Summary: Medical education has seen an explosion of research into professionalism over the last decade or so. Professionalism research typically centers on four interrelated research questions: what is professionalism? How should professionalism be taught? How is professionalism learnt? How should professionalism be assessed? Research has overwhelming been concerned with the formal curriculum for professionalism—most notably technical issues from an individualist perspective such as the reliability and validity of assessment tools for professionalism. This webinar instead pays attention to the most under-researched of the four questions: how professionalism is learnt. Associated with the informal and hidden curriculum and underpinned by an interactionist/social rather than individualist perspective, Charlotte will use examples from her own program of research on medical students’ professionalism dilemma experiences in three countries (England, Wales and Australia) to argue for a revisioning of professionalism research. She will also discuss the crucial interplay between the informal/hidden curriculum and the formal curriculum and argue for a shift from conflict (between the formal and informal/hidden) to complementarity.

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Digital Professionalism

Rachel Ellaway, Northern Ontario School of Medicine

Summary: Much of our professional and personal lives are conducted through digital media that remediate the ways in which we interact with each other and the world. Medical education has been notably slow to acknowledge the importance of informatics skills and is in complete denial over digital professionalism. Dr Ellaway will outline the issues and opportunities associated with integrating informatics and digital professionalism within healthcare professional education. Participants will be encouraged to take away a vision for realigning teaching, learning and assessment within the current and emerging digital milieu.

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Improving Workplace Evaluation of Trainees through the RIME Method

Louis Pangaro, Uniformed Services University

Summary: In the reporter-interpreter-manager-educator framework (RIME) domains are combined into behavioural roles, which can be used to communicate minimal expectations for levels of training. This synthetic alternative to the familiar, analytic model (in which knowledge, skills and attitudes are looked at separately) may be combined in a system with frame of reference training to enhance the reliability and validity of workplace evaluations of medical students and other trainees. This Webinar will describe this “low tech” alterative to capturing professional development using descriptive language in a semi-quantitative way. (Pangaro, Medical Teacher. 22(5), 478 - 481, 2000. Pangaro, Clinical Anatomy, 2006, 19: 419-428.)

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Assessment of Competence in a Post-Psychometric Era*

Brian Hodges, University of Toronto, Wilson Centre for Research in Education

Summary: Since the 1970s, assessment of competence in the health professions has been dominated by a discourse of psychometrics emanating from North America that emphasises the conversion of human behaviours to numbers and prioritizes high-stakes, point-in-time sampling and standardization. There have been many positive effects of this approach including increased fairness to test takers and an explosion of research and development of assessment tools and methods. However, some limitations of an overemphasis on the psychometric paradigm are becoming evident. These include loss of clinical authenticity due to over-standardization, separation of learning and testing, decreased feedback as a result of test security and an under-emphasis on tools that are inexpensive, practical and can be used longitudinally in practice settings. Further, as researchers from anthropology, sociology, linguistics and the humanities enter the field of health professional education attention is being brought to the rhetorical, ethical, socialization and power dimensions of assessment. The future will be dominated by competence-based and workplace-based assessment as the locus of competence shift from competence of individuals to competence of teams. This webinar explores the implications of these changes for the assessment of competence in a post-psychometric era.

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The Worldwide Evolution of Master's Degree Programs in Health Professions Education

Ara Tekian, University of Illinois, Chicago

Summary: Up until 1996, there were only 8 masters-level programs in health professions education (HPE) leadership; currently, there are 39 programs. The purpose of this Webinar is to provide information and perspectives about the available masters programs in HPE worldwide, with a focus on their mission, objectives, content, instructional strategies, format, duration, and cost, as well as the similarities and differences among them. There is a need to establish criteria and mechanisms for evaluation of these programs. The geographic misdistribution of these programs is a major concern.

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How to Set Up a Medical Education Unit

Trudie Roberts, Medical Education Unit, University of Leeds

Summary: Many institutions are now setting up medical education units and departments. Over 10 years ago Professor Roberts moved to the University of Leeds and began to build up the medical education unit in the Medical School.

There are many different models of medical education units and in this webinar she will explore the different types of organisations and their purposes. She will also look at what characteristics appear to contribute to successful units throughout the world. She will also draw on personal experiences both in Leeds and elsewhere to look at initiatives that were both successful and less so.

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Workplace-Based Assessment – Fit for Purpose?

Jonathan Beard, Sheffield Vascular Institute

Summary: This Webinar will be of interest to all those involved in the implementation of Workplace Based Assessment. The focus will be on the assessment of doctors in postgraduate training, but many of the principles apply equally to the assessment of student doctors.

Workplace Based Assessment (WBA) has become an integral part of most competence-based postgraduate medical curricula. Many WBA tools have been created and implemented with little or no evidence for their utility, i.e. reliability, validity, acceptability and cost. This has led to WBA being viewed with suspicion by many doctors as an unnecessary tick-box exercise.

During the Webinar, Professor Beard will discuss a range of issues concerning WBA including:

- The role of WBA in a curriculum – what is the purpose and can there be dual use?

- The design of WBA – are the current tools fit for purpose and can they be improved?

- The timing and frequency of WBA – when and how often should it be undertaken?

- Making time for assessment – does it impact on service and what is the cost?

- Selection of assessors - can anyone be an assessor and what training is required?

- Giving feedback after an assessment – what is the best method?

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Informing Self-Assessment: How can we as educators help

Joan Sargeant, Division of Medical Education, Dalhousie University, Canada

Summary: The ability to accurately self-assess is currently in question. Recent research proposes a notion of “informed” self-assessment; i.e., a process describing how learners’ and professionals’ self-assessments can be informed through external and internal sources of information. It appears as a dynamic process of accessing, interpreting, and responding to external and internal data. This presentation will describe a model of informed self-assessment and discuss implications for medical education regarding the facilitation of learners’ use of information to inform their own assessments of their performance.

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Application of Learning Concepts in Curriculum Planning

Zubair Amin, National University of Singapore

Summary: This webinar aims to introduce common concepts in curriculum planning and their practical application. Three concepts will be discussed: active learning, integration and contextualization. For each concept, there will be brief explanation, illustrative examples, and practical applications. Finally, there will be demonstration of a module that incorporates principles outlined above.

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Daring to Step Into the Intersection - the future of medical education

Ronald M Harden, Professor of Medical Education, Dundee University and General Secretary of AMEE

Summary: It was argued in a much acclaimed presentation at a Medbiquitous conference in London, April 2010 that the challenge for the future lies in a closer collaboration between medical teachers, psychologists, learning technologists and educationalists. The theme is developed further in this webinar in relation to five trends: adaptive learning, real or authentic learning, international learning, outcome-based education and the continuum of education.

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Practical Guideline for Effective Feedback Sessions

Sharon Krackov, Associated Medical Schools of New York, USA

Summary: Feedback is an essential component of the teaching and learning process. Constructive feedback from the teacher gives the learner insight into his or her actions and their consequences. Feedback allows the learner to better fulfill his/her goals and objectives. An effective feedback process helps the teacher successfully achieve the course or program objectives. The ideas and strategies in this webinar are intended to help make feedback a more productive experience for both the teacher and the learner.

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Setting Standards on Written and Clinical Examinations

John Norcini, FAIMER, USA

Summary: Summary: The goal of this session is to familiarize the participants with the major methods for setting standards [i.e., selecting the pass-fail point(s)] on written and clinical examinations. The session will start with a very brief overview of standards, how they differ from scores, the two types of standards, and the characteristics of a credible standard. The second part of the session will focus on specific methods of setting standards, including Angoff’s method and the contrasting group method. Steps in the implementation of each will be described. Active engagement will be encouraged throughout.

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Curriculum Transformation: useful hints to facilitate the process

Trevor Gibbs, Ukraine National Medical Academy of Postgraduate Education, Ukraine

Summary: Despite twenty years of curriculum transformation, there are still many schools of Medicine and Healthcare that are only just considering changing their curricula. The process was never easy and with present constant and rapid evolution in the world of medical education, is now even harder and anyone faced with the task can expect major difficulties. Using experience drawn from curricula transformation from around the world, this webinar will introduce the important steps in curricula transformation, explore how to overcome some of the difficulties through a structured approach and, through debate, discuss the opportunities and challenges faced.

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Strategies for Incorporating Complementary and Alternative Medicine into the Medical Curriculum

Adi Haramati, Georgetown University School of Medicine, USA

Summary: This presentation will focus on the challenges faced by faculty to introduce new content into the curriculum and the strategies necessary to be successful. For controversial topics such as complementary, alternative and integrative medicine, the barriers are more formidable. Dr. Haramati will draw on the experience of several initiatives in US medical schools that were funded by the National Center for Complementary and Alternative Medicine to develop model curricula. Some of this work has been summarized in a collection of articles that appeared in the October 2007 issue of Academic Medicine.

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Medical students' conceptions and ways of using social media

Kati Hakarainen, Medical School University of Tampere, Finland

Summary: In this webinar, definitions and characteristics of social media are described. The genres of social media (content creation by blogs and wikis, content sharing by Facebook etc) will be discussed. Medical students increasingly cite social media like Wikipedia when seeking information. Do they see social media only as source of information or do they have a more active role in it? How do they see social media in context of their learning? And do they expect that their teachers should implement means of social media? These aspects will be discussed in the webinar.

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Getting Started in Medical Education Research and Scholarship

David Cook, Mayo Clinic College of Medicine, USA

Summary: In this interactive workshop, participants will explore a scholarly approach to the design and evaluation of educational activities and research projects. First we will review the importance of educational scholarship, and identify aspects of medical education practice that require more complete understanding. We will then discuss a three-step approach to planning scholarly projects: 1) Identifying the scholarly question; 2) Using appropriate methods; and 3) Selecting appropriate outcomes. We will conclude with a discussion of challenges facing education scholars, review practical ways to overcome these challenges, and discuss tips for getting started.

Objectives:At the completion of this workshop, participants will be able to:

  1. Describe essential elements of scholarship.
  2. Refine a study question by developing focused problem statements and statements of study intent.
  3. Select appropriate study designs and methods to minimize threats to study validity.
  4. Select outcomes appropriate to study purposes, and distinguish outcomes, measures, and instruments.
  5. Identify and address barriers to conducting education scholarship in their home institution.

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Motivation, study orientations, and well-being of medical students

Kirsti Lonka, KarolinskaInstitutet and University of Helsinki, Sweden

Summary: Medical students comprise a highly selected population whose academic achievement is usually good. Only recently however, questions have been raised about the motivation of medical students. Concerns have been raised, however, about the fact that study strategies during medical school appear to develop in ways that may not be optimal. Already more than ten years ago it was pointed out that surface approach to learning increased, and more meaningful approaches to learning decreased during medical school. Medical teachers need new tools for measuring study orientations, motivation, and well-being. MED NORD, a new diagnostic tool, was developed to reliably measure medical students’ study orientations (Lonka et al, 2008). It can be used to explain what lies behind study success and students’ experience of learning.

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Controversial issues in simulation

Roger Kneebone, Imperial College London, UK

Summary: Simulation is becoming increasingly prominent in a rapidly evolving landscape of clinical education, and considerable resources are being allocated to it. Although widely used both for training and assessment, however, simulation often takes place without a clear theoretical framework.

This webinar will examine simulation at a conceptual level, exploring issues of realism, fidelity and access. Drawing on the Imperial group's work with hybrid simulation, the presentation will argue that simulation must be firmly rooted in the real world of clinical care. Current advances (such as Distributed and Seamless Simulation) will be used as a springboard for discussion.

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Selecting Medical Students

David Powis, University of Newcastle, Australia

Summary: Traditionally, high academic ability has been the major, if not the only, criterion for selecting medical students. But a good doctor requires more than academic ability. This webinar will describe the basis of a comprehensive model for selecting medical students on a range of criteria including academic achievement, general cognitive ability, aspects of personality and interpersonal skills. A psychometrically robust procedure by which the model can be used to make selection decisions will be described, with practical suggestions of how it may be applied in practice to maximise the probability of making appropriate, fair and defensible selection decisions.

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Tips on Publishing in Medical Education Journals

Kevin Eva, McMaster University, Canada.

Summary: The goals of this workshop will be to provide authors (or potential authors) with a better understanding of what makes a good paper, where the common pitfalls lie with respect to writing and submitting papers, and what goes on ‘behind the scenes’ of the publication process. The potential benefits include an increased understanding of what it takes to publish in medical education journals specifically and the scientific literature more broadly. Participants will be asked to consider the following questions and issues: (1) What problems are commonly encountered, (2) What makes a good paper? Why do papers get accepted or rejected? (3) What happens to a paper during the review process? (4) Issues of style; (5) Ethical aspects of publication.

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How to Foster Creativity and Innovation in Medical Education

Elizabeth Kachur, Medical Education Development, New York, USA.

Summary: Every field needs new ideas in order to retain its vitality. Similarly, creativity is important for the growth of individuals and institutions. There are personal and institutional strategies to promote new approaches to learning, teaching and administrative tasks. They can work even when difficult-to-influence environmental factors have a stifling effect. Everyone has the potential to be creative, but producing innovations requires work and courage to change. This webinar will cover the following topics:

  • What is creativity? (definitions and models)
  • How creative are we?
  • Personal strategies for enhancing creativity and innovation (e.g., lateral thinking, seeking inspiration from outside of your field, idea inventories)
  • Institutional strategies for enhancing creativity and innovation (e.g., innovation awards, culture change, personnel exchange)

Individually and jointly we can do a lot to make our work more rewarding and help move medical education forward.

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General principles in assessment of professional competence

Cees van der Vleuten, Department of Educational Development and Research, Maastricht University, The Netherlands

Summary: Assessment is one area of medical education where there has been substantial progression in the last 50 years. The development of new assessment procedures and solid research around these procedures have contributed considerably to our understanding of assessment. This webinar will explore assessment from a more conceptual level. From the consistencies of the research general principles of assessment will be inferred. A distinction will be made to established assessment methods and relatively recent methods. The generic principles from the established assessment technology are well grounded in research. Principles from more recent assessment technologies are either derived from preliminary research, personal observations and experiences with implementations. Each of these principles have clear practical implications and these will be discussed.

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The challenge of Net Generation learners in medical education

John Sandars, Medical Education Unit, Leeds University, UK

Summary: Technology and the Internet have become pervasive in modern life but what are the implications for medical education, both undergraduate and postgraduate? This webinar will explore the characteristics of Net Generation learners and also highlight their selective use of Technology and the Internet for learning. The implications for medical education will be discussed, especially the challenge of developing new competences that will be required for both learning and teaching. Now is the time to respond to the challenge if the full educational potential of Technology and the Internet is to be realised!

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Coaching and assessment in workplace learning

Erik Driessen, Maastricht University, The Netherlands

Summary: In this webinar, we focus on learning from practice in the medical workplace for which self-directed assessment seeking and reflection are critical and a mentor is of great importance. First, we will discuss an example of a routine for learning from practice that mentors can use to stimulate self-directed assessment seeking and reflection. Next, we will elaborate on strategies for providing feedback. Finally, we will describe instruments that can be used for assessment and reflection: multi-source feedback and portfolios.

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Humility: A vital, too-often neglected, element of effective medical education

Hilliard Jason, University of Colorado, USA

Summary: Professor Jason will encourage participants’ reflections on the negative consequences of arrogant behavior and the desirable consequences of humility in the day-to-day actions of teachers, as well as in the design of educational programs. Arrogant behavior in education includes deciding in advance what every student needs, allowing insufficient time for student questions, and engaging in activities that cause students to withhold their concerns. Humility is evident in teachers who are open to learning from their students, and in those who seek to be role models of the essence of what it means to be good scientists. Hill will encourage participants to identify ways that they can take steps to shift their own teaching behaviors toward the humility-end of the arrogance-humility continuum, if they choose.

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

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