News

Consider Donating to IAMSE This Year

On behalf of IAMSE and the Finance Committee, we hope you have a joyous holiday season and wish you a happy and prosperous new year. We ask that you consider including IAMSE in your year-end charitable giving plans. Your gift will support the IAMSE mission to advance health professions education through faculty development and to ensure that medical science education continues to be firmly grounded in foundational sciences and includes the best practices of teaching. It will also help to provide travel awards that enable junior faculty members and students to attend our meetings and to access our educational resources.

Donating is easy—please access the “Make a Donation” button on the IAMSE website under the “Connect” subheading or by clicking here. A contribution in any amount would help greatly. 

Thank you very much for your consideration.

Happy Holidays from the IAMSE Admin Team!

From everyone in the IAMSE office, we would like to wish you and your family a wonderful holiday season!

The IAMSE Administrative Office will be closed on December 24 & 25, 2018 and on December 31, 2018 and January 1, 2019 for the holidays.

We are truly grateful for the support you have provided to us at IAMSE and are greatly looking forward to what 2019 has in store!

IAMSE Winter 2019 Webinar Series: “Overview & Introduction of the Learning Environment

The 2019 IAMSE Winter Webcast Audio Seminar Series is right around the corner! The 2019 winter series of the IAMSE webinar program will focus on the role of the learning environment in health science education. The significance and importance of the learning environment is based on the assumption that a poor environment is associated with poor student performance, burn-out and stress. For the Winter Series, we’ve lined up seven speakers to shien a light on the topic across multiple landscapes in medical education. Our first speaker is Dr. Larry Gruppen from the University of Michigan Medical School.

Overview & Introduction of the Learning Environment
Presenter: Larry Gruppen, PhD
Session: January 10, 2019 at 12pm Eastern TimeThe importance and visibility of the learning environment has grown in recent years as various regulatory agencies focus attention on possible deficiencies in the learning environment (LE). The LE has been associated with stress and burnout, quality improvement initiatives, and curriculum design. This session will discuss the challenges in developing a conceptual framework for the LE, current limitations in measuring the LE, and initiatives designed to improve the LE.

Don’t Miss These Great IAMSE How-to Guides

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.

20150906_114002_21772 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 TBL 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.
TBL Japanese Manual Cover 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.

IAMSE WAS Archives Now Available!

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 Seminars. Here, 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.

IAMSE Featured Member: Sean Herrin

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 Sean Herrin, DC.

Sean Herrin

Sean Herrin, DC
Associate Professor, Department of Basic Sciences
University of Western States
Portland, Oregon, USA

How long have you been a member of IAMSE?
I’ve been a member since 2015. I began with the Essential Skills in Medical Education (ESME) training with Ron Harden and Adi Haramati. But even before then I did Mind-Body Medicine training at Georgetown University with Adi in 2012.

In your years with the association, what have you been up to?
I serve on the Membership committee as well as serving as a reviewer for Medical Science Educator. I’m also a reviewer for the Journal of Chiropractic Education. I actually received training on being a journal reviewer through MSE at the annual meeting. I’m actively working on a research paper with Amber Heck through the Fellowship program.

Fantastic! What’s the focus of that research?
The project we are working on is an extension of three years of survey research on student distress and burnout, depression and substance abuse. We are working together to combine everything into a presentation and written work to hopefully get published. I’m getting some support (from Amber) but more importantly I’m getting encouragement…from people who are doing the same sorts of things who have a proactive educational attitude.

As a multi-year member, what is a standout benefit that keeps you engaged in IAMSE?
As an educator from the chiropractic field – everyone just being so open and so collaborative has been amazing. You won’t believe how much you get just from sitting at lunch with faculty from other schools. It’s the intangibles that I value more than even specific technique. The broadening of my horizons of what’s being done in our field and the cross pollination is great. For (chiropractic), we’re just a much smaller industry and (IAMSE) has really helped us broaden our horizons. As a clinician coming into a teaching environment, I’ve learned more about what I do in the last three years with IAMSE than in the previous twelve years.


Want to learn more about our collaborative Fellowship program? Click here!

IAMSE Excellence in Teaching Award Nominations Now Open

Since 2007, IAMSE has honored member medical educators with two prestigious awards to recognize and promote teaching excellence and educational scholarship in the medical sciences. We now open the nominations for the 2019 Excellence in Teaching awards, which will be presented at the annual meeting in Roanoke, Virginia in June.

The Distinguished Career Award for Excellence in Teaching and Educational Scholarship (formerly called the Master Scholar Award) recognizes an IAMSE member who has a distinguished record of educational scholarship, including educational research and dissemination of scholarly approaches to teaching and education. Candidates should be Professor, Associate Professor, or equivalent rank, or have demonstrated greater than 10 years of educational scholarship. Additionally, candidates must have a significant record of engagement within IAMSE.

The Early Career Award for Excellence in Teaching and Innovation honors an IAMSE member who has made significant contributions to the field in the short time they have focused their careers toward enhancing teaching, learning and assessment. Candidates for this award will be Assistant Professor or equivalent rank, or have demonstrated less than 10 years of educational scholarship.

Qualified candidates may self-nominate, or be nominated by an IAMSE colleague.

Details regarding each award, required application materials, and deadlines are found in the document linked here. All nomination/application packets must be received by Danielle Inscoe (Danielle@iamse.org) no later than February 28, 2019.

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, QAS
Managing Director

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, MAJ, QAS
Communications Director

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

Email:
Julie Hewett: julie@iamse.org
Danielle Inscoe: danielle@iamse.org
Amoritia Strogen-Hewett: amoritia@iamse.org
Cassie Chinn: cassie@iamse.org

When in doubt? support@iamse.org

Facebookwww.facebook.com/MedicalEducator
Twitterwww.twitter.com/iamse
Instagramwww.instagram.com/mededucator
LinkedIn: www.linkedin.com/groups/134281
Websitewww.iamse.org

Medical Science Educator November Article Review from Dr. Louis Justement

It is common for undergraduate students to engage in undergraduate research experiences as part of their preparation for applying to medical and other professional schools. It is widely assumed that performing undergraduate research provides students with knowledge and skills, as well as attitudes that will prepare them for the demands of medical school, and in so doing, that this will make them more competitive for acceptance into such programs. Clearly, there is the potential for students to learn transferrable skills such as oral and written communication, problem solving, critical thinking, analytical skills, professionalism, leadership and teamwork. At the same time undergraduate research can provide students with the opportunity to learn research-specific skills and knowledge that is discipline-specific, as well as general in nature. Finally, students can be exposed to a range of attitudes in the research arena that will be of potential use going forward in their career. However, even though there is the potential for students to gain a wide range of knowledge, skills and attitudes by performing undergraduate research, this does not always happen in practice. One study to better understand the association between student and faculty perceptions about the undergraduate research experience and how differences in perceptions may negatively impact the achievement of learning objectives associated with undergraduate research is discussed in a recent paper entitled Exploring Medical Student’s and Faculty’s Perspectives on Benefits of Undergraduate Research Experience, published in the Medical Science Educator, Volume 28, (pages 553-560), 2018, by authors R Imafuku, S Yasuda, K Hashimoto, D Matsunaga, Y Ohashi, K Yamamoto, K Tsunekawa and T Saiki from Gifu University, Japan.

In this study, the authors utilize an interview-based, qualitative assessment of students and faculty who were engaged in undergraduate research to determine if their perceptions of the benefits and outcomes of the experience were aligned, and if not, where differences in perceptions were focused. The authors categorized outcomes of the undergraduate research experience into four main areas, including transferable skills, research-specific skills, knowledge and finally attitudes towards research. Interestingly, the authors found that students and faculty both perceived the undergraduate research experience as being equally valuable for imparting transferrable skills to students. However, this was the only category in which there was concurrence. Students placed more emphasis on the acquisition of research-specific skills and knowledge than did faculty. Whereas, faculty focused more on how the undergraduate experience impacted attitudes towards research. Thus, the authors found a discordance of expectations and outcomes for three out of the four main learning objective categories. In particular, the lack of agreement with respect to attitudes towards research was of significant interest as it suggests that faculty believed that the undergraduate experience should provide students with a clear appreciation of the research endeavor and how it is potentially important for their future as clinicians, whereas students had a more difficult time understanding, or appreciating, how research would be relevant to their future career. The take home message from this study is that it is critical to provide opportunities for alignment of student and faculty perceptions and expectations in order to insure that the undergraduate research experience fully achieves the intended goals.

Louis B. Justement, PhD
Director, GBS Immunology Graduate Theme
Director Undergraduate Immunology Program
Associate Director, Medical Scientist Training Program
Professor, Department of Microbiology University of Alabama at Birmingham
Member, 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!

Last Chance to Submit #IAMSE19 Oral and Poster Presentations Abstracts

The deadline for poster abstract submission is quickly drawing near! As a reminder, IAMSE is currently accepting Oral and Poster abstract presentations to be presented at the 23rd Annual IAMSE Conference. The deadline for submission is December 1, 2018 at 5 PM ET!

Please click here to submit your abstract
Please note: The first time you enter the site, if you have not already done so previously, you will be required to create a user profile.

The 2019 IAMSE Meeting will be held in Roanoke, Virginia, USA from June 8-11, 2019. All abstracts for Oral and Poster presentations must be submitted in the format requested through the online abstract submission site. Authors will be notified with a decision regarding their abstract submission by February 15. There is no limit to the number of abstracts you can submit but it is unlikely that more than two presentations per presenter can be accepted due to scheduling complexities.

IAMSE Student Grant Applications Now Being Accepted!

The International Association of Medical Science Educators (IAMSE) is pleased to announce the ScholarRx-IAMSE Student Educational Research Grants Program.

All IAMSE student members are eligible to submit a grant proposal. All students will need to have a faculty mentor sign off on the proposal confirming that all policies will be met. Proposals must be accompanied by a letter from an appropriate institutional official confirming that the institution will pay to send the student to the IAMSE meeting the year following project completion to present the results of the proposed work; timing of the presentation is flexible as to be appropriate for the completion of the project.

Applications are to be submitted on the submission page found here by 11:59 PM Eastern Time on January 15, 2019.

All information regarding the IAMSE Educational Research Grant Program for Students, including the application process, eligibility, proposal format, and evaluation criteria, can be found on the IAMSE website here.

Hurry! #IAMSE19 Call for Oral and Poster Presentations Closing Soon!

IAMSE is pleased to announce the call for abstracts for Oral and Poster presentations for the 23rd Annual IAMSE Conference to be held at the Hotel Roanoke in Roanoke, VA, USA from June 8-11, 2019. The IAMSE meeting offers opportunities for faculty development and networking, bringing together medical sciences and medical education across the continuum of healthcare education.

 

Please click here to submit your abstract today.

Please note: The first time you enter the site, you will be required to create a user profile. Even if you did submit in previous years, you need to create a new account. All abstracts for Oral and Poster presentations must be submitted in the format requested through the online abstract submission site.

 

Submission deadline is December 1, 2018. There is no limit on the number of abstracts you may submit, but it is unlikely that more than two presentations per presenter can be accepted due to scheduling complexities. Abstract acceptance notifications will be returned by February 15, 2019.