#IAMSE 18 Saturday Workshop Spotlight with Emily Ratner & Michael Lumpkin

The first day of our 22nd annual meeting is packed with workshops, seminars and speakers. Saturday’s activities will cover a variety of topics including writing engaging cases, an introduction to lifestyle medicine and mind-body physiology. IAMSE April Member of the month, Michael Lumpkin, along with co-presenter Emily Ratner, will host an engaging and insightful workshop on resident and medical faculty burnout and the steps to bringing positive changes to the fore.

Using Mind-Body Physiology to Gain Acceptance for Wellness/Resiliency Programs

June 9 1215

Numerous studies have shown that hospital residents and medical school faculty suffer from a disproportionate amount of stress, burnout, and loss of empathy compared to the general population. This situation has negative ramifications for workforce retention, proper patient care, costs to health systems, and individual happiness.

Their stressors are increasing due to mounting institutional and regulatory demands. Often, in the culture of modern allopathic medicine, individuals are encouraged to deny or ignore their ongoing distress so that they may soldier on.

To address the challenge of introducing mind-body stress management skills to science-oriented residents and faculty who may have reservations, we will outline a paradigm that we have used to link the scientific basis of stress and stress-related diseases to the productive and accepted practice of mind-body skills to promote wellness and resiliency. In doing so, it is hoped that improved coping skills will enhance the longevity of and satisfaction with the work life and careers of medical faculty.

• To understand the physiology and pathophysiology of stress and burnout in residents and medical faculty.
• To learn how to construct and gain acceptance for a Mind-Body/Wellness/Resiliency program for residents and faculty who may have reservations about these practices.
• To actively participate in an experiential learning exercise used to teach and demonstrate the underlying scientific and biologic underpinnings of stress management with a mind-body skills session that employs a physiological monitoring device.


#IAMSE20A – Save the Date!

Join us for the 2020 IAMSE Regional Meeting at Ottawa in Kuala Lumpur, Malaysia! Planning has already begun for this event and registration will open in April 2019.

Assessment and Evaluation of Health Professionals and Curricula: Present and Future
Kuala Lumpur Convention Centre, February 29 – March 4, 2020

Kuala Lumpor


For more details, please visit

IAMSE on the Road at AMFEM

The 2018 Mexican Association of Faculties and Schools of Medicine (AMFEM) Annual Congress Meeting will be taking place in Mazatlán, Sinaloa, Mexico from June 12-16, 2018. The IAMSE booth will be present at the conference to exhibit, so if you plan on attending this meeting, do not forget to swing by and say hello! 

During the Meeting you will have two opportunities to see IAMSE in action. Medical Science Educator Editor-in-Chief Peter de Jong will be presenting the workshop Tips and Tricks for Successfully Publishing Scholarly Work in an International Journal on Medical Education on Thursday, June 14, then will join President Rick Vari and Neil Osheroff in presenting a Friday Symposium titled Current Challenges for the Medical Educator in Undergraduate Medical Education.


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

#IAMSE18 – Call for Silent Auction Donations

As you may know, IAMSE conducts a silent auction at the annual meeting each year. The purpose of the silent auction is to raise money to fund scholarships for attending the annual meeting. It is important to support and foster the interests and scholarly activities of the younger generation who will one day step into our shoes. We hope this year’s event will be even more successful than before.

Silent Auction 1How you can help: Please consider donating items that would be appealing to our members. Even if you are unable to attend the meeting this year in Vermont, you can still participate! Please contact our office regarding the items you would like to donate.

Examples of past contributions include (but are not limited to) the following: functional equipment, computer hardware (older versions of the iPad), software – educational programs or applications, signed artwork / photographic images, jewelry, books, textbooks, video or graphic supplies, lab supplies, lab or service bureau gift certificates, retail gift certificates, medical or photographic antiques, collectibles, handcrafted items, promotional items from suppliers, mugs, t-shirts, caps, etc. from your institution/state/country, food, wine, or specialties of your state/region/country, vacation homes to be used for a week, and airline miles.

Please let us know which item(s) you would like to donate by emailing Cassie Chinn via email at

Thank you for considering your contributions to this important endeavor. We look forward to seeing you in Las Vegas!

#IAMSE18 – Featured Member: Frazier Stevenson

Dear Colleagues,

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 past-president Frazier Stevenson.

Frazier Stevenson IAMSE has been a crucial part of my medical education journey. I started as an academic nephrologist at UC Davis, then transitioned from research to education in the late 1990s. I knew little about this, teaching instinctually, but I started going to IAMSE meetings annually around 2000 and immediately found a curious and knowledgeable peer group, eager to help me. There were not a lot of MDs in IAMSE then, but I felt very welcome. As I was later given responsibility for faculty development, I simply copied excellent IAMSE focus sessions…education is often the art of customized imitation.

Taking on leadership roles at IAMSE (Conference Chair, Board, President) prepared me for my next transition, when I became Associate Dean for Medical Education at the University of South Florida (Tampa). Mentorship from such IAMSE leaders as Giulia Bonaminio and Adi Haramati were really helpful as I made this transition to leadership, an activity for which we are not well trained as professors.

After six great years at USF, I now work part time as an independent educational consultant, working from my home in New Rochelle, NY, about a half hour from Manhattan. This is a mix of faculty development travel (recently to Florida State and New Jersey/Rutgers), USMLE Step 2/3 teaching for Kaplan, and editing and writing for Universal Notes and ScholarRx. I stay active in accreditation too, e.g. coordinating a ScholarRx consultation for QUEST International University Perak (Malaysia). IAMSE has facilitated my consulting, as I am often invited to visit a university after a faculty member attends one of my IAMSE sessions.

After years with a fixed schedule, I am really enjoying the culture of Manhattan, biking, singing in a choir and studying viola as a neophyte. I highly recommend part time work to all of you! IAMSE has been alongside me in each of my transitions, essential for my development. It is an honor to continue serving the organization.

Medical Science Educator Call for Announcements in September Issue

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 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 September issue: July 6, 2018

#IAMSE19 Call for Pre-Conference Workshops

The Professional Development Committee is soliciting proposals to be considered for the 2019 IAMSE slate of Professional Development Pre-Conference (Saturday) workshops. Proposals will be accepted through July, 1, 2018. The committee will review all proposals and select 3-4 full day workshops and 6-8 half day workshops for the meeting.

IAMSE Professional Development Pre-Conference workshops focus on Career/Professional Development, and the workshops should be useful for advancing the career of the attendee.  The broad umbrella areas of focus for these workshops include:

  • Leadership/Advancement as a Medical Educator
  • Research/Scholarship/Publications
  • Instruction/Assessment
  • Technology

Professional Development Pre-Conference workshop proposals must include the following information:

  • Title of workshop
  • Name and e-mail of Organizer
  • Facilitator(s) information
  • Summary of workshop and how it will advance the career of the attendee
  • Length of Workshop
  • Level of workshop (Introductory/intermediate/advanced)
  • Who should participate

All abstracts must be submitted in the format requested through the online abstract submission site found here.

Please contact Cassie Chinn at for any questions about submission.

Thank you,
Carol Nichols
Chair, IAMSE Professional Development Committee

#IAMSE 18 Saturday Workshop Spotlight with Maryellen Gusic & Wendy Hobson-Rohrer

The first day of our 22nd annual meeting is packed with workshops, seminars and speakers. Saturday’s activities will cover a variety of topics including educational research manuscript reviews, enhancing leadership skills and an introduction to game-based teaching and learning. During the afternoon block of sessions Maryellen Gusic and Wendy Hobson-Rohrer will present a dynamic interactive session on looking ahead at what’s next in your academic career.

Expanding Your Horizons Beyond Your Current Academic Unit: What’s Next on Your Leadership Pathway

June 9 1215In this interactive session, participants will explore opportunities to advance in their academic career beyond their current divisions and departments. Academic health science centers are complex organizations that provide a broad spectrum of possible growth opportunities for faculty. Participants will review typical structures of academic health science centers, draw their own organization and discuss unique challenges. The group will discuss the nature of formal and informal positions in medical education.

After engaging in a self-assessment and visioning exercise, participants will discuss their goal and consider gaps/learning needs. Ideas of how to address the gaps to effectively position themselves for new leadership opportunities will be shared. In small group discussions and facilitated large group information sharing, the audience will discuss how to practice graceful self-promotion and to benefit through work with mentors and sponsors who can expand one’s network.

Participants will learn how to design an effective executive summary and cover letter to successfully market oneself and meet the needs of a new position in the organization. At the end of the workshop, each participant will do step back planning: starting with an ideal future position, they will delineate key first steps to take when they get home to investigate a new role/responsibility that will help them start on the pathway to this goal.

• Explore leadership opportunities across the mission areas of academic health centers
• Create an individual professional development plan to advance towards an institutional leadership role
• Effectively document one’s skills and accomplishments to allow others to see you in this new role

A broad exploration of potential opportunities will give participants an expanded view of what is possible and concrete steps for how to advance their career and meet professional goals. During the workshop, participants will envision new leadership opportunities, reflect on their current position and what gaps they need to address and learn through peer mentoring and input from the session facilitators.


Medical Science Educator April Article Review from Dr. John L. Szarek

Each month the IAMSE Publications Committee reviews published articles from the archives of Medical Science Educator or of its predecessor JIAMSE. This month’s review, written by Dr. John L. Szarek, is taken from the article titled Using Small Case-Based Learning Groups as a Setting for Teaching Medical Students How to Provide and Receive Peer Feedback, published in the Medical Science Educator, Volume 27, (pages 759–765), 2017 by EC Bird, N Osheroff, CC Pettepher, WB Cutrer, and RH Carnahan.

PLeaSe Sir, I want some more (Feedback)!

With apologies to Charles Dickens, how many times have students asked for feedback, let alone more? When giving feedback, students often provide superficial comments because they do not want to dis their peers. Giving and receiving feedback is critical in the development of health professionals, both novice and experienced. Yet, feedback is misunderstood. To get the most out of feedback, students (and faculty) need development but the best method and venue needs to be better defined. In the September 2017 issue of Medical Science Educator, Emily Bird and colleagues at Vanderbilt University School of Medicine describe a model to teach students how to provide and receive peer feedback. The Feedback PLeaSe! Method which they developed is taught and used in case-based learning (CBL) sessions during which a faculty facilitator meets with 8 students. The authors propose that this is the ideal venue since it represents a safe setting for learning and more closely mirrors interactions in the clinical workplace.

The Method is divided into three phases, preparation, listening and summarizing. In the preparation phase, the facilitator describes the concept of providing and receiving in-person feedback and the process that will be used in the CBL sessions. In the second part of the preparation phase, the facilitator provides training on the nature of useful feedback. Here the facilitator uses the acronym STAR (Specific and observable, Timely, Actionable, and Received) to help students remember the characteristics of effective feedback in a simple way. Learners are provided a schedule for feedback interactions during which one student will receive feedback from each of their peers at the end of a CBL session. In the listening phase, the listening receiver receives from each group member one comment on an aspect of the receiver’s performance that was particularly helpful, and one comment on a specific aspect which could be improved. The students are encouraged to focus their feedback on issues related to the CBL group process. During the summary phase, the receiver provides a summary of what was heard in order to establish that the feedback was accurately received and understood. The facilitator observes the process and offers comments as appropriate to help students become more skillful.

Learner reactions to the process were positive and comments by students suggested that their feedback skills improved. As with many activities in small groups, however, the facilitator is key. The facilitator needs to value the activity and help students provide high-quality feedback. The Feedback PLeaSe! Method is simple and can be adapted to other facilitated small group sessions.

John L. Szarek, PhD, CHSE
Professor and Director of Clinical Pharmacology
Education Director for Simulation
Geisinger Commonwealth School of Medicine
Member IAMSE Publications Committee

Want access to over 40 archived issues and more than 800 medical science articles? Visit Medical Science Educator online here for access to every issue since 2011!

How to Connect with the IAMSE Admin Team

The IAMSE Admin team has grown. To better support your membership needs, it may be helpful to know our members and what they do for IAMSE.

Julie K. Hewett, CMP, CAE
Association Manager

Julie has been supporting IAMSE for nearly 20 years in many different ways. Currently, she is responsible for Board and Committee support and conference management. Julie will continue to oversee the rest of the management team to support the overall needs of the Association.

Danielle Inscoe
Account Manager, Membership Support

Danielle’s role with IAMSE will be as the first point of member contact whether by phone or email. She will be helping to manage the day-to-day operations of the Association and will be available to answer questions regarding memberships, web audio seminars and upcoming Association activities.

Amoritia Strogen-Hewett, QAS
MSE Editorial Assistant, Conference Logistics

Amoritia currently serves as the Editorial Assistant for Medical Science Educator. She also plays a major role in abstract management for the conference as well as on-site logistics.

Cassie Chinn
Communications and Website Manager

Cassie manages the social media aspect of IAMSE. She helps create posts to get the word out about what goes on within the organization. She also ensures the website for IAMSE is always up to date while also helping get new content posted as it becomes available.

How to Connect with the Team:

c/o JulNet Solutions, LLC
1404 1/2 Adams Avenue
Huntington, WV 25704
Phone: 304-522-1270
Fax: 304-523-9701

Julie Hewett:
Danielle Inscoe:
Amoritia Strogen-Hewett:
Cassie Chinn:

When in doubt?

IAMSE – Medical Science Educator Call for Manuscripts

Medical Science Educator, the peer-reviewed journal of the International Association of Medical Science Educators (IAMSE), publishes scholarly work in the field of health sciences education. The journal publishes four issues per year through Springer Publishing. We welcome contributions in the format of Short Communication, Original Research, Monograph, Commentary, and Innovation. Please visit our website for a more detailed description of these types of articles.

We look forward to receiving your submissions!

#IAMSE18 – Faculty Development Workshop “TBL in a Day”

This year we are excited to offer two full-day faculty development workshops at our annual meeting. Participants can choose from two exciting events featuring an introduction into scholarly research, literature review, collaborative exercises and discussion. Our second featured workshop is Basics of Team-Based Learning in a Day presented by Amy Lin, MD, Abbas Hyderi and Hugh Clements-Jewery.

TBL in a Day’s first three hour session, titled “Fundamental Principles and Practices of TBL,” is followed by an hour-long lunch break and then a second three hour session titled “Creating an Effective TBL Module.” The goal of the activity is for participants to demonstrate a thorough understanding of the fundamental components, the sequence of components, and the benefits of TBL, building on the knowledge and skills from the first session in the second.

By the end of the TBL 101 Workshop, participants will be able to:

  • Describe the main advantages of TBL.
  • Describe the essential elements of TBL.
  • Explain why these elements are essential.
  • List the sequence of events in the Readiness Assurance Process (RAP), describing the importance of each component.
  • Describe what makes an in-class activity a ‘4 S’ activity.

By the end of Creating an Effective TBL module workshop, participants will be able to:

  • Use backward design to create a TBL module.
  • List the sequence of steps for designing a TBL module.
  • Construct team application exercises that adhere to the ‘Four S’ framework.
  • Construct team application exercises that will engage a team in high-level thinking.
  • Closely link team application exercises to the readiness assurance process.
  • Select the best format for application exercises (MCQ, gallery walk).

Have you registered for the 2018 IAMSE Meeting? If not, there’s still time to do so! For more information on the 2018 IAMSE Meeting and to register, click here.

We look forward to seeing you there!