News

IAMSE Fall 2018 WAS Session 2 Highlights

[The following notes were generated by Mark Slivkoff.]

IAMSE Webinar Series, Fall 2018

Speakers: Instructional Design Team of The University of New England including Christopher Malmberg, Olga LaPlante, Wendy DiBrigida, David Bass-Clark
Title: The Role of Instructional Design in Health Science Course Development
Series: Evolution and Revolution in Medical Education: Technology in the 21st Century

  • The University of New England (UNE) offers numerous online courses in which thousands of students enroll.
  • This presentation focused on the role of the Instructional Design Team (ID Team), specifically related to the university’s Science Prerequisites for Health Professions (SPHP) online program (https://online.une.edu/science-prerequisites/courses/).
  • SPHP is a fully online option at UNE. Enrollment is open, and approximately 4,500 students enroll per year.
  • SPHP:
    • Includes 17 health science and math courses which run for 16 weeks
    • Enrolls non-matriculated students
    • Is fully online, self-paced, and asynchronous (rolling student enrollment)
  • The presenters (4 of the 8 members of the Instructional Design Team) set off to cover the following objectives:
    • Outline the course development process
    • Discuss design challenges
    • Discuss strategies for active learning in the online environment
    • Show the value of Instructional Designers
    • Illustrate some of the research-based innovations
  • Two specific courses were discussed in this presentation: Pathophysiology and Medical Physiology.
  • Each 16-week course takes 32 weeks to develop. The process ends with the launch of the course.
  • Various Subject Matter Experts (SMEs) are involved in course development, including medical professionals, offline and online teaching faculty.
  • During design and development there is great attention devoted to curriculum standards:
    • The course must be authentic and rigorous.
    • Offline and online courses must be equal (pathophysiology = pathophysiology).
  • There are challenges in ensuring the equality of courses. Outcomes, activities and assessments must be the same.
  • Outcomes are addressed first by both the Subject Matter Experts and the Instructional Design Team.
  • The outcomes are vetted by a separate committee, then the SMEs and ID Team order the outcomes into learning activities.
  • There is thus a “backward” design when building these self-paced health science courses, and well stated learning objectives are a must.
  • There are challenges specific to the self-paced nature of these courses:
    • Customizable experience
    • Peer interactions
    • Time management
  • The customizable experience is about being able to track the student’s progress. This is done by:
    • Providing assignments which allow for immediate feedback.
    • Having tasks that must be completed before moving forward (Adaptive Released)
    • Building in numerous self-tests and practice quizzes
    • Providing study guides
  • The challenge of the lack of peer interactions is addressed by having the students present via video. Students must upload video presentations, the content which varies by course.
  • Time management, another challenge, is addressed through the following mechanisms:
    • Courses are 16 weeks
    • Suggested timelines are in the syllabus and course modules
    • Reminders about the pace of the course are sent out with assignments
  • The lack of in-person laboratories also poses a challenge in online courses.
  • It is imperative therefore that there are engaging activities along the way. UNE approaches this challenge by including the following in their courses:
    • Virtual, dynamic lab experiments (through third party vendors)
    • Physical lab experiments with materials delivered directly to students’ houses (through a third party vendor)
    • Media-rich scenarios and case simulations (including comic cases)
    • Student presentations (which are also used to alleviate the lack of peer-to-peer interactions, as noted above)
  • There is a continuous development cycle for all online courses taught at UNE. Redesign allows for opportunity to implement research-based solutions.
  • Innovative examples that have been implemented include:
    • Memory Palaces and the Method of loci
    • Virtual reality and 3D Space
    • Interactive Narratives (Articulate Storyline software used)

Questions asked after seminar:
(Note that some questions and/or answers have been reworded for clarity)

Can you elaborate on the video assignments?
Videos are about 5 minutes and do not need any accompanying media to elaborate on concepts. Students are encouraged to speak as if they are talking “at the moment” .

Do you think that any kind of learning can occur in an online environment, or are there limitations?
Labs are challenging, but some things are actually easier online due to the asynchronous learning.

In the virtual labs, do all the students get the same results?
Not necessarily since there are questions within the assignments requiring subjective answers. Students get pointed in the same direction. (Pearson’s PhysioEx lab simulation software provides such assignments.)

How do you do summative assessments?
Examinations, video presentations, PowerPoint presentations. Medical Physiology incorporates readings. And so forth.

How do you incorporate remediation?
Students must connect with their instructors. (This question wasn’t really addressed by the ID Team) 

How many hours do you dedicate to interaction with the Subject Matter Experts?
Depends on the course. In the SPHP, the SMEs are assigned to a particular course. During the 32 weeks of course development, the SMEs work together (via shared docs or other means).

Can you elaborate on the anatomy dissection?
Hands On Learning, a third party vendor, supplies materials and pre-fabricated dissections to the students. Students are prompted to take pictures during the dissections. These pictures are uploaded.

How does curriculum design development differ between your online and offline (traditional) courses?
Main difference is that you have to be very aware of the social dynamics that don’t happen online. A benefit about online design is that you don’t have to worry about scheduling rooms and times.

Did you develop the labs?
No. One example of third party vendor is Pearson (PhysioEx).

What software is used for student recordings?
Many students and faculty use Screencast-O-Matic, which is free. Many students use their phones and respective software on their computers to edit (Mac = QT; Windows = Movie Maker). We are starting to use the built-in tools of Zoom as well.

Do online courses require more faculty time?
Course planning takes a lot of time, but once the course launches the workload greatly decreases. You hope that the course almost runs itself.

IAMSE Fall 2018 WAS Session 1 Highlights

[The following notes were generated by Mark Slivkoff.]

In case you missed the first session in the Fall Webcast Audio Seminar Series last week, here is a quick recap!

IAMSE Webinar Series, Fall 2018
Speaker: Jill Jemison of The University of Vermont Larner College of Medicine
Title: They said “flip” and we said “How high”?
Series: Evolution and Revolution in Medical Education: Technology in the 21st Century

  • Larner College of Medicine, one of the oldest medical schools in the nation, is transitioning to a curriculum which will be lecture free by 2019.
  • Full reporting on the curriculum will be completed by 2020, in time for an LCME visit in 2021.
  • The major players involved in this transition include:
    • Senior Associate Dean for Education
    • Medical Curriculum Committee (curriculum implementation)
    • Office of Medical Student Education (operations)
    • Active Learning Task Force (“Larner Methods”, SOPs, policy)
    • Active Learning Team (pedagogical change and instructional design)
    • Teaching Academy (evaluation, assessment, and scholarship)
    • Technology Services
  • Technology Services, led by the Chief Information Officer (Jill Jemison, who presented this webinar) is “laying the track in front of train”. In 2013, LCME recognized this group as being a strength of the institution.
  • Specifically, Technology Services of this large university medical school (budget of about $3.5 million) is focused on:
    • Infrastructure
    • Applications
    • Database
    • Education Technology
    • Audio Visual
    • Technicians
    • Support
  • The technology plan is evolutionary, not revolutionary; changes have been and will continue to be based heavily on data and analytics.
  • Education infrastructure includes:
    • Blackboard as the Learning Management System (LMS), Oasis for scheduling, and ZAP for admissions
    • Extensive “homegrown” systems including those used for examinations, curriculum management, peer assessments, preceptor assessments, competency tracking and generation of medical student performance evaluations (MSPEs)
  • Major philosophy of Technology Services focuses on the aforementioned homegrown systems in addition to always owning their data.
  • The college’s data is stored in a data warehouse (COM DATA Warehouse) which serves as the only data hub for all in house and external software.
  • There is a strong focus on course evaluations which form of large part of the data.
  • There is heavy use of colorful, detailed course calendars. Colors differentiate pre-work activities, sessions, workshops, laboratories, independent learning, et cetera. Highlighting (clicking on) events in the calendar brings up a side panel which displays relevant objectives, facilitators, and other information.
  • This extensive mapping allows for the calculation of contact hours which, after being added to preparation time (more preparation time for flipped sessions), further allows for a value in $ to be totaled for each faculty member.
  • The $ amount ostensibly demonstrates that teaching is valuable. [Currently, this “financial side” of the new curriculum is only being presented to the department chairs.]
  • Faculty members from all sites (main campus and clinical sites) have access to a teaching “kit” which includes all the necessary components for video recording and editing:
    • Microsoft Surface Pro 4
    • Android tablet (for clerkships)
    • Microphone and headphones
    • Office 365 including OneNote
    • Camtasia
  • The student learning environment consists of rooms which have been rebuilt for active learning.
  • Some final words on vendors. When contemplating various software solutions (marketed by vendors), be sure to keep the following in mind:
    • Don’t duplicate tasks, and be careful of companies who say they can do everything
    • Go into vendor discussions with a clear purpose
    • Test, test, and retest the software in real world situations
    • Always own your data

Questions & Answer Session

What product do you use to map?
None, but they are looking at a third party.

Do you use the teaching incentives and contact hours in the clerkships?
No, only in preclinical settings.

Do the prep hours differ between sessions?
Multiplier is higher for active learning.

How often do students work asynchronously?
Not often, only during indepedent prepping. And attendance is mandatory.

Do you do cadaver dissection?
Yes. Team A teaches Team B on opposite days.

Was the faculty involved in developing the flipped classrooms? Have they published the changes?
A number of faculty have papers, and many have presented at IAMSE.

How much has all this cost?
Been a 20 year effort. Overall budget for IT is $3 million.

Have there been any negative fallout from the disbursement ($) model?
Currently, the numbers are only being rolled out to the chairs.

Can you share with us the process of faculty development?
Teaching academy identifies scholars and excellent teachers (including outiside speakers).

Do you supply Pathoma or Kaplan or other board prep programs?
Library has some, but Osmosis is the main one used.

Know of Any Can’t-Miss Events? Share Them in Medical Science Educator

If you organize or know of a workshop, symposium or educational activity that might be of interest to our educator community, share it  with Medical Science Educator.


In every issue of Medical Science Educator, we publish an announcements section. In this section we share information that is of interest to the readership of the journal. Individual IAMSE members wishing to post medical education related announcements in the Journal are invited to send their requests to the Editorial Assistant at journal@iamse.org. Announcements may be IAMSE-related, announcements from other medical education organizations, medical education conference information or international issues affecting medical education. Announcements will be published at the Editors discretion.

Deadline for inclusion in the December issue: October 1, 2018

The best of the Webcast Audio Seminar Series at your fingertips

Did you know that we archive each season of the Webcast Audio Seminar series? Reaching all the way back to Winter 2011, you can search the topics, speakers and presentations in our webcast series greatest hits collection. 

The Webcast Audio Seminar archives are located on our website under the Events tab as Web SeminarsHere, you will be able to search the archival or browse by year and series.

If you have any issues accessing the archives, please just let us know at support@iamse.org.



The Fall WAS series is BACK beginning Thursday, September 6. Join us at 12PM Eastern for a deeper look at:

• The Current State of Technology in Medical Education
• The Role and Value of Instructional Designers
• Using Social Media as an Educational Tool
• New Opportunities Afforded by Virtual Reality and Augmented Reality
• Realizing the Promise of Big Data: Learning Analytics in Competency-Based Medical Education

And the best part is Student Members are FREE!

For more information on the series, student discount code or to register for individual sessions, contact support@iamse.org.

IAMSE on the Road at AMEE 2018

Association for Medical Education in Europe
August 25 – 29, 2018
Basel, Switzerland

The 2018 Association for Medical Educatio in Europe (AMEE) Annual Conference will be taking place in Basel, Switzerland from August 25 – 29, 2018. The IAMSE booth will be present at the conference to exhibit, so if you plan on attending this meeting, don’t forget to swing by and say hello! During the Meeting you will have two opportunities to see IAMSE in action.

Monday, August 27 Aviad Haramati, Peter GM de Jong, Neil Osheroff, Kelly M Quesnelle, Dujeepa D Samarasekera and President Richard C. Vari will be presenting “The role of the Biomedical Sciences in Teaching and Learning Medicine in the 21st Century” a Symposium located in 4D.

IAMSE will be hosting a Meet and Greet from 12:30 – 1:30 on Monday, August 27 before the Symposium.

We look forward to seeing you in Switzerland! For more information on the AMEE Meeting, please click here.

IAMSE Connects #3

Connecting with the Annual Conference

22nd Annual IAMSE Meeting
We had a great time in Nevada in June! Mark your calendars for the upcoming meeting in Roanoke, VA, June 8-11, 2019.

Connecting with our Members

Larry HurtubiseOur association is a robust and diverse set of educators, researchers, medical professionals, volunteers and academics that come from all walks of life and from around the globe. Each month we choose a member to highlight their academic and professional career, and see how they are making the best of their membership in IAMSE. This month’s Featured Member is Larry Hurtubise, MA.

Christopher Burns, PhD, NRAEMT has been promoted to full professor in the College of Medicine at Roseman University of Health Sciences in Las Vegas, Nevada. He is Professor of Biomedical Science and Director for Case-Based Learning.

Dr. Michiel Schokking recently became a Junior Principal Lecturer (JPL) 2019-2021 in Radboudumc, Nijmegen, Netherlands. In 2017 he finished his Fellowship Program at IAMSE, which helped him to obtain the mentioned JPL at his institution.

Kerstin Höner zu Bentrup, PhD was recently awarded the Presidential Award for Graduate and Professional Teaching at Tulane University. The President’s Awards for Excellence in Teaching were established in 2000 and have been given to full-time faculty members who have a sustained and compelling record of excellence in teaching and learning and an ongoing commitment to educational excellence.

Dr. Sateesh Arja received the senior fellowship awarded by Advance Higher Education (formerly called Higher Education Academy), the UK in April 2018. This senior fellowship consolidates the personal development and evidence of influencing other colleagues’ professional practice in the higher education career.  This fellowship also demonstrates the commitment to teaching, learning, and the student experience, through engagement in a practical process that encourages research, reflection, and development.

Melissa Murfin, PA-C, PharmD, BCACP  was promoted from assistant to associate professor this year at the Elon University Department of Physician Assistant Studies.

Connecting with the Committees

Organizational Development Committee

The Organizational Development Committee has entered a partnership with the Finance Committee and will work to enhance funding for travel scholarships, grant support, and other needs of the organization.

Student Professional Development Committee

The Student Professional Development committee promotes student inclusion in IAMSE and student success outside the classroom. To accomplish these goals, the committee oversees activities that are primarily directed toward student participants occurring at the annual conference and throughout the year. Specific areas of emphasis include enhancing research and scholarship, networking, and career building opportunities for students. The committee works closely with students and uses their input and feedback to establish our goals and guide activities to accomplish them.

Membership Committee

The Membership Committee has developed 3 goals to fulfill its charge of increasing and retaining members and evaluating the needs of members: 1) Continue to enhance PA educator involvement and membership, 2) Pilot an ambassador program to increase membership from  countries that are underrepresented in the IAMSE membership, and 3) Send a survey to assess the needs of our members.  Stay tuned for updates on these initiatives, and please respond to the upcoming survey!

WAS Committee

The WAS Committee is busy putting the finishing touches on the Fall series, Evolution and Revolution in Medical Education: Technology in the 21st Century, which begins Thursday, September 6 at 12pm EST. Planning is in full swing for both the Winter and Spring series. Stay tuned!

We know you have colleagues who would benefit from IAMSE membership!  Encourage them to join by having them visit our members only site.

Connecting with the Journal

Looking for a great place to publish your scholarly work? Connect with Medical Science Educator, the journal of IAMSE and on Facebook.

Connecting with the Website

Don’t forget to keep your member profile up-to-date. If you haven’t updated in a while, take a minute to do so when you log in here!

 

Don’t miss the Biomedical Sciences track at APMEC 2019

APMEC 2019

In 2018 IAMSE supported the foundation of the Asia-Pacific Biomedical Science Educators Association (APBSEA), a network of enthusiastic basic science educators from several countries in the Asia-Pacific region coming together to share experiences and issues pertaining to health professions education and beyond. Both organizations are pleased to announce the first-ever Biomedical Science (BMS) Track at the 2019 Asia Pacific Medical Education Conference in Singapore. The track consists of 3 main activities:

  • Pre-conference Workshop on “Developing Fair and Holistic Approaches to Evaluate Biomedical Science Educators”

  • Panel Discussion on “Supporting Biomedical Science Educators: A Matter of Self-Esteem, Identity and Promotion Opportunities”
  • Symposium on “Integration of Biomedical Science and Clinical Education: How to Make it Work?”

A big thanks to the APBSEA and IAMSE members for actively contributing to these sessions and making them possible. If you are interested in attending the APMEC meeting, please visit the conference website.

IAMSE Featured Member: Larry Hurtubise

Our association is a robust and diverse set of educators, researchers, medical professionals, volunteers and academics that come from all walks of life and from around the globe. Each month we choose a member to highlight their academic and professional career, and see how they are making the best of their membership in IAMSE. This month’s Featured Member is Larry Hurtubise, MA.

Larry Hurtubise

While I am relatively new to IAMSE I have been collaborating professionally with IAMSE members for years. IAMSE and the Web Audio Seminar Series (WAS) have offered me opportunities for professional growth in three tangible ways. One is my professional interest is how to meaningfully connect isolated health sciences educators with leading educational thinkers, second is that the topics covered in the WAS augment my own professional development, third, and most importantly is the passionate educators and mentors I have met as a member of the IAMSE community.

As Chair of the WAS committee I am grateful for our committee which works hard to develop a series which address current and pressing topics in health science education. These webinars feature outstanding speakers and our team is always piloting new technologies to improve engagement with participants. I have also benefited professionally from the series and its presentations on topics like competency based medical education, wellness, and medical education research. I frequently reference the series recordings and blog.

Over the years, I have found IAMSE members to be thoughtful and conscientious. As a past Chair of the Generalists in Medical Education I have gotten to know Peter du Jong and Julie Hewett.  I have presented at conferences with members like Bill Jefferies and Giulia Bonaminio and have worked on grant funded projects with Machelle Linsenmeyer and Katie Hugget.  Recently I have gotten the opportunity to learn from Rick Vari and Nehad El-Sawi, past chairs of the WAS committee who are still contributing to the committee and IAMSE. These opportunities for continued professional growth make me grateful for my association with IAMSE members in the past and excited for the future!


Have you registered for the Fall Webcast Audio Seminar Series “Evolution and Revolution in the Medical Education: Technology in the 21st Century“? Reserve your spot for this semester’s seminal and exciting look at the changes in medical education.

IAMSE Manuals Available for Purchase

As you may know, IAMSE has published two how-to manuals: the How-To Guide for Active Learning and the How-To Guide for Team-Based Learning as well as a Japanese Translation of the How-To guide for Team-Based Learning.

How-To Guide for Active Learning: This manual is a compilation of teaching strategies in active learning to adapt to your own large group settings. Each chapter is a specific description of a strategy written by authors who are experienced in using the strategy in a classroom environment with students. The Manual chapters are designed to be accessible and practical to the reader. The manual is edited by Alice Fornari and Ann Poznanski.

How-To Guide for Team-Based Learning: This “How-To” Guide for Team-Based Learning is a manual that provides an overview of the fundamental components TBL and serves as a blueprint for instructors considering using this technique. The manual also identifies factors that will facilitate or sabotage a successful implementation of TBL. Authored by Ruth Levine and Patricia Hudes, both internationally recognized experts in the field of TBL.

How-To Guide for Team-Based Learning Japanese Translation: IAMSE is proud to announce that we now have a Japanese translation of this “How-To” guide! The How-To Guide for Team-Based Learning was authored by Ruth Levine and Patricia Hudes and translated by Yukari Igarashi, Mariko Iida, Yoko Shimpuku, Yoichiro Miki, and Hiromi Seo.

If you’d like to purchase a digital copy of one or both of these manuals, please visit the IAMSE store here. Each manual is $5 for members or $10 for non-members. Please note: These manuals are for individual use only.

#IAMSE18 – Call for Focus Sessions – Deadline September 15

Dear Colleagues,
The International Association of Medical Science Educators (IAMSE) is pleased to announce the call for focus sessions for the 23rd Annual IAMSE Conference to be held in Roanoke, VA, USA fromJune 8-11, 2019. The IAMSE meeting offers opportunities for faculty development and networking, bringing together medical sciences and medical education across the continuum of health care education.
The purpose of a 90-minute Focus Session is to “focus in” on a specific topic in small group discussion format. Groups of 10-50 individuals consider a particular topic in an interactive format. Formats can be variable. Additional information about Focus Group formats is available here.
All abstracts must be submitted in the format requested through the online abstract submission site found here.
Submission deadline is September 15, 2018. Abstract acceptance notifications will be returned by November 15.
Please contact Danielle Inscoe at Danielle@iamse.org for any questions about submission.
We hope to see you in Virginia next year!
Thank you,
James Pickering, PhD.
Chair, 2019 Program Committee

#IAMSE18 – Featured Member: Giulia Bonaminio

Our association is a robust and diverse set of educators, researchers, medical professionals, volunteers and academics that come from all walks of life and from around the globe. Each month we choose a member to highlight their academic and professional career, and see how they are making the best of their membership in IAMSE. This month’s Featured Member is Giulia Bonaminio, PhD.

Bonaminio 2015

I remember very clearly the day in November of 1992 when I walked into the AAMC Annual Meeting session entitled “GEA Special Interest Groups: Basic Science”. I had just joined the University of Kentucky College of Medicine after a post-doctoral fellowship in medical genetics. This was a new career as a medical educator working on an exciting curriculum revision with basic science faculty. From involvement in this special interest group to the Basic Science Education Forum to modern day IAMSE, this community of educators has been my professional home.

Twenty-five years later I am the Associate Dean for Medical Education and a Professor at the University of Kansas School of Medicine and can honestly say that I have grown up in this organization. I have learned from and collaborated with experts in all fields of health professions education. As I reflect over these years of involvement with IAMSE,

four important areas come to mind: friendship, mentorship, leadership, and scholarship. From annual meetings to serving on committees, I have established numerous connections with educators from around the world, many of whom I am honored to call my friends. I was also fortunate to be mentored by very distinguished individuals, including Roger Koment, IAMSE’s Founder. It was with Roger’s encouragement that I became involved with the leadership of the organization and served as Board Member, Vice President, and President. IAMSE has provided opportunities to conduct medical education scholarship as well as the venues for dissemination. These positions and activities not only opened doors in the world of academic medicine, they contributed to professional advancement and promotion.

I look forward to continuing to learn from as well as serve this organization which has given so much to me and others. I encourage all members to stay involved or become involved in the numerous opportunities and activities that IAMSE provides including committees, web seminars, annual meetings, and Medical Science Educator. I cannot imagine what my career would have been like without IAMSE.