AMEE are pleased to announce the forthcoming webinar schedule.

Webinars offer teachers, trainers, curriculum developers, researchers and anyone with an interest in medical education, the chance to join experts and like minded colleagues from around the glove in a live one hour discussion on a key educational topic.

The webinars are delivered  using the Zoom platform allowing full audio and visual communication and interaction between presenter and participants. To take part in a webinar you need a computer with a good internet connection, a headset with microphone (optional) and a webcam (optional).

AMEE CPD Committee Webinars will also be conducted using the Zoom platform, there is no need to register in advance and a free link will be provided prior to the webinar.


How to sign up

Live webinars are available free of charge!

Archived webinars are available free of charge to AMEE individual and student members. AMEE Institutional members also enjoy one free group access to the archives while AMEE Premium Institutional members can offer individual access to members of their institution.

AMEE members can access the webinar archive here

To access the webinar on the day, following the link in the relevant webinar

If you have any issues, please contact the AMEE Engagement Administrator: [email protected]

How to review medical education manuscripts


Presenter: Richard Hays, Editor AMEE MedEdPublish, James Cook University and the University of Tasmania
Date: 19 November 2019
Time: 10:00 GMT

Summary: Reviewing manuscripts helps readers keep in touch with the latest developments . This webinar is aimed at the general readership and more junior academics the health professional education, where new journals have emerged and increasing numbers of manuscripts are being submitted.  This webinar is aimed at relatively novice reviewers and those who would like to, but have not plucked up the courage as yet.  Information about how to do it will be presented – there are some differences for medical education manuscripts compared to traditional medical research manuscripts – and hopes to inspire greater participation by readers and more junior academics.  While the presentation is based on reviewing for MedEdPublish – the new post publication peer review journal published by AMEE – the material should be relevant to all health professional education publications.

Aim: Reviewing manuscripts is a great way to keep in touch with the latest developments. With the increase in the number s of manuscripts being submitted, we need more reviewers and more reviews.  This webinar presents information about how to do it – there are some differences for medical education manuscripts – and hopes to inspire greater participation by readers and more junior academics.  While the presentation is based on reviewing for MedEdPublish – the new post publication peer review journal published by AMEE – the material should be relevant to all health professional education publications.

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Wake up! We need to talk about teacher identity


This webinar is brought to you by AMEE Faculty Development Committee

Presenter: Professor Peter Cantillon, National University of Ireland, Galway
Date: 26 November 2019
Time: 14:00 GMT

Summary: Identity is not just important in terms of who we think we are, it also defines what we do. The scholarship of teacher identity in the health professions is small compared to the vast literature on professional identity formation, yet teacher identity is a vital consideration for faculty developers and for anyone looking to develop as a teacher. This webinar will reveal what is known about teacher identity in the health professions and will focus in particular on the contingent nature of teacher identity in academic and clinical workplaces. The webinar will cover frameworks for thinking about identity and will offer solutions for shoring up teacher identity in academic and clinical workplaces.

Aim: Teacher identity defines how we think of ourselves and how we act as teachers. Yet, teacher identity is usually positioned as subordinate to clinician and researcher identities in academic and clinical workplaces.  Does this matter? If so, what can we do about it?

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Competency-based medical education - implications for practice


Presenter: Craig Campbell, Royal College of Physicians and Surgeons of Canada
Date:  2 December 2019
Time: 14:00 GMT

Summary: Across the world competency-based medical education is transforming  undergraduate medical education and residency training. However, the implications for how competencies can or will be used to support and enable learning and continuous improvement in practice remains to be defined.

Aim: This webinar will explore how the principles of competency-based medical education can be expressed in a practice context to support learning and assessment strategies; describe how competencies can serve as an organizing framework for the development and implementation of a ‘program of assessment’ that utilizes multiple types of practice data with feedback; and explains how competency-based CPD can contribute to improvements to the quality and safety of care provided by individual physicians, groups of physicians or interprofessional health teams. The webinar will describe the challenges and barriers to how competency-based CPD can be integrated within current CPD frameworks or programs; enhance the delivery of health care provided to patients; and meet public and medical regulatory expectations of the profession to demonstrate how engaging in learning and assessment activities are relevant to their scope of practice and are contributing to the achievement of health care outcomes experienced by patient.

Target Audience: This webinar is aimed at health professionals involved in the design, development or evaluation of CPD interventions; education leaders within health systems; continuous quality improvement specialists, patient safety experts and medical regulatory authorities.

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Emotional intelligence and the Medical Curriculum


Presenters: Chris Skinner, Linda Berlach & Tim Leahy Personal and Professional Development, School of Medicien, University of Notre Dame, Australia
Date: 5 December 2019
Time: 10:00 GMT

Summary: Undergraduate medical curricula as well as professional codes of conduct for doctors  increasingly require affective and emotionally attuned attributes and skills (Australian Medical Council, 2012; Medical Board of Australia, 2014).

Emotional Intelligence teaching and learning is offered early in the medical curriculum as part of the multi-dimensional course aimed at the development of knowledge and skills in self-development and well-being. Over the last five years a mindfulness based stress management program entitled ESSENCE+ has been developed based on a model by Hassed (2008). Emotional Intelligence formed part of this program and was progressively embedded into the first and second year curriculum, through regular small group sessions, experiential learning, lectures and reflective assessment tasks.

Aim: The Webinar will focus on the following:

  1. Succinctly outline the history and the developmental challenges of establishing a model of Emotional Intelligence in a medical curriculum (clarify student learning, medical educator expertise, Patient Centred Care orientation)

  2. Discuss the ongoing educational and political challenges faced in responding to the tensions and questions arising from current emotional intelligence literature (Cherry, Fletcher, O’Sullivan, & Dornan, 2014)

  3. Provide an opportunity to understand and experience examples of emotional intelligence learning exercises, within the context of an overall Health and Well Being course initiative.

  4. Based on own experiences and discussion generated through emotional intelligence experiential examples reflect on application to one’s own educational contexts

  5. Conclude with question and answers on importance for future medical doctors to have optimum Emotional Intelligence levels.

Who should attend: Curriculum reviewers and designers, medical educators, pastoral and clinical educators, counselling and support staff, administrative and senior policy executives

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The power of observation: How to be an observer to give feedback to a small group facilitator


Presenter: Johnny Lyon-Maris, GP Education Unit, Southampton UK
Date: 12 December 2019
Time: 14:00 GMT

Summary: This webinar is based at educators who act as observers and give specific feedback to the facilitator of a small group.  Observation is a two way process, learning from the facilitator but also giving specific feedback to the facilitator.  My methods include the learning environment, facilitator talk time, facilitator statement count and statement flow.  These techniques are evidenced for the facilitator to see and be given precise feedback on their skills.

Aim: This webinar will give the watcher a framework to give the facilitator evidenced feedback.

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How to develop a culturally sensitive professionalism curriculum


Presenter: Ming-Jung Ho, Center for Innovation and Leadership in Education, Georgetown University, Washington D.C.
Date: 16 December 2019
Time: 14:00  GMT

Summary: Medical professionalism is valued globally. However, medical professionalism is a social construct which varies according to cultural contexts. Western frameworks of medical professionalism articulating patient autonomy may not resonate with non-Western cultural values on family involvement in medical decisions. This webinar will introduce participants to a systematic approach to develop a medical professionalism curriculum which fits their institutional cultural context.

The webinar is aimed at any health profession educators who teach and assess medical professionalism.  

Aim: Medical professionalism is valued globally. However, medical professionalism is a social construct varying according to cultural contexts. This webinar will introduce participants to a systematic approach to develop a medical professionalism curriculum which fits their cultural context. The webinar is aimed at medical educators who teach and assess medical professionalism.

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Entrustable Professional Activities: the magic bullet in medical education?


Presenters: Marjel van Dam, University Medical Center, Utrecht and Marije Hennus, Wilhelmina Children's Hospital Utrecht, The Netherlands
Date: 16 January 2020
Time: 14:00 GMT

Summary: Entrustable professional activities (EPAs) are hip and happening in medical education. But are they here to stay? After briefly introducing ourselves, we will discuss the current role of EPAs in medical education. Drawing from our personal experience with developing, implementing and using EPAs in (post graduate) medical education, we will focus how to use EPAs and touch upon their do’s and don’t’s. Furthermore, we will elaborate on EPAs as either a formative or summative way to assess students and discuss whether EPAs should replace or rather be complementary to existing assessments. Finally, we will share our tips and tricks. All this will be presented in a most interactive setting.

This webinar is aiming at medical professionals with a special interested in medical education and educationalists.

Aim: Entrustable professional activities (EPAs) in (post) graduate medical training: magic bullet or not? How to define and use  EPAs in medical education.

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Advancing Social Accountability: the role of the ASPIRE Award and accreditation


Presenter: Professor Robert Woollard, Faculty of Medicine, University of British Columbia
Date: 21 January 2020
Time: 14:00 (UK Time)

Summary: Twenty-five years after the WHO proposed the concept and importance of “social accountability” for health professional institutions, much has happened in refining and applying the principles in various jurisdictions around the world. A global consensus has defined the area and a World Summit has outlined actions for more concerted impact https://thenetworktufh.org/wp-content/uploads/2017/06/Tunis-Declaration-FINAL-2.pdf.  AMEE has initiated an ASPIRE Award for social accountability and the criteria for excellence have been refined and a number of schools have achieved this. A global consensus paper on the role of accreditation in advancing social accountability has been published in Education for Health (Aug 2019), advanced at the Network TUFH meeting in Australia and will be further coordinated at a planned meeting in Canada hosted by AFMC in April. The webinar will cover the trajectory of various initiatives to assess the state of social accountability and draw on the wisdom and experience of participants to foster emergent collaborations at the global scale.

Aim: Various national and international initiatives have advanced the ideas and practice of social accountability of health professional education over the past 25 years. This webinar will call on participants to reflect on the roles of accreditation and ASPIRE awards in fostering global impact on the health of populations and the environment.

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Medical Humanities: A way to transform society


Presenter: Jonathan McFarland, Sechenov University, Moscow
Date: 11 February 2020
Time: 14:00  GMT

The humanities are now very topical in medical education; for instance, in the last AMEE Conference there was a whole theme dedicated to them. More and more understand that the humanities are needed to restore balance to an increasingly scientific and technologically orientated curricula. The practice of medicine is however to do with people, and the humanities are necessary to help health professionals deal with people's preoccupations, worries and concerns. Taking this as a starting point the main concern of this webinar will be how the (re)introduction of the humanities into medical education and practice can help not only on an individual and personal level (i.e. the Doctor - patient relationship) but also on a wider societal and global level. How the humanities are needed to help change and transform society at this critical and complicated moment.

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Lessons from Medical Students Simulation Olympic (Simlympic) Games, the first team-based clinical skills competition event


Presenter: Kazunobu Ishikawa, Office of Medical Education & Simulation Center for Outstanding Professional Education SCOPE, International University of Health and Welfare, Tokyo-Narita, Japan
Date: 18 February 2020
Time: 11:00 GMT

Summary: To encourage broad use of simulation-based medical education and to establish partnership for objective structured clinical examination after clinical clerkship among medical teachers, we hosted the first team-based clinical skills competition events for medical students in Japan, named ‘Medical Students Simlympic Games 2014, 2015, 2016 and 2017’. Student teams participated on a voluntary basis challenged OSCE-style skills tests in 6-8 stations, which actively utilized the strength of simulators or simulated patients. Different from conventional OSCE, which assess learner’s personal competency, our Simlympic games imposed clinical skills tests on 3 members. Team effort and leadership were assessed as well as personal skills such as medical interview, physical assessment and clinical decision making. For teachers, forming a committee for this national event have leaded to further understandings of clinical education and alliance among medical schools. In the webinar, I would like to look at a variety of agendas on clinical education and a new quality use of OSCE from this pleasant event.

Aims: To encourage broad use of simulation-based medical education and to establish partnership among teachers, we hosted the team-based clinical skills competition events for medical students, named ‘Simlympic’. In the webinar, I would like to look at a variety of agendas on clinical education and a new quality use of OSCE.

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Exploring student engagement


Presenter: Evangelos Papageorgiou, University of Thessaly
Date: 25 February 2020
Time: 14:00 GMT

Summary: Every educational institution needs to invest in active student engagement. It is also one of the areas of excellence recognized by AMEE in its ASPIRE Awards. But what do we mean with this term? In this webinar, we will explore the topic of student engagement but from a student point of view. How can students advocate for more opportunities and how can they be involved more? Are they aware of opportunities in local, national and international level? For a long time, AMEE is trying to support students in every possible way with opportunities like the AMEE Student Task Force, Student Initiatives Grants and even representation in the Executive Committee. Nevertheless, it is really important to realize that students can create opportunities for themselves so they can be more involved in their own medical education.

Aim: Student engagement is one of the areas of excellence recognized by the AMEE ASPIRE Awards. But, there is also the responsibility of each and every student to stand up for themselves and create opportunities for student engagement. Join this webinar, so we can discuss more about student empowerment and involvement.

This webinar is aimed at younger members of AMEE, however, more experienced people are welcome to join as well.

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Are we there yet? Monitoring engagement with health, climate change and other environmental determinants of health in the medical curriculum. The Australian and New Zealand experience.


Presenters: Lynne Madden, Sydney, University of Notre Dame, Australia & Michelle McLean, the Medical Programme, Bond University, Gold Coast, Australia
Date: 17 March 2020
Time: 10:00 GMT

Summary: This session builds on the 24 September 2019 webinar (SanYuMay Tun and Frances Mortimer) describing the work of UK medical schools to embed sustainable healthcare into the curriculum in line with the new General Medical Council Standards. In this webinar, we turn to the Southern Hemisphere (Australia and New Zealand) to examine how the impact of climate change (and other global environmental changes) on health are being integrated into the medical curriculum.

Aim: To demonstrate how change can be achieved in different environments by working collegially across regional medical schools. The Medical Deans of Australia and New Zealand have established a Climate Change and Health Working Group to address climate change and health in the curriculum. By working collegially across medical schools, we are demonstrating that more can be achieved by supporting each other and at scale and pace. We believe that this offers a model for medical education in other countries as well as other health professional groups

Intended audience: Medical and other health professional educators seeking to integrate environmentally sustainable health care into the curriculum, including monitoring engagement.

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