Message from the EditorPeter G.M. de Jong, Ph.D.
Welcome to this 20-2s issue of JIAMSE. This is the first issue of JIAMSE published under my editorship since I took office on July 1st 2010. Thanks to the work of the previous Editor-in-Chief, Dr. Uldis Streips, the Journal has increased its number of issues per year and is now able to connect to an increasing number of authors interested in publishing their work. As we are experiencing a growing reputation within the USA, my mission will be to make our Journal well known to an international audience. I hope I can count on your help in this mission by publishing your own scholarly work in JIAMSE and by suggesting to your colleagues to become a reader of the Journal either through membership in IAMSE or by an individual subscription.
The first issue I present to you as Editor-in-Chief is the special issue dedicated to the IAMSE annual meeting. The program of the meeting was again interesting and challenging as the meeting participants shared their expertise and ideas with others. This year’s issue however is a little different than previous years. In addition to the abstracts of all poster presentations, we have also included the invited contributions of all three keynote presenters from the meeting: Dr. Mennin, Dr. McGee and Dr. Schuwirth. I believe these contributions are very important for all meeting attendees to review, but also for all other readers who were not able to attend the meeting. Furthermore, we have two Innovations by the two Outstanding Poster Award winners of this year, Dr. Carnegie and Dr. Thompson. Their work was rated as the best and most promising presented at this year’s meeting and I am therefore very honored to present their work to you.
I hope this issue of JIAMSE will give you a nice overview of the work presented at the IAMSE meeting in New Orleans.
Peter G.M. de Jong, Ph.D.
Message from the 2010 Program ChairSusan J. Pasquale
Poster Abstracts of the 14th IAMSE Annual Meeting
New Orleans, July 10-13, 2010
Welcome to the research proceedings from the 2010 IAMSE Annual Meeting. IAMSE promotes the teaching and educational scholarship of the sciences basic to medicine, and its members work throughout the year to further this aim via webcast seminars, the association’s online journal, colleague-to-colleague mentorship, and the annual meeting.
The Fourteenth Annual Meeting of IAMSE took place from July 10-13 in New Orleans, Louisiana, USA. Close to 200 colleagues from 20 different countries registered for this annual conference on teaching medical sciences. The program of the IAMSE 2010 meeting was interesting and challenging. Three internationally known keynote speakers and three platform presenters spoke about the state of the art in the field of teaching and learning, technology, curriculum development, and assessment. Stewart Mennin (Brazil) introduced the audience to Complexity Science and the way it can be used to help students learn in a complex world. James McGee (USA) talked about ways in which faculty can optimally prepare to teach Millennial Generation Learners. Finally Lambert Schuwirth (The Netherlands) spoke about the future of assessment in which assessment for learning will be more important than assessment of learning. Furthermore, in 35 sessions and almost 90 poster presentations, meeting participants shared their expertise and ideas with others.
At this IAMSE meeting, the winners of the prestigious Master Scholar Award and Master Teacher Award have been announced. Both awards recognize an IAMSE member who has a distinguished record of educational scholarship, including educational research and/or dissemination of excellent and scholarly approaches to teaching and education. More details are presented further on in this issue. Also, Vaughan Kippers (Australia) received the IAMSE Fellowship Award for completing the ESME Certificate Program and the IAMSE Fellowship Program. The ESME program (Essential Skills in Medical Education) is accredited by AMEE and approved by an international advisory board. It has been designed around a set of competencies that all practicing teachers should possess. Dr Kippers is the first graduate from this combined faculty development program.
This issue of JIAMSE will give readers an opportunity to review a brief overview of the keynote lectures and the abstracts of the posters and E-demos, including contributions of the recipients of the Outstanding Poster Awards. I encourage you to take some time to review the wealth of valuable information presented in this issue of the journal, and hope that you will join us at a future meeting.
Susan J. Pasquale, Ph.D., MT-BC, NMT
Chair of the 2010 Program Committee
Teaching, Learning, Complexity and Health Professions Education
“Complexity thinking is impossible to define with any precision as it deals not only with change, dynamic change, ever going, but with transformative change. Definitions require stability, the very element complexity neither has nor aspires to have. Instead complexity asks us to see, to deal with a world in continual flux; but a world that does have patterns to it, patterns that bind and structure through their interplay. In short, complexity seeing/thinking asks us to envision our world and events within that world in terms, not of ‘things’ but of process. In so doing, we are moving from a science that studies particles to the new sciences of chaos and complexity that study the interactive relations between and among particles, events, happenings.”1
James B. McGee
Preparing Healthcare Faculty for the Millennial Generation
“We are shaped by what our technology enables us to do, see, experience and more than anything communicate”
Marshall McLuhan (1911-1980)
From Assessment of Learning to Assessment for Learning
Most of us are educated in a setting in which assessment is mainly used to test whether students have acquired sufficient knowledge and skills during the course to proceed to the next module. This “assessment of learning” is basically placed outside the educational process. “Assessment for learning” on the other hand seeks to establish assessment… Read more »
CDM Questions: Software Allows Students to Practice New Question Style Online before Summative ExamsJackie Carnegie, Marco Iafolla & Hannah Weinstangel
Clinical decision making (CDM) questions are now included in the summative examinations of the University of Ottawa undergraduate medical curriculum beginning with the very first midterm exam. However, students need practice in applying their new knowledge within the context of clinical situations before tackling this new questions style in formal exams. QuandaryR (http://www.halfbakedsoftware.com/quandary_download.php) is an… Read more »
Concept Mapping as a Team-Based Learning application Exercise in a First Year Medical Biochemistry CourseKathryn H. Thompson, Renée J. LeClair, Barbara J. Winterson & David R. Manyan
A challenge encountered in the implementation of team-based learning (TBL) in a medical school biochemistry course, has been to develop clinical case-based application exercises to assure that students were making connections between biochemical and clinical concepts. We chose to add concept mapping to the application exercise because concept mapping has been shown to foster meaningful… Read more »
COLLABORATION AMONG CLINICAL AND BASIC SCIENCES FACULTY IN A SKILLS SESSION FOR SECOND YEAR MEDICAL STUDENTS THAT TAUGHT BEST PRACTICES FOR DIAGNOSING VAGINITIS Michele Manting & Mary Johnson Education Director for Obstetrics and Gynecology Department of Clinical SciencesAssistant Dean for Faculty Development Professor of MicrobiologyDepartment of Biomedical SciencesFlorida State University College of Medicine. *Presenting Author… Read more »
INTEGRATED CASE DEVELOPMENT AND INTERDISCIPLINARY FACULTY COLLABORATION Sara M. Lamb, Rick Ash, Michele Haight & Janet Lindsley University of Utah School of MedicineSalt Lake City, Utah 84132USA *Presenting Author PURPOSETo promote interdisciplinary faculty collaboration through the development of integrated case content (clinical medicine, medical arts, basic science). METHODSSix to ten core clinical and basic science… Read more »
EMBEDDING BIOMEDICAL SCIENCES IN THE FINAL YEAR OF A MEDICAL PROGRAM Vaughan Kippers*, Lisa Gotley, Mark Coulthard, Michelle Thompson & Neil Slabbert School of MedicineThe University of QueenslandQueensland, 4006Royal Children’s HospitalQueensland, 4006The Prince Charles HospitalQueensland, 4032Australia *Presenting Author PURPOSELearning during the first two years is based on discussions of clinical problems, during which there are… Read more »
MEDICAL STUDENTS’ USE OF A LECTURE RECORDING SYSTEM DURING RECOVERY FROM HURRICANE IKE Gregory Asimaki* & Annette Ayala University of Texas Medical BranchGalveston, TX 77555USA *Presenting Author PURPOSEIn September , 2008, Galveston, Texas was hit by hurricane Ike. The city, including the University of Texas Medical Branch, was flooded by a storm surge that caused… Read more »