IAMSE Fall 2021 Session 4 Highlights

[The following notes were generated by Andrea Belovich, PhD.]

The fourth seminar in the Fall 2021 IAMSE Web Seminar Series, “Back to the Future: Maximizing Student Learning and Wellbeing in the Virtual Age,” was presented on September 23rd, 2021 by Dr. Kendra Gagnon, Clinical Professor and Chair of the Department of Physical Therapy at Baylor University. In her presentation, entitled, “Hybrid Healthcare Education – Innovating for the Future and Rethinking Student Support,” Dr. Gagnon showcased examples of recommended practices for promoting collaborative hybrid and online learning as applied in Baylor University’s Doctor of Physical Therapy (DPT) [1]. As one of the first fully hybrid DPT programs in the United States, Baylor University had implemented many innovative online and distance learning strategies prior to the changes induced by the SARS-CoV-2 pandemic. From this perspective, Dr. Gagnon challenged the audience to consider which elements of pre-pandemic teaching and learning should be retained by health professions education programs in a post-pandemic world, and which elements could (or should) be changed as we seek to return to “normal.”

Dr. Gagnon first framed the webinar by acknowledging hybrid education as a quickly evolving method of health care education delivery, and emphasized that student engagement and professional identity formation is possible to achieve in an online environment, though it requires intentionality in order to succeed. For the purpose of her talk, Dr. Gagnon offered working definitions of several terms often encountered when discussing hybrid learning, drawn from both the Babson Survey Research Group and the Commission on Accreditation of Physical Therapy. Dr. Gagnon defined the term “hybrid education” as a delivery method that utilizes both online and face-to-face learning strategies as a way to maximize both learning environments. This is distinct from “online education,” where all instruction occurs online, either synchronously or asynchronously. “Blended learning” refers to the method whereby asynchronous online learning is used to enhance student learning between face-to-face sessions without replacing face-to-face time. Finally, Dr. Gagnon defined “flipped learning” as a type of blended learning in which students receive content online, then use face-to-face time for active learning based on the online content.

Next, Dr. Gagnon discussed the community of inquiry framework [2] the Baylor DPT program uses to deliver hybrid learning. This framework describes the importance of establishing three different types of presence when teaching online. The first is Teaching Presence, which involves structuring learning to help students understand what information they are learning and where they need to go to get that information. This includes activities such as constructing syllabi with objectives and organizing the curriculum into a learning management system (LMS)). Cognitive Presence refers to students’ ability to “create meaning” from the information they are learning, which involves collaboration between learners to build upon previous knowledge and exchange ideas. The third presence is Social Presence, which involves the humanization of learning and is essential for students to feel like they are part of a community of learning.

Dr. Gagnon then gave examples of how the hybrid DPT program at Baylor builds each of these presences in their program. To exemplify how teaching presence is built, she provided an overview of how learning is structured in terms of curriculum organization and delivery. The first year of Baylor’s two-year, accelerated DPT program splits each trimester into two 5-6 week-long minimesters of online learning (which includes both synchronous and asynchronous methods) that are interspaced with 1-2 week-long face-to-face lab sessions on the Waco campus. During the second year, the trimesters allow 31 weeks of face-to-face clinical experience interspersed with in-person labs and online ministers. In this way, the hybrid learning structure is leveraged to help students manage the heavy load of didactic and clinical training that would otherwise require three years to complete.

Dr. Gagnon next shared examples of how the online learning components of the minimesters are structured and delivered. She focused on the standardized use of their LMS (Canvas) to build a stable, familiar learning environment for all online learning. Therefore, the LMS becomes the “classroom,” minimizing students’ cognitive load by removing the need to constantly learn how to navigate different learning environments. Content is delivered both as asynchronous, 10-minute “lecturettes,” and as synchronous live class sessions with software (Zoom) to facilitate breakout rooms, gamification, polling, and embedded quizzes. To further enrich and humanize the online learning environment, video assignments and video discussion boards are used between classes. The use of video assignment platforms (Bongo) allows students to record and demonstrate a learned skill for assessment, while platforms such as Flipgrid allow students to replace text-based discussion boards with personalized video responses.

To help members of the audience think more intentionally about using technology to build teaching presence in online learning, Dr. Gagnon shared the Substitution Augmentation Modification Redefinition (SAMR) framework. Technologies that enhance learning either serve as a direct replacement for in-person learning with no added functionality (substitution), or as a direct replacement with a functional improvement (augmentation). In contrast, technologies that are considered to be transformative also introduce the possibility for significant task redesign (modification), and/or allow the creation of new tasks that were previously impossible (redefinition).

Next, Dr. Gagnon shared an example of how she promoted cognitive presence during the transition of her pediatrics physical therapy lab to an online lab during the COVID-19 pandemic. To support cognitive presence (i.e., students’ construction of knowledge and making of meaning during learning), she used the online platform Padlet, which enabled each lab competency to be visually grouped with its associated materials, activities, and assignments to simulate the “feel” of a lab experience. To further promote collaboration and interaction between students, group video assignments and activities were also implemented to help students create a community of learning. Flipgrid again was used to allow students to upload skills demonstration videos during lockdowns and receive video feedback from faculty on their performance. The group-focused nature of the pediatrics physical therapy lab also supported the development of social presence in online learning by building on online community. To avoid the “divide and conquer” phenomenon that often occurs in group work, students were required to upload “group selfies” or screenshots of the group working together, which supported synchronous collaboration and accountability.

Dr. Gagnon also shared evidence that professional identity formation is possible to achieve through online learning. She shared a student’s reflection video from a Telehealth final exam with a patient family over Zoom. This student’s reflection included commentary about how the activity helped her develop confidence in her skills and in her professional identity as a physical therapist. To further showcase the value of intentionally structuring online learning, Dr. Gagnon shared data showing high levels of student engagement achieved as a result of this approach to asynchronous learning.

During the final segment of the webinar, Dr. Gagnon expanded the idea of creating community online when an entire program is hybrid. As a cohort-based program, community is already an inherent part of the Baylor accelerated DPT program. However, students in this program are located across the country, which makes community building more challenging. To compensate, the DPT program uses orientation videos and group activities (such as creating a map of students’ locations) as well as the formation of academic teams with assigned faculty coaches. Students with diverse abilities are intentionally grouped after taking strengths finder and emotional intelligence assessments and are given resources to promote a culture of reflection. Faculty coaches are also given training and resources to help build a shared understanding of roles and values in the teams. Dr. Gagnon discussed the non-academic and institutional support resources available to help students. These virtual resources and support systems were strengthened during the COVID-19 pandemic, which represented a positive example of change that will, hopefully, persist in a post-pandemic world.

Finally, Dr. Gagnon shared the preliminary outcomes of the Baylor DPT program, which closely matched or exceeded the average outcomes of other accredited DPT programs. This included graduation rate, licensure pass rate, and one-year employment rate. However, the Baylor DPT program has a much higher percentage of minority students, both enrolled and graduated, than the national average. Based on student feedback, Dr. Gagnon suggested that the accessibility of the program helps remove barriers to minority and first-generation students and may promote increased diversity amongst students in the program.

Dr. Gagnon also shared opportunities and challenges of using hybrid education for the healthcare professions. Opportunities include scalability, flexibility, the ability to use time as a resource, the promotion of a diverse student body, and a greater ability to recruit faculty across the country. However, Dr. Gagnon acknowledged that cost is a challenge, either due to the technologies, online program managers, and faculty travel for in-person lab teaching. Student workload and workflow must be appropriately managed, faculty development must be intentionally implemented, and faculty/student issues must be intentionally managed from a distance. Integrating experimental and community-based learning and service can also be a challenge.

To conclude the webinar, Dr. Gagnon provided the audience with a rich variety of resources and references for more information about successful online teaching and learning.


  1. Gagnon, K., Young, B., Bachman, T., Longbottom, T., Severin, R., Walker, M. (2020) “Doctor of Physical Therapy Education in a Hybrid Learning Environment: Reimagining the Possibilities and Navigating a ‘New N’” Physical Therapy, 100(8): 1268-1277.
  2. Garrison, D.R., Anderson, T., and Archer W. (1999). “Critical inquiry in a text‐based environment: computer conferencing in higher education.”Internet and Higher Educ. 2(2-3): 87-105.

Submit Your Manuscript to Medical Science Educator

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 six issues per year by 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.

I look forward to receiving your submissions.

Thank you,
Peter G.M. de Jong, PhD

Panel to Present “How COVID-19 Transformed Online Teaching and Learning: Or did it?”

The virtual age of learning is no longer in the future. It is here, and IAMSE wants to equip medical science educators with the tools to successfully teach the next generation of health care professionals. The 2021 IAMSE Fall Webcast Audio Seminar Series wraps up next Thursday, September 30 at 12pm Eastern! This five-part series will explore strategies in making the future of medical and health sciences education as bright as possible. The final session in the series will feature Olivia Coiado from Carle Illinois College of Medicine, Luke Read from the University of East Anglia (UK), Jon Wisco from Boston University and Jaya Yodh from the University of Illinois at Urbana-Champaign.

How COVID-19 Transformed Online Teaching and Learning: Or did it?

Olivia Coiado, PhD; Luke Read; Jon Wisco, PhD; Jaya Yodh, PhD

September 30, 2021 at 12pm Eastern

This session explores the impact the COVID-19 pandemic has had on the health professional learning space as it transitioned from in-person to online and/or hybrid interactions between teachers and learners. The panel of presenters, representing a diverse set of institutions, disciplines, faculty, and student perspectives, will share their experiences and lessons learned during the past year to inform teaching and learning best practices in PBL, basic science, and clinical instruction. Some of the outcomes may be surprising and will highlight how we’ve evolved as educators and students.

There is still time to register yourself or your institution for the series. Is your institution already registered? Reach out to your administrative

As always, IAMSE Student Members can register for the series for FREE!

Email for more information about student registration.

We Hope to See You Exhibit at #IAMSE22 in Denver, CO, USA!

We are pleased to extend your company an invitation to be an exhibitor at the International Association of Medical Science Educators (IAMSE) Annual Conference to be held on June 4-7, 2022, at the Hilton Denver City Center in Denver, CO, USA!

At the annual IAMSE meeting, faculty, staff, and students from around the world who are interested in medical science education come together in faculty development and networking opportunities. Sessions on curriculum development, assessment and simulation are among the common topics available at the annual meetings.

IAMSE Recent Meeting Facts

For more information on exhibiting, please see our exhibitor brochure for opportunities and pricing or please contact the IAMSE office at or by phone at +1 (304) 522-1270. Sponsorship opportunities are also available.

Thank you for supporting IAMSE and we look forward to seeing you in Denver!

IAMSE Fall 2021 Session 3 Highlights

[The following notes were generated by Michele Haight, PhD.]

Presenters: Andrew Binks PhD, Associate Professor Department of Basic Science Education, Virginia Tech Carilion School of Medicine
Adam Weinstein MD, Associate Professor Medical Sciences and Pediatrics, Assistant Director Clinical Arts and Sciences, Netter School of Medicine Quinnipiac University

Reminders, Refocusing and Rethinking: Med Ed after COVID

Teaching and learning strategies in pre-clinical medical education underwent significant changes due to the rapid transition to a virtual environment prompted by the COVID-19 pandemic.

The transition from the in-person to virtual learning environment caused anxiety, frustration and social isolation for all persons involved. Because of the rapid transition, both faculty and students were underprepared for the new teaching/learning environment.

Within the new virtual format, increased student autonomy in small group learning environments resulted in positive outcomes:

  • a higher level of student engagement
  • increased intrinsic motivation
  • increased responsibility for learning.

These attributes ultimately contributed to students’ overall successful learning.

Declining attendance at large group lectures provided an opportunity to apply the principles of autonomy to the large group learning environment. Strategies for application included:

  • providing independent time for learning the basics
  • allowing students to test out of certain courses
  • decreasing time in the classroom
  • increasing the overall value of classroom time
  • employing specifications grading.

It is essential to establish a social presence online to enhance social and collaborative learning practices. Interaction with peers promotes exposure to diversity of experience and perspective. It also increases individual accountability and positive interdependence. It is necessary to expand the use of small group methods in the virtual learning space and use these opportunities to develop novel methods of small group learning.

In order to create heterogeneity of views, knowledge and experience, it is necessary to increase the accessibility of medical school through a more holistic acceptance process for applicants.

Clinical preceptorships, clerkships and Sub Is transitioned to small group video-conferencing sessions and asynchronous modules due to the pandemic. These types of sessions were useful, but not optimal, for developing communication skills, clinical reasoning skills and discussion skills. Teaching physical exam skills in the virtual environment proved to be challenging. Many medical students sought out their own service learning opportunities. Fourth year Sub-I challenges brought about positive equity changes in the residency application process.

Clinical learners demonstrated autonomous, self-directed and asynchronous learning approaches. Clinical faculty served in multiple support roles for medical students and also became developers and innovators of alternative clinical teaching approaches.

Clinical bedside learning remains an essential component for medical student training.

Medical students need to train to become clinically proficient in both the virtual and in-person environments.

Telemedicine surged during the pandemic and created a much-needed bridge to direct patient care for medical students. Telemedicine is an excellent platform for teaching observation and inspection skills through deliberate practice and meaningful feedback. Proficiency in using technology does not directly translate into proficiency in conducting a telemedicine visit.

Kendra Gagnon to Present “Hybrid Health Care Education”

The virtual age of learning is no longer in the future. It is here, and IAMSE wants to equip medical science educators with the tools to successfully teach the next generation of health care professionals. The 2021 IAMSE Fall Webcast Audio Seminar Series continues next Thursday, September 23 at 12pm Eastern! This five-part series will explore strategies in making the future of medical and health sciences education as bright as possible. The fourth session in the series will feature Kendra Gagnon from Baylor University.

Hybrid Health Care Education: Rethinking student support and innovating for the future 

Kendra Gagnon, PT, PhD

September 23, 2021 at 12pm Eastern

What is the role of distance learning in health care education? How does online learning impact the development of professional skills? Can new technologies make health care education faster, less expensive, and more accessible to a diverse population of future health professionals, without sacrificing quality and connection? This session will address those questions and more, presenting innovative strategies for humanizing online learning, building community, and providing support for learners in a hybrid health education program. Rooted in current evidence on best practices in online and hybrid teaching and learning, this session will explore challenges and reveal opportunities for leveraging technology to promote diversity, professional development, leadership, and resilience in today’s students.

There is still time to register yourself or your institution for the series. Is your institution already registered? Reach out to your administrative

As always, IAMSE Student Members can register for the series for FREE!

Email for more information about student registration.

IAMSE Fall 2021 Session 2 Highlights

[The following notes were generated by Andrea Belovich, PhD.]

The second installment of the Fall 2021 IAMSE Web Audio Seminar series, “Back to the Future: Maximizing Student Learning and Wellbeing in the Virtual Age,” was presented on September 9th by Dr. Rachel Ellaway, Professor of Medical Education and Community Health Sciences and Director of the Office of Health and Medical Education Scholarship at the University of Calgary. In her presentation, “Creating learning entities: Augmentation in health professions education,” Dr. Ellaway discussed the phenomenon of augmentation, and how it can be used as a lens through which to view the practices and philosophies of health professions education.

Dr. Ellaway introduced her webinar as a series of thought experiments intended to help the audience reflect and consider the implications of the augmentation perspective on their own teaching, program development, scholarship, and other educational practices. She began by framing the concept of augmentation as something humans engage in constantly to enhance our intrinsic abilities and to help us engage more effectively with our environment. Examples of augmentation range anywhere from articles of clothing and functional accessories such as spectacles or eyeglasses to technologies that enable remote communication or extended cognitive abilities to professional organizations and communities that expand our influence and access to resources. Furthermore, Dr. Ellaway posited that the state of augmentation is fluid and is subject to change, as she demonstrated by the removal/addition of her own spectacles to alter her ability to perceive visual information.

Dr. Ellaway next raised the question that, since we are always experiencing augmentation, how do we think about it? One framework she provided for the audience was the dichotomy of ability and disability—all humans are simultaneously able in some ways and limited (disabled) in others by our environment and circumstances. Additionally, everyone has abilities that they do not use, as some abilities are limited by the opportunity to engage in them, such as the ability to play a musical instrument being limited by participating in a seminar or meeting. Finally, there are circumstances that prevent us from acting (disabling us) and where our abilities are insufficient to the task at hand. Therefore, the dichotomy of “abled vs. disabled” is, in many ways, an arbitrary one.

To further develop this framework for thinking about augmentation, Dr. Ellaway shared the Human Capabilities Approach, which is a theory developed by Sen and Nussbaum that defines “capability” as one’s ability/competence in combination with the opportunity to use the ability. A corollary of this theory is that one does not intrinsically lack an ability simply because one does not have the opportunity to use it. In this context, augmentation can be understood as a means to change a person’s capability by either changing one’s ability, opportunities, or both. As Dr. Ellaway stressed, augmentation is therefore not limited merely to the addition of factors, but rather includes the removal of obstacles to help a person improve their capability. This applies neatly to education, as an educator rarely can improve a learner’s intrinsic abilities, but instead can add some factors (such as tasks, structure, curriculum) and remove others (such as distractions, complications, and unnecessary details) in order to allow the learner the opportunity to utilize their abilities.

Dr. Ellaway next discussed that changes in augmentation can occur either with or without our input. Involuntary changes of augmentations can include sickness, luck, theft, travel impediments, or other external circumstance beyond our control can change our abilities. However, we can also be deliberate and selective in these changes to make sure we are doing the best job we can. For example, when engaging in teaching, learning, scholarship, etc., we are constantly selecting factors to include (e.g., spectacles, technologies) and exclude (e.g., distractions) to help us complete the task at hand. This selection process is often so integrated into our lives that is only apparent one is unable to do so. To further demonstrate this point, the audience was encouraged to reflect on the effects of the COVID-19 pandemic, where access to augmentations such as travel, communication, and relationships was either diminished or removed. By taking away or reducing augmentations previously taken for granted, the COVID-19 pandemic has provided us with the framework of absence to engage with the concept of augmentation.

After discussing what augmentation is, Dr. Ellaway next demonstrated how this concept applies to healthcare professions education by introducing the idea of entities. Entities emerge when a person or persons experience differing states of augmentation which each produce a distinct profile of capabilities. As an example, Dr. Ellaway asked the audience to consider a physician practicing in three different environments with differing augmentations: a multiprofessional hospital system, a rural medical clinic, and a wilderness backpacking trip. The physician is the same person with similar intrinsic abilities in each setting, but they possess different capabilities based on their resources and surrounding environment (augmentations). Therefore, the physician can be thought of as three distinct entities depending on their augmentations. As healthcare professionals are expected to switch between entities and adapt to the presence/absence of a variety of augmentations in practice, Dr. Ellaway raised the question of whether our educational programs are training them to do this.

In terms of admission to healthcare education programs, variance amongst entities should be considered when attempting to assess an applicant’s abilities. For example, three applicants may have comparable intrinsic abilities, but depending on socioeconomic status, they may have different opportunities and therefore, be entities with differing capabilities. Thus, it is essential to consider entities when distinguishing between an applicant’s intrinsic abilities and their access to opportunities. Furthermore, entities are also important to consider during the assessment of a learner’s abilities. If a learner’s capability changes between a strictly proctored examination environment and a clinical setting where augmentations such as technologies, information databases, and colleagues’ consultation are available, how accurately does the proctored examination assess the learner’s true abilities? As educators, it imperative that we consider not only the entities created by socioeconomic status, but also any entities that we ourselves create for our learners.

Dr. Ellaway next explored the idea that creating augmented entities also creates moral and ethical dilemmas. For example, which augmentations confer too much advantage? What is considered “too much” advantage and what is considered “normal” advantage? Should we create situations that raise individuals from “below normal” to “above normal,” and should we require individuals naturally operative at “above normal” to reduce their intrinsic state to “normal”? Dr. Ellway recognized that while humans understand that some augmentation is acceptable and too much augmentation is unfair, it is hard to define a standard, acceptable, tacit set of morals on the subject. She also pointed out the, while education is a field that values fairness and equity, it rarely reflects on what augmentation actually is, what its implications are for both educators and learners, and how it may be best utilized.

To conclude the webinar, Dr. Ellaway shared the following manifesto regarding augmentation, entities, and education: “States of augmentation in learning should map to states of augmentation in practice. We should teach, assess, and model across many different states of augmentation. We should be more reflective of and deliberate in our uses of augmentation. We should be more aware of and critical of the consequences of different state of augmentation on learners and learning, on teachers and teaching, and on education and practice as a whole.”

IAMSE Fall 2021 Session 1 Highlights

[The following notes were generated by Andrea Belovich, PhD.]

The opening seminar for the Fall 2021 IAMSE Web Seminar Series, “Back to the Future: Maximizing Student Learning and Wellbeing in the Virtual Age,” was presented on September 2nd, 2021 by Dr. Theresa Chan, Associate Professor and Associate Dean of Continuing Professional Development at McMaster University. In her presentation, entitled “Developing Faculty for the Future of Health Professions Education,” Dr. Chan provided an interactive digital workshop to empower the audience to think through what the future of medical education might look like, and sharing four major lessons her institution learned from digitally transforming their faculty development program.

Dr. Chan began by first explaining the principles of futurism and defined professional futurists as individuals who provide strategic foresight to help businesses and institutions survive the future. Audience members were able to scan a QR code during the presentation that linked to more information about the Association of Professional Futurists. Dr. Chan then explained the general process by which futurists navigate the uncertainty of the future. They begin by first framing the problem and determining its scope to identify its limits and domain. Next, futurists engage in scanning, which is exploring signals and indicators from other industries that experience evolutionary and market pressures to promote innovation to learn how others are adapting to change. The next step in the strategic process is futuring, which involves convergent/divergent thinking to identify the baseline and alternatives about how a current situation is likely to evolve and develop. Once the various possibilities are identified, the process of visioning allows an organization to develop its preferred version of the future that best fits its needs and beginning designs to implement it through prototyping. Finally, during the last step, adapting, the organization strategizes around alternatives and contingency plans.

Dr. Chan then discussed how this framework can be used in the context or responding to a disruption (such as the COVID-19 pandemic) and how to utilize such disruptions in an advantageous manner. She also noted that while many of these efforts began in 2014, the challenges and changes brought about by the COVID-19 pandemic served as a catalyst for the transition to digital faculty development resources, as distance learning and remote work became required. Dr. Chan then shared four significant lessons she and her institution learned as they digitally transformed their faculty development program the COVID-19 pandemic:

  1. The Digital Transformation of medical education and health professions education is achievable and desirable for many
  2. Growth orientation must be folded into every aspect of our organizations
  3. Social connection and networks are how we interface with the world
  4. Change is required. Educators need to be ready to make and lead change

While discussing these lessons, Dr. Chan provided several examples of the tools and resources McMaster University developed to support faculty development during a rapidly changing world. The majority of these resources are available to the public, and Dr. Chan extended an invitation to audience members to investigate and utilize these resources.

A Medical Science Educator Article Review From Dr. Carrie Elzie

This review was written by Carrie Elzie, PhD, a member of the IAMSE Publications Committee, and was published in May 2021 in Medical Science Educator. The article is titled “Leadership Training and Undergraduate Medical Education: a Scoping Review” and was written by Eric James, Mallory Evans & Misa Mi.

The COVID-19 pandemic is one of the most significant global health crises in recent history.  The unique challenges brought on by the global pandemic have emphasized the need for strong physician leadership to navigate these complex and changing times.  Because leadership draws from numerous fields (eg. psychology, sociology, and history) and real-life sources (work, family and social experiences), it requires an integration of knowledge with experience.  As such, medical schools are beginning to mirror large corporations and develop leadership programs for medical students and residents. Despite the incredible time and money invested, there is little agreement upon the appropriate sources of learning for developing leaders.  Diminishing curricular time and limited resources further complicate the matter.

 To provide some clarity around the current status of intervention-based leadership training, James, Evans and Mi published a scoping review to identify, examine and synthesize the most recent publications on leader development in undergraduate medical education.  Their review of 35 international papers includes the characteristics and outcomes of several interventions.  This work highlights the striking differences among content covered and pedagogical approaches used for leader training in undergraduate medical education.  In addition, the review exposes gaps in existing training programs and highlights the need for managerial skills related to leading interprofessional teams.  As many of the studies reviewed used in-house surveys, it also highlights the need for a comprehensive validated assessment tool that could be utilized across multiple settings.  

As programs are being developed, one of the greatest challenges will be to build tools that connect a physician’s individual development with the strategic needs of their patients and the health care system, while also equipping leaders with the adaptability to handle unforeseen challenges.  Pedagogies used in leadership interventions may not be generalized to all leaders.  Methods should be in sync with both job demands and individuals’ needs at a particular time and place.  This may require an ala-carte menu approach to leader development within medical education that allows trainees to engage with experiential learning specific to their unique needs.  Additionally, a longitudinal approach may be necessary to foster skills and accumulate relevant experiences that contribute to holistic leader development.  

Carrie Elzie, PhD
Associate Professor of Pathology & Anatomy
Eastern Virginia Medical School

Binks & Weinstein to Present “Reminders, Refocusing and Rethinking: Med Ed after COVID”

The virtual age of learning is no longer in the future. It is here, and IAMSE wants to equip medical science educators with the tools to successfully teach the next generation of health care professionals. The 2021 IAMSE Fall Webcast Audio Seminar Series continues next Thursday, September 16 at 12pm Eastern! This five-part series will explore strategies in making the future of medical and health sciences education as bright as possible. The third session in the series will feature Andrew Binks from Virginia Tech Carilion School of Medicine and Adam Weinstein from the Quinnipiac University Frank Netter School of Medicine.

Reminders, Refocusing and Rethinking: Med Ed after COVID 

Andrew Binks, PhD
Adam Weinstein, MD

September 16, 2021 at 12pm Eastern

Drs. Binks and Weinstein will share their perspectives, providing examples of how medical education changed abruptly with the COVID-19 pandemic, emphasizing what changes may have some lasting benefit.

There is still time to register yourself or your institution for the series. Is your institution already registered? Reach out to your administrative

As always, IAMSE Student Members can register for the series for FREE!

Email for more information about student registration.

Say hello to our featured member Danielle Loder

Our association is a robust and diverse set of educators, students, 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 Danielle Loder.

Danielle Loder
Indiana University – Bloomington, IN, USA
Ph.D. Candidate

How long have you been a member of IAMSE? 
This is my first year of being an IAMSE member. 

Looking at your time with the Association, what have you most enjoyed doing? What are you looking forward to?
I have really enjoyed the webinar series. They are always well-done, accessible, and interesting! I also enjoy being a student member of the Student Professional Development Committee and am looking forward to attending my first in-person IAMSE conference (hopefully) this coming year!

What interesting things are you working on outside the Association right now? Research, presentations, etc. 
I am currently working on my dissertation research which takes a qualitative look at the relationship between medical licensure in the US and undergraduate medical education from the perspective of multiple stakeholders along the medical education continuum. 

As a graduate student, I have also created two new undergraduate courses. One focuses on science communication and the other uses medical history as a way of learning and applying current anatomical and physiological knowledge.

Rachel Ellaway to Present “Creating Learning Entities”

The virtual age of learning is no longer in the future. It is here, and IAMSE wants to equip medical science educators with the tools to successfully teach the next generation of health care professionals. The 2021 IAMSE Fall Webcast Audio Seminar Series continues next Thursday, September 9 at 12pm Eastern! This five-part series will explore strategies in making the future of medical and health sciences education as bright as possible. The second session in the series will feature Rachel Ellaway from the University of Calgary, Alberta.

Creating Learning Entities: Augmentation in health professions education 

Rachel Ellaway, PhD

September 9, 2021 at 12pm Eastern Time

Almost everything we do in teaching and assessing health professionals involves adding to and subtracting from their opportunities. Dr. Ellaway will use augmentation as a lens to consider the practices and philosophies of health professions education, and she will explore the different kinds of learning entities that are created as a result.

There is still time to register yourself or your institution for the series. Is your institution already registered? Reach out to your administrative contact to get signed up for weekly updates.

As always, IAMSE Student Members can register for the series for FREE!

Email for more information about student registration.