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

2012 Archive

Effective use of E- portfolios in faculty development programs

Abbas Ghavam-Rassoul, Shirley Lee, and Helen Batty, Department of Family and Community Medicine, University of Toronto, Canada

Summary: Portfolio use and supporting reflections of learners is a challenging undertaking in health practitioner education. Participants will leave this session with an understanding of the strengths and weaknesses of different electronic platforms, the utility of reflection support meetings and the use of guidelines for assessment of portfolios.

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The Small Group Experience: Strategies to improve your performance as facilitator

Carol F. Capello and Joseph Murray, Weill Cornell Medical College, New York, USA

Summary: This reflective webinar will discuss practical approaches to managing various types of small groups in the medical education curriculum. Educators will gain confidence in dealing with stresses particular to this teaching modality after learning strategies for assessing group dynamics, addressing problematic behaviours, anticipating a group’s stages of development to help the group perform effectively, and giving formative feedback on longitudinal assessment.

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Science in Medical Education: More than transmitting facts!

Aviad Haramati, Georgetown University School of Medicine, USA

Summary: With the discovery of new scientific information increasing exponentially each year, medical science educators are faced with the challenge of determining how best to educate students in the health professionals in science and how the learning can progress throughout the continuum of medical education. In this webinar, Dr Haramati will share his perspectives on what the competencies and outcomes regarding science should be and how to improve the learning of science by creating an appropriate climate that encourages inquiry and curiosity. He will also advocate a new role for faculty who teach science, which is to participate in the professional development of students through educational interventions that improve professional behaviours.

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An introduction to generalizability theory and its application to common medical education problems

André F. De Champlain, Medical Council of Canada, Canada                                                               

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 webinar 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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Using theory in medical education research

Renée Stalmeijer Maastricht University, Netherlands

Summary: This webinar will introduce participants to sociological, educational psychological and socio-cultural theories relevant to medical education research and demonstrate how they can be used in designing research. The webinar is aimed at participants who are planning to do research in the field of medical education, but have little or no experience with conducting research in the field. This webinar is especially recommended to RESME course participants.

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Ms. Curiosity and Doctor Cat - a dramatic romance

Raquel Correia, 6th year medical student at the University of Lisbon School of Medicine, Portugal

Summary: "-Like so many other couples, Ms Curiosity and Doctor Cat met at the college library. He was a junior resident having an allergic response to dust, she was a young medical student studying asthma..."

A medical student overview on the importance of developing curiosity during medical school years, as a crucial skill on the improvement of doctors drive for continuing medical education throughout different life and professional stages. A recognition that being curious everyday, keeps memory from going away

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Case presentations: learning, identity development and communities of practice

Andrew Grant, Institute of Medical Education, Cardiff University, Cardiff, UK

Summary: In this webinar participants will look at the learning content of clinical case presentations. We will use transcripts from learning encounters. These will be unpacked using Vygotsky's theory of scaffolded learning and the situated learning theory of Lave & Wenger. The target audience for this webinar is clinical teachers and teaching leaders.

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Identifying and applying theoretical paradigms to educational research

Klara Bolander Laksov, Karolinska Institutet, Stockholm, Sweden

Summary: Participants will be introduced to the notion of different paradigms and how they influence research question and design of research in medical education. Participants will get experience of the differences between the paradigms by reviewing alternative research designs based on one case. In doing so, the differences between the paradigms will become more apparent.

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How to design and facilitate focus groups for medical educational program development, evaluation and research

Lee Manchul and Jane Tipping, University of Toronto, Canada

Summary: Focus groups are well-recognized as an effective strategy for collecting qualitative data in a variety of educational settings. They are invaluable in providing educators with insights as to the thinking and motivation of potential learners. They answer questions that surveys cannot address such as: “Why do people think the way they do?” “What attracts people to some events and not others?” “What are we doing that is or is not effective?” This interactive, iterative practical webinar is designed to assist participants in developing the fundamental skills necessary for designing and conducting effective focus groups for educational program design, evaluation and research.

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Developing Medical Schools

David Snadden& Joanna Bates, University of British Columbia, Vancouver, Canada

Summary: This webinar is based on the AMEE guide number 55 which describes the perspective of building new regional campuses of existing medical schools. While many of the lessons are applicable to new medical schools in any country of the world, many countries in all regions of the world are facing rapid expansion of medical training facilities and we hope this webinar will provide ideas to all who are contemplating or engaged in expanding medical school training places, no matter where they are. While the context of such developments may vary in terms of infrastructure, resources and access to technology many themes, such as developing local support, recruiting local and academic faculty, building relationships and managing change and conflict in rapidly changing environments are universal themes facing every medical academic development no matter where it is geographically situated. The webinar will cover Planning; getting going; pitfalls to avoid; and maturing and sustaining beyond the first years.

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Study Guides: An important tool for the teacher and the student in today’s curriculum or training programme

Ronald Harden, AMEE, Dundee, UK

Summary: Closing the communication gap between the teacher/trainer and the student is an important challenge. The education programme too frequently is a ‘Magical Mystery Tour’ with uncertainty as to what students should learn, how they can learn, when they can learn, and how they know if they have learned. Study guides offer a practical approach to closing this communication gap. Study guides support trends in medical education including the moves to self-directed learning, outcome-based education, problem-based learning, integrated curricula, distributed learning and the adoption of a wide range of new learning technologies. The ‘study guide triangle’ will be described as an approach for considering the relative importance of the different elements of a study guide. How a study guide can be used to manage students’ learning, describe student activities, and provide content information will be illustrated. Ideas about how to set about producing a study guide and what makes an excellent study guide will be presented.

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Standard Setting for clinical competence

Kathy Boursicot, University of London, UK

Summary: In this webinar, the principles of standard setting will be explored, with worked through examples of the Angoff method. Standard setting for OSCEs will also be demonstrated and discussed.

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Teaching 'non medical expert' core competencies

Linda Snell, McGill University, Canada

Summary: Frameworks such as CanMEDS and the Scottish Doctor include competencies outside that of medical expertise; these are currently known as the ‘intrinsic’ roles (communicator, collaborator, scholar, manager, health advocate, professional). Many clinical teachers may find these competencies, or metacompetencies more difficult to teach: they may be less familiar with the core content, and they may also be unfamiliar with less commonly-used teaching and learning strategies to develop new skills, form attitudes or change behaviours. Educational strategies such as guided reflection, explicit role modelling, using critical incidents, encounter cards and portfolios add to the teaching toolbox of clinical faculty who must facilitate the learning of all core competencies in the clinical context.

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Introducing an integrated problem-based learning program: Keys for success

Samy Azer, King Saud University, Saudi Arabia

Summary: Worldwide many universities have adapted integrated problem-based learning (PBL) programs with the aim to enhance students’ deep understanding and application of knowledge. However, the introduction of such programs is a demanding process and requires resources, a lot of planning, and organisation. In this webinar we will discuss practical tips for preparing a PBL program and highlight a number of challenges that might be encountered in this process and how to resolve them. The presenter uses his accumulated experience in this area and will provide you with up-to-date educational principles in designing such programs. This webinar will be suitable for curriculum developers, directors of education units as well as medical and allied health educators.

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Researching Problem-based learning: Future challenges

Diana Dolmans, Maastricht University, The Netherlands

Summary: Problem-based learning has been introduced at many school in the medical and health sciences field over the years. Problem-based learning does fit well with current insights on learning, such as active learning, self-directed learning, contextual learning and collaborative learning and as such is assumed to enhance student learning. But, what is known about problem-based learning from the studies that are conducted so far and what are future directions for research on PBL? This webinar will provide an overview of the theories behind problem-based learning, what is known from different types of studies so far and will end with future directions for research on problem-based learning.

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PBL facilitation/tutoring skills: mastering skills on a step-by-step basis

John Tegzes, College of Veterinary Medicine, Western University of Health Sciences, USA

Summary: Small group facilitation is a way of engaging learners in an active way. Problem-based learning and case-based learning are common methods used to teach health professional students in small groups. Facilitation/tutoring skills are crucial to effective small group teaching and learning, but these are challenging to find in the literature. This webinar will highlight skills and strategies educators can use to make small group work more engaging for learners. Specific skills are presented and practiced on a step-by-step basis, and the facilitator/tutor can build their repertoire to engage students in routine and challenging situations. This webinar is based on work done in the PBL and IPE programs at Western University of Health Sciences, where facilitation/tutoring skills have been defined and presented at ongoing faculty development sessions.

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

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