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]

Involving Patients, Families and New Perspectives into CPD


In partnership with the Society for Academic Continuing Medical Education (SACME) 

Presenter: David Wiljer, Executive Director, Education Technology Innovation, University Health Network;  Associate Professor, Department of Psychiatry; Institute of Health Policy Management and Evaluation, University of Toronto; Collaborating Scientist, Centre for Addiction and Mental Health
Date:  7 October 2019
Time: 14:00 + 1 Hour (BST)

Summary: This Webinar will explore approaches to involving patients and their families into Continuing Professional Development. There has been a long history of involving patients in CPD and still many organizations faces challenges around incorporating patients into their daily CPD routines and activities: these challenges can range from recruitment, training of faculty, various concerns from stakeholders, and payment. Even the simple issue of how to refer to patients who are faculty in CPD can pose challenges for learners, teachers, patients and organizations. This Webinar will provide practical suggestions and create space to explore these issues, as well as examine opportunities to advance the field through assessment and research. The Webinar will 1) assess levels of involvement that contribute to meaningful involvement in health professions education; 2) identify the potential roles of patients and service users and their families in health professional education; 3) examine the role of patient education in developing effective health professional education.  The Webinar is intended for CPD professionals, administrators, researchers, learners and patients and families who are interested in advancing the field of meaningful involvement of patients in CPD.

CPD as the Cornerstone for Value Creation in the Healthcare System



Presenter: Céline Monette, President of the Board of Directors, Montfort Knowledge Institute; Board Director, Société internationale francophone d’éducation médicale; Continuing Professional Development Committee and Special Interest Group, Association for Medical Education in Europe
Date:  4 November 2019
Time: 14:00 GMT

Summary:  Knowledge has become a prime source of wealth in our societies. Healthcare (HC) is all about knowledge and depends on healthcare professional’s competencies and performance, which has an impact on system’s performance and healthcare outcomes. The CPD Office is an integral part of the healthcare value creation through reducing practice learning gaps and helping healthcare professionals to maintain and improve their competencies. In addition CPD is a critical agent of change to achieve transformative change in a HC system.To improve CPD offices’ contribution within a specific HC system, we propose a model that helps CPD leaders to focus on societal needs when developing their plan. This plan should leverage strengths and expertise, identify the added value that will be generated, and determine strategic partnerships that need to be developed in order to maximize the impact of the Office’s activities. When implementing the value creation model, CPD offices tend to move from profit centers to value creation center (VCC). They develop and leverage their internal and external capabilities, improving knowledge translation efficiency and their own value for society. VCCs are focused on the enhancement of HC system outcomes and are more strategic and efficient in helping professionals maintaining and improving their competencies and performance.

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 patients.

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.

Approaches to learning in sustainable healthcare and quality improvement


Presenter: Dr SanYuMay Tun, Imperial College London UK & Dr Frances Mortimer, Centre for Sustainable Healthcare, UK
Date:  24 September 2019
Time: 12:00 (GMT +1 hour)

Summary: The interconnectedness of all life, the earth’s systems and human health is easy to forget in the prevailing paradigm of medicine. Yet accelerating global environmental changes are increasingly seen to threaten our way of existence. A more sustainable future is demanded by the next generation, which includes the healthcare professionals whom we teach.

Education for sustainable healthcare is emerging as a new and necessary reponse. In the UK, the health service is committed to binding Government targets for carbon reductions and the General Medical Council now requires medical schools to prepare their graduates through teaching skills for sustainable healthcare.

This webinar draws on experience from UK medical schools to look at how educators can embed this new learning into their own curricula and at the same time enchance everyday practice of healthcare delivery.

By combining learning and doing, educational approaches to the teaching of sustainable healthcare such as including it in quality improvement projects can benefit healthcare systems and patients, as well as the environment on which health depends.

Aim: How can the health professions be educated to help address the global environmental changes that increasingly affect human health? We explore this emerging field and discuss examples of good practice that can be applied in a broad range of settings.

Please register for webinar here

Resident-Sensitive Quality Measures: placing patients at the center of our assessment efforts


Presenter: Daniel J. Schumacher, MD, MEd. Cincinnati Children's Hospital Medical Center
Date: 8 October 2019
Time: 14:00 (BST +1 hour)

Summary: In the United States, there is evidence that residency graduates often do not possess the requisite knowledge and skills to meet the needs of patients. This is likely both a curricular problem but also an assessment issue. Competency based assessment seeks to include the patient's needs in the assessment equation. In this webinar, we will discuss the potential role of the resident -sensitive quality measures (RSQMs) in competency based assessment. RSQMs are quality metrics that meet two criteria: 1) important to an illnessof interest, and 2) likely done by a resident and not another member of the health care team or the health care team collectively. During this webinar, we will discuss the need for patient-centered assessment approaches such as RSQMs, details the development of RSQMs, and discuss the performance of RSQMs when implemented in the clinical learning envirnment.

Aim: In this webinar, we will discuss the potential role for resident-sensitive quality measures (RSQMs) in competency-based-assessment. After making the case for the need for patient-centered assessment approaches such as (RSQMs), we will detail the development in the clinical environment.

Theories informing simulation practice - 1: How can I use theory in my simulation practice?

This webinar is brought to you by AMEE Simulation Committee (SIME)

Presenters: Debra Nestel (Host) Monash University & University of Melbourne, Australia
Alexis Battista, Uniformed Services University of the Health Sciences, Maryland, USA
Katie Walker, New York City Hospital Health Corporation, USA
Date: 16 October 2019
Time: 14:00 (BST + 1 hour)

Summary: This webinar will follow from the previously highly successful webinars in 2017 that feature theories that inform simulation practices. The aim of the webinar is to make specific theories accessible to simulation practitioners. The webinar will first orientate attendees to the notion of theories and educational practices. You will hear from two presenters - Alexis Battista and Katie Walker - sharing their experiences of two different theories. First, activity theory and how it has been applied to improve simulation practices. Anyone who uses simulation as an educational method will benefit from attending.

Aim: If you are wondering how theories can improve your simulation practice, then this webinar will be valuable. You'll learn about activity theory and cognitive load theory and how they are applied in specific simulation practices.

Simulation to understand and shape culture


This webinar is brought to you by AMEE Simulation Committee (SIME)

Presenter: Eve Purdy, Queen's University, Canada
Date: 22 October 2019
Time: 14:00 (BST + 1 hour)

Summary: Background: The use of simulation in medical education and quality improvement is on the rise. There has been significant focus on the modality for teaching and practicing communication and team behaviours. However, new evidence suggests that simualtion may be an effective way to think about understanding the culture of certain groups and shaping culture too.. Our research group has conducted a number of studies recently in groups ranging from medical students to high performing teams that suggest simulation may act as a moment of cultural compression - a moment when the values, beliefs and practices of a group are particulary strong and transmitted to those on the outside. Our work suggests that simulation design, delivery, and debriefing decisions may reflect that culture but also play an important role in shaping it too. Together, we will explore the cultural realities implications of simulation.

Aim: conceptualize simulation as a cultural practice and explore the design, delivery, and debriefing implications related to this new lens.


GAME 2019#FuturistForum. What did we learn about the future when we convened leaders, influencers and visionaries from the international medical learning ecosystem?


In partnership with Global Alliance for Medical Education (GAME)

Presenters: Alvaro Margolis, President, GAME; President and CEO, EviMed.
Suzanne Murray, Board of Directors, GAME; CEO and founder, AXDEV Group
Thomas Kellner, Board of Directors GAME; Head of Medical Learning UCB Biosciences 
Date: 1 November 2019
Time: 14:00 GMT

Summary: Game is seeking to ensure that the international medical education community is ready for the evaluation of healthcare and how it will impact the discipline and practice of medicne. To achieve these goals, a two-day session was scheduled for October 18-19 2019.
By bringing together world leaders, influencers and visionary stakeholders, from many fields, including learning sciences, medical and health education, continuing professional development, performance improvement, patient safety and population health - GAME intends to engage participants in an exchange, dialogue and exploration process that could bring forward lifelong learning translation in healthcare.
High level outcomes and discussions derived from this two-day #FutureForum will be shared during this webinar to further evolve the thinking and inspire potential solutions. Anyone interested in the future of medicine and healthcare how this may impact the medical learning ecosystem should attend this webinar.

Aim: #FuturistForum. GAME is seeking to ensure the international medical education community is ready for the evolution of healthcare and its impact on medicine. A two-day session will convene world leaders, influencers and visionaries from diverse fields to explore ideas to bring forward lifelong learning translation in healthcare. High-level outcomes from #FuturistForum will be shared during the webinar.


Transformative learning theory: towards a new day of being in the world


Presenter: Susan van Schalkwyk, Centre for Health Professions Education, Stellenbosch University, South Africa
Date: 12 November 2019
Time: 14:00 GMT

Summary: Transformative learning (TL) has been described as learning that challenges established perspectives, leading to new ways of being in the world. As a learning theory it has resonated with educators globally, including in the health professions. A complex, meta-theory, TL has evolved over time, eliciting divergent interpretations of the construct, while providing educators with a theoretical lens through which to view students’ learning. TL was introduced through the formative work of Jack Mezirow, who described it as ‘learning that transforms problematic frames of reference—sets of fixed assumptions and expectations (habits of mind, meaning, perspectives, mindsets)—to make them more inclusive, discriminating, open, reflective, and emotionally able to change’ (Mezirow 2003). TL’s stature in HPE was established through its inclusion in the seminal 2010 Lancet Commission article on HPE for the 21st Century, focusing on the development of leadership attributes that would facilitate students becoming agents of change. 

In this webinar we will discuss some of the tenets that underpin TL, including its epistemology and ontology, while also considering some of the critiques levelled against it. We will explore how TL might manifest in our classrooms, and in the many different spaces where the clinical training of health professions students takes place. 

MezirowJ. Transformative Learning as a Discourse. Journal of Transformative Education. 2003;1(1):58-63. 

Aim: Transformative learning (TL) is described as learning that challenges established perspectives, leading to new ways of being in the world. This complex, meta-theory offers educators a theoretical lens through which to view their students’ learning. In this webinar we will explore TL as a theoretical construct and consider its implications for HPE in practice.

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.

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?

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




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.

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. 

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.  

ASPIRE: Social accountability


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

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.

Medical Humanities: A way to transform society


Presenter: Jonathan McFarland
Date: 11 February 2020
Time: 14:00  GMT

*More information to follow*

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. 


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.

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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