News

Say hello to our featured member Laura Bauler

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 Laura Bauler, PhD.

Laura Bauler, PhD
Western Michigan University Homer Stryker MD School of Medicine
Assistant Professor in the Department Biomedical Sciences and Department of Medical Education

How long have you been a member of IAMSE? 
I only recently joined IAMSE, starting in 2020 after transitioning my career to a medical education focus. 

Looking at your time with the Association, what have you most enjoyed doing? What are you looking forward to? Committee involvement, conference attendance, WAS series, manuals, etc.? 
Joining IAMSE during the pandemic was one of the best things that I did for my career. I have greatly enjoyed learning from the Winter and Spring Seminar series as well as participating in the IAMSE Café discussions. IAMSE has such a vibrant, active community that is so welcoming to new educators and new ideas. I also look forward to my first IAMSE conference and to finding an opportunity to become more involved in the IAMSE community. It is so nice to have finally found a group of like-minded colleagues, that I can learn from and collaborate with. 

What interesting things are you working on outside the Association right now? Research, presentations, etc.
One of the projects I am currently working on explores the impact of peer evaluation on medical student learning and growth. As educators we have very structured interactions with our students, limiting our feedback for learners to the aspects that we can directly observe. In contrast, peers often interact in diverse settings (both in and out of the learning environment), giving them unique and valuable perspectives that can be used to help each other grow professionally. 

Another project I am working on that enables me to use my Microbiology knowledge, is a research study examining the impact of Chlamydia infection on birth outcomes. Chlamydia is one the most prevalent bacterial sexually transmitted infections worldwide but is largely asymptomatic. Thus, unless we test for it, many people don’t know they are infected. For individuals with limited access to or distrust of the healthcare system, an undetected infection with Chlamydia can have lasting impacts, especially on fertility and birth outcomes. Better understanding of the factors that impact infection and the outcomes that result can help us re-think how we take care of our community and improve healthcare.

Tell me a little bit about the oral presentation that you will be presenting at the Annual Meeting in June titled “FACTORS IMPACTING THE RAPID TRANSITION OF ANATOMY CURRICULA TO A VIRTUAL LEARNING ENVIRONMENT.” What really excites you about this topic and about presenting it at #IAMSE21?
In collaboration with Dr. Wendy Lackey-Cornelison and Dr. Kate Lesciotto, we conducted a survey of anatomy educators to better understand how anatomy education and the educators themselves were impacted by the rapid transition to online learning. Since anatomy is largely taught in a hands-on, interactive manner, shifting to a mandatory virtual environment had huge impacts on how we deliver that education. Our research explored factors in the pre-COVID environment that impacted how difficult the transition to online learning was for educators. A couple of factors identified that impacted the transition difficulty include the educational pedagogy used by educators as well as their length of teaching experience. COVID has presented us with challenges that will have a lasting impact on the teaching environment. We are excited to share this study with the IAMSE community because the lessons we have learned in this study will help educators to better design and prepare for the future of medical education. We look forward to all the wonderful feedback and discussion that will result from sharing our research with the IAMSE community.

Anything else that you would like to add? 
I want to thank all my IAMSE colleagues. For me, participating in IAMSE over the last year has been incredibly valuable, helping me learn, grow, and connect with fantastic people, especially valuable during a time when traditional social interactions have been so limited.


For more info on sessions, presentations and to register for #IAMSE21 visit www.IAMSEconference.org.

Registered Students Can Attend NEST for FREE at #IAMSE21!

Join the IAMSE Virtual Annual Meeting in June so you can attend this free, online workshop just for students! Developed and presented by ScholarRx, the session will provide participants with an introductory, hands-on experience in applying Kern’s Six-Step model to design a complete education activity with appropriate pedagogic strategies. Students will also explore models of converting medical education design and development into scholarship.

New Educator and Scholar Training (NEST): A Professional Development Workshop for Students
Presenters: Christopher BurnsTao LeElisabeth Schlegel, and Yun Weisholtz
Date: Saturday, June 12, 2021
Time: 1:45 PM – 4:45 PM Eastern

After participating in this session, student attendees should be able to:

  • Describe a framework for medical education professional development
  • Discuss and apply principles and best practices for:
    • Curriculum design and development based on Kern’s Six-Step model
    • Pedagogic strategies
    • Educational scholarship
  • Identify and synthesize themes that integrate across major domains of medical education professional development.

For more information on this and other sessions, and to register for the 25th Annual IAMSE Meeting, please visit www.IAMSEconference.org.

#IAMSE22 Call for Pre-conference Faculty Development Course Abstracts

On behalf of the International Association of Medical Science Educators (IAMSE), I am pleased to announce that we are now accepting proposals for Saturday Professional Development Workshops for the 2022 IAMSE meeting. The annual meeting will be held in Denver, Colorado, USA from June 4-7, 2022.

Proposals will be accepted through July, 1, 2021. The committee will review all proposals and select 3-4 full-day workshops and 6-8 half-day workshops for the meeting.

A Pre-Conference Faculty Development Course is 3 or 6 hours in length and enrollment is limited. Instructors are asked to combine appropriate amounts of didactic presentation with significant “hands-on” opportunities for participants. For the participants, a certificate of attendance will be available after completion of the course if needed. IAMSE Saturday Professional Development 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

Saturday Professional Development Workshops proposals must include the following information:

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

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

If you have any questions about submitting your proposal, please contact IAMSE via email at support@iamse.org.

Thank you,
Bonny L. Dickinson, PhD, MS-HPEd
President-Elect and Chair, IAMSE Professional Development Committee

A Medical Science Educator Article Review From Dr. Anna Blenda

This review was written by Anna Blenda, PhD, a member of the IAMSE Publications Committee, and is from the February 2021 issue of Medical Science Educator. The article is titled “A Novel USMLE Step 1 Projection Model Using a Single Comprehensive Basic Science Self-Assessment Taken During a Brief Intense Study Period” and was written by Stephen D. Bigach, Robert D. Winkelman, Jonathan C. Savakus & Klara K. Papp. Med.Sci.Educ. 31, pages67–73(2021).

For a significant number of years, US medical students have been spending most of their first two years mastering a basic sciences curriculum, as well as preparing to apply this knowledge in the United States Medical Licensing Examination (USMLE) Step 1 examination. Bigach et al. rightfully point out that this Step 1 exam historically has been a high stakes affair, scores being used more and more frequently to rank applicants for the residency interview and match process.  This is especially true for highly competitive residency specialties, and medical students have been very much aware of the use of these scores for unofficial ‘screening’. 

Thus, prediction of the student performance on Step 1 has always been of high importance, with scholarly attempts to develop methods to increase the accuracy of Step 1 score prediction. However, very few prediction models have been so far validated in the published medical education literature.

The increased student anxiety over the score outcome of Step 1 quite often leads to the re-scheduling of the initial exam date to the later date(s), involving additional fees increasing proportionally to the increased time of delay. As a standard, Comprehensive Basic Science Self-Assessments (CBSSAs) by the National Board of Medical Examiners (NBME) are used by students to evaluate their preparedness for the Step 1 exam and make a decision about possible rescheduling of the initial exam date. However, it is difficult for students to predict the optimal amount of additional time needed to achieve a certain desired exam score. 

The novelty and usefulness of the predictive model proposed by Bigach et al. is that, based on just a single CBSSA exam, it provides students with not one, but a range of projected Step 1 scores relative to the number of days out from Step 1 exam that CBSSA was taken under test-like conditions. The authors present validated results from a two-year recent (2016 and 2017) study. This is the first published validated prediction model, which gives a range of projected Step 1 scores as a function of days out from the Step 1 date. This information will be extremely valuable to students for evaluating their exam readiness and scheduling the Step 1 exam date accordingly.

The authors fairly indicate the limitations of the proposed predictive model, considering the cohort consisted of only high-performing students representing a single US medical school. The study has been internally validated, but it has not been externally validated. In addition, this predictive model was not intended for students trying to predict the passage of the Step 1 exam. Nonetheless, the proposed model is definitely a valuable tool for predicting the score of Step 1 from a single CBSSA exam. In addition, with upcoming implementation of pass/fail Step 1 scoring, this model could be used as a foundation for further assessment and research directions.

Anna V. Blenda, PhD
Associate Professor
Department of Biomedical Sciences
University of South Carolina School of Medicine Greenville
Prisma Health Cancer Institute

#IAMSE22 Call for Pre-conference Faculty Development Course Abstracts

On behalf of the International Association of Medical Science Educators (IAMSE), I am pleased to announce that we are now accepting proposals for Saturday Professional Development Workshops for the 2022 IAMSE meeting. The annual meeting will be held in Denver, Colorado, USA from June 4-7, 2022.

Proposals will be accepted through July, 1, 2021. The committee will review all proposals and select 3-4 full-day workshops and 6-8 half-day workshops for the meeting.

A Pre-Conference Faculty Development Course is 3 or 6 hours in length and enrollment is limited. Instructors are asked to combine appropriate amounts of didactic presentation with significant “hands-on” opportunities for participants. For the participants, a certificate of attendance will be available after completion of the course if needed. IAMSE Saturday Professional Development 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

Saturday Professional Development Workshops proposals must include the following information:

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

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

If you have any questions about submitting your proposal, please contact IAMSE via email at support@iamse.org.

Thank you,
Bonny L. Dickinson, PhD, MS-HPEd
President-Elect and Chair, IAMSE Professional Development Committee

Don’t Miss Any of Our Networking Sessions at #IAMSE21

When asked what they missed at virtual conferences, most of the people we’ve asked over the last year reply, “The ability to see colleagues and friends for networking over lunch, dinner, in a workshop, or in the hallway of the conference center.” While the ability to organically engage in conversation over a meal or at a shared table is something that cannot be replicated, the 25th annual IAMSE meeting hopes to offer as many opportunities for quality engagement as possible! Each day of the meeting will feature multiple opportunities to meet with other educators and share ideas, resources, and discuss topics of interest. 

Lunch with Networking led by EnGAGE

  • Monday, June 14 from 12:30 PM – 1:00 PM ET – An Introduction to EnGAGE
  • Tuesday, June 15 from 1:00 PM – 1:30 PM ET – DEI/Racial Equity in MedEd
  • Wednesday, June 16 from 1:00 PM – 1:30 PM ET – Gender Equity in MedEd
  • Thursday, June 17 from 1:00 PM – 1:30 PM ET – Inclusive Teaching in the Medical Curriculum

Live follow up Q&A with Plenary Speakers daily at 6:00 PM ET

  • Monday, June 14  – David Gordon 
  • Tuesday, June 15 – Camille Bentley
  • Wednesday, June 16 – Atsusi Harumi
  • Thursday, June 17 – Stewart Mennin

New Member Networking Reception

  • Tuesday, June 15 from 3:00 PM – 4:00 PM ET
    New to IAMSE? Interested in joining the Association? Swing into this session to ask questions, get to know other new members, and network with longstanding IAMSE educators.

Exhibitor Presentations daily at 2:30 PM ET

  • Want to know more about the sponsors who help bring the meeting to life each year? Join the daily exhibitor presentations to find out more about our sponsors and how they can help you in your classroom and beyond. The complete listing will be on your personal agenda in June!

For more information on the networking sessions, and to register for the 25th Annual IAMSE Meeting, please visit www.IAMSEconference.org.

How to Connect With the IAMSE Admin Team

To better support your membership needs, it may be helpful to know the members of the IAMSE Admin Team and what they do for the Association. While we are all working remotely we are still available by email and phone.

Julie K. Hewett, CMP, CAE
Association Manager
Julie has been supporting IAMSE for over 22 years in many 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 manages all day-to-day operations of the Association and serves as direct support for the many committees within the association, including the IAMSE Board.
 
Cassie Chinn, MAJ, QAS
Communications Director
Cassie serves IAMSE as the liaison of communications between and among the membership. She helps create messaging to get the word out about what goes on within the Association.
 
Hannah McCreary, QAS
Conference Logistics
Hannah handles all conference logistics. She works closely with the annual program committees to structure, plan and execute each meeting, ensuring its success.
 
Amoritia Strogen-Hewett, QAS
MSE Editorial Assistant
Amoritia currently serves as the MSE Editorial Assistant and Editorial Assistant for the IAMSE Manuals. She will also play a major role in abstract management for the annual conference.

Rachel Hewett
Membership Services
Rachel serves IAMSE in various capacities including general membership support and event planning and execution.

How to Connect with the Team
By mail:
IAMSE
c/o JulNet Solutions, LLC
1014 6th Avenue
Huntington, WV 25701
Phone: +1-304-522-1270
  
By Email:
support@iamse.org

IAMSE at the CCME & AACOM Virtual Conferences

The Canadian Conference on Medical Education (CCME), to be held virtually from April 17 – April 20, 2021, is the premier medical education conference in Canada. It hosts the largest annual gathering of medical educators in the country and is hosted in partnership with The Association of Faculties of Medicine of Canada (AFMC), the Canadian Association for Medical Education (CAME), The College of Family Physicians of Canada (CFPC), the Medical Council of Canada (MCC), and The Royal College of Physicians and Surgeons of Canada (RCPSC).

This year, IAMSE has joined CCME as an exhibiting partner! If you plan to attend the 2021 virtual conference, please swing by the IAMSE virtual booth and say hello. More information about this meeting can be found here.

The 2021 American Association of Colleges of Osteopathic Medicine (AACOM) Meeting will be held virtually from April 20-22, 2021.There will be many presentations, workshops, plenary and short talks to engage with during the conference, including several led by IAMSE members. If you will be attending this virtual event, we encourage you to join the IAMSE-initiated session “Improving Your Scholarly Publishing In Health Sciences Education,” led by members Mark Andrews, Peter De Jong and Machelle Linsenmeyer. This synchronous session will be held on Wednesday, April 21, 2021, 1:30 PM – 1:50 PM.

For more information on Educating Leaders 2021, please click here.

#IAMSE21 Faculty Development Session Spotlight: Designing Simulation-enhanced Interprofessional Education

The 25th Annual IAMSE Meeting will feature a host of new sessions throughout the entire conference. One of our first-time workshops is Designing Simulation-enhanced Interprofessional Education: Application of a 6-step Model. This half-day faculty development course will be given on Saturday, June 12 and will be led by Dianna Callender and team.

Designing Simulation-enhanced Interprofessional Education: Application of a 6-step Model
Presenters:Diana Callender – Geisinger Commonwealth School of Medicine
Leann Horsley – South Dakota State University College of Nursing
Trent Reed – Loyola University Chicago
John Szarek – Geisinger Commonwealth School of Medicine
Date and Time: Saturday, June 12, 2021, 1:45 PM – 4:45 PM EDT  

Integration of simulation-enhanced interprofessional education (IPE) into the curricula of health professions schools is challenging. In this pre-conference course, we will use the Kern 6-step model as the framework for describing each of our approaches in developing, implementing, and assessing our simulation-enhanced IPE activities. Participants will use the 6-step model to develop a simulation-enhanced IPE event which they can take back to their home institutions for implementation.

For more information on full- and half-day faculty development sessions, and to register for the 25th Annual IAMSE Meeting, please visit www.IAMSEconference.org.

Say hello to our featured member Edwina Smith

Edwina Smith

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 Edwina Smith.

Edwina Smith
Second-year medical student and Student Body President
Mercer University School of Medicine

How long have you been a member of IAMSE?
Since August 2020

Looking at your time with the Association, what have you most enjoyed doing? What are you looking forward to?
I have found IAMSE’s journal Medical Science Educator super helpful. I’ve enjoyed being able to read about concepts such as peer-teaching and other innovative methods of fostering learning. In medicine, we search for ways to improve the health outcomes of patients, and this requires lifelong learning. IAMSE fosters my development as a student and my future career in academic medicine. I’m looking forward to the networking aspect of IAMSE and excited about new opportunities to network with other learners and educators who are passionate about medical education. I also look forward to being more active in IAMSE’s Student Professional Committee and getting other students more involved in this committee to brainstorm ingenious ways to further the goals of the committee.

Tell me a bit about your time with the Student Professional Development Committee? Why did you join? What projects are you working on? Etc.
At Mercer University School of Medicine, we’re in the midst of developing a Students as Teachers program where students learn about theories of teaching and learning, educational scholarship, and what the broader field of academic medicine has to offer. Students also have opportunities for practical teaching sessions. We’ve undergone a successful pilot program and are now launching a formal Students as Teachers curriculum. Equipping learners with teaching and leadership skills means they will be better educators of patients, colleagues, and policy makers to effect change within the communities in which they practice.

The other reason I am especially passionate about the Students as Teachers curriculum is that students like me, pursuing a career in academic medicine where Black women make up 2% of the workforce, face unique challenges in terms of leadership identity. This program is an opportunity to enhance the diversity of the academic medicine workforce and produce a diverse faculty body so that future students will have more role models who can help them to navigate their leadership identities and career paths. 

Tell me a little bit about the focus session that you will be presenting at the Annual Meeting in June titled “Are the Biomedical Sciences Really Necessary? How Medical Students Use the Biomedical Sciences.” What really excites you about this topic and about presenting it at #IAMSE21?
There’s a lot of reflective thinking that spans a clinician’s career. That reflection is in part responsible for how clinicians organize their mental models of disease. We thought it would be interesting to examine how medical students utilize their basic science knowledge to care for patients they encounter in their first clerkship. 

Anything else that you would like to add?
The past year, 2020, brought with it a lot of challenges. I want to acknowledge how medical schools and their dedicated faculty have responded to the pandemic with resourcefulness to continue to help their students learn, grow, and even become part of the healthcare effort to vaccinate people in their communities. When faced with the pandemic, Mercer University School of Medicine rose to the challenge and will come out on the other side of this pandemic better. That’s a testament to the fact that our faculty and staff at Mercer see their work as a calling rather than a job. I am immensely grateful to have found a home at Mercer. I am also grateful to have a new home in IAMSE. 

IAMSE Reduces Student Member Rates, Offers Limited Number of Student Waivers for #IAMSE21

Membership in IAMSE provides professional advancement opportunities to network with colleagues at other medical facilities, establish collaboration and exchange programs, publish in the Association journal, conduct and/or attend courses and workshops on educational methods, present projects from your school, and develop the credentials of a truly effective medical educator.

IAMSE is happy to announce that the price for a single student membership has been reduced to only $25 per year. This includes students, fellows, or health professionals in training. A student membership in IAMSE includes:

  • Complimentary access to one full year of the Webcast Audio Seminar series,
  • Access to Medical Science Educator, written specifically for medical science educators by medical science educators,
  • Monthly digest of important current happenings in medical education that impact medical science educators,
  • Present your work, share your ideas and get feedback from an experienced international audience who teaches for a living and values student input. In doing so, improve your verbal and written presentation skills. Do all the above at the annual meeting in an enjoyable, relaxed environment chosen for its desirable locale,
  • Joint membership opportunities with our partner organizations, and
  • Discounts on registration for IAMSE Annual Association Meetings.

New for 2021

We are pleased to announce that a limited number of student registration waivers are available due to funds provided by Aquifer. If you are a student registering for the IAMSE Meeting and would like to apply for a registration waiver, please email a letter from your dean or department chair on university letterhead stating that you are a student to support@iamse.org. Waivers are limited so submit your letter today!

We look forward to welcoming many new student members to our annual meeting in June! 

#IAMSE21 Faculty Development Session Spotlight: Learning Analytics Across the Spectrum of Medical Education

The 25th Annual IAMSE Meeting will feature a host of new sessions throughout the entire conference. One of our first-time workshops is Learning Analytics Across the Spectrum of Medical Education. This half-day faculty development course, led by members of the IAMSE partner association, American Association of Colleges of Osteopathic Medicine (AACOM) will be given on Sunday, June 13 and will be led by Laura Lukin, Seth Overla and Mark Speicher.

Learning Analytics Across the Spectrum of Medical Education
Presenters:Laura Lukin – University of Cincinnati College of Medicine
Seth Overla – University of Cincinnati College of Medicine
Mark Speicher – American Association of Colleges of Osteopathic Medicine
Date and Time: Sunday, June 13, 2021, 1:45 PM – 4:45 PM EDT  

Learning analytics (LA) is the measurement and analysis of data about learners for purposes of understanding and improving learning. Scholars outside of medical education have used LA for years; however, medicine has been slower to embrace these techniques. Medical education lags behind other fields because of implementation challenges, ethical/privacy issues, and lack of awareness of the benefits of LA. In an era of increasing competition for residency positions, tracking and supporting the path of learners is especially important. This session uses an online workshop method, utilizing case studies to explicate the statistical techniques and describing implementation obstacles and successes, alternating with small group work. Three researchers will present case studies on the use of LA in their institutions, from admissions to UME and GME, explaining the fundamental methodologies used in creating their LA systems. They will describe how LA can be leveraged to improve student performance, and better identify at-risk students using LA. On the assessment front, researchers can explicate and potentially improve interrater reliability and objectivity on workplace-based assessments using LA. As a wrap-up, learners will establish a plan for using available data at their institutions as a part of an LA agenda that can be used to evaluate their course, program or college.

For more information on full- and half-day faculty development sessions, and to register for the 25th Annual IAMSE Meeting, please visit www.IAMSEconference.org.