IAMSE Spring 2020 WAS Session 4 Highlights

[The following notes were generated by Rebecca Rowe, PhD.]

IAMSE Webinar Series, Spring 2020

Speakers: Luan Lawson, MD, MAEd, Brody School of Medicine at East Carolina University and Kelly Caverzagie, MD, University of Nebraska College of Medicine
Title: “Preparing Faculty to Teach Health System Science (HSS) in the Clinical Learning Environment”
Series: Evolution and Revolution in Medical Education: Health Systems Sciences


  • Highlight opportunities for and challenges to faculty developing the skills necessary to teach HSS.
  • Identify the importance of aligning HSS curricula and learning experiences with health systems priorities and initiatives to promote successful HSS curricular outcomes.

What have you learned thus far from the previous Webinars in this series on HSS?

  • New professionalism of systems citizens
  • Value-added roles for medical students
  • Students as change agents

The idea of HSS is not exactly new. It is a study of how health care is delivered, how health care professionals work together to deliver that care and how the health systems can improve patient care and health care delivery. HSS is really innovative and is a comprehensive and holistic framework.

Remember from the HSS framework wheel of patient, family and community, that all of the domains noted are domains that have existed previously within our faculties and health care systems, there are folks that are experts in one of these individual components of the HSS framework. However, having these siloed in the various individual places does not help us with the comprehensive framework for how physicians need to be able to navigate the changing landscape of healthcare and an era in which the only thing that is certain and constant is the change we are undergoing.

What we have noted from the previous Webinars is there is a need for educational change.

  • Deficiencies in UME and GME teaching
    • Systems-based practice
    • Cost and value
    • Evidence-based care
    • Interprofessional teams
    • Safety and improvement science
    • Response to errors
  • Limiting Factor for Change
    • Lack of a critical mass of clinically-based faculty members who are ready to teach and model HSS.

Clinical teachers face complex challenges by teaching while simultaneously learning about redesigning clinical delivery systems while simultaneously delivering care and working more closely in interprofessional teams and healthcare delivery systems. Refer to Clay, MA, Acad Med, 2013.

Principles for Faculty development

  • Employ effective change management strategies
  • Employ sound educational practice
  • Accountable practice.

Let’s start with Accountable practices and then come back to the first two bullets.

Accountable practices:

  • We need to figure out how to align our educational roles, our institution’s needs, as well as, the excellence that we expect from our faculty participating in these types of programs.
  • Funding is an important component.
  • Must be adaptable

Employ effective change management strategies: (Reference: McLean, Cilliers, Van Wyck. Faculty development: Yesterday, Today and Tomorrow. Medical Teacher, 2008)

There are some things that we need to be thoughtful of and require significant planning.

  • Institutional culture and content
  • Overcome barriers
  • Market to promote buy-in
  • Involve experts in the design
  • Multidisciplinary faculty
  • Risk-taking role models.

Employ sound educational practice:
HSS provides us with amble opportunities to employ sound educational practices. HSS is not something that is stagnant, as it requires an interplay of multiple domains and multiple healthcare providers.

  • Needs assessment
  • Goals and priorities
  • Accommodate diversity
  • Use different formats for activities
  • Employs principles of adult learning
  • Create durable materials
  • Extend over time

What challenges lie ahead in the developing faculty?

  • Faculty (lack of) expertise
  • Logistics of teaching HSS
  • Evolving Health systems
  • Providing meaning to faculty

Challenge 1: Is a Perceived Faculty Lack of Expertise

  • Experiential knowledge is great
  • Functional knowledge is limited
  • Application varies by HSS domain
  • Expertise relegated to the few (e.g., Chief Quality Officer)

How can we overcome the faculty lack of experience? What opportunities do we have? Leverage Faculty Experience.

  • Embrace faculty (unique) expertise
  • Utilize lived experiences
  • Co-learning with the students
  • Expand the concept of educators, where the educator does not necessarily have to be the expert.

Challenge 2: Logistics and Realities of Teaching HSS

  • Limited space and opportunity in an already packed curriculum
  • Lack of faculty role modeling in HSS
  • Inconsistent expectations across UME-GME-CME
  • Assessment is hard

What are the opportunities teaching HSS?

  • Frame expectations for faculty
    • Understand the ‘lens’ through which the student enters the system
    • Develop the interprofessional teams
    • Focus on “Mindset, skillset, toolset” of students
    • Professional identify formation
  • Align curricular structures and assessments
    • Ensure that HSS is “valued” in summative assessments
    • Signpost HSS curricular activities
    • Role model HSS in authentic clinical settings

Challenge 3: Faculty Buy-In is Lacking

  • Topics are unfamiliar
  • HSS is not routinely rewarded in academia
  • Limited time to teach and role model due to competing demands
  • Realities of compensation

What are opportunities of this challenge: Need to provide meaning!

  • Formal incentives
    • Promotion and tenure
    • Support scholarly activities
    • Formal recognition (Can be as simple as a thank you for the Dean to a formal award such as “Teacher of the Year”
    • Diverse teaching opportunities
    • Creation of new professional roles such as small group facilitators, program leadership
  • Leverage faculty professional identity
    • Faculty learning communities and interprofessional collaboration
    • New mentoring relationships
    • Personal growth and professional satisfaction
    • Transferrable and broadly applicable skills

Challenge 4: The Health System

  • Health systems are not always viewed by faculty as a “partner”
  • Students rotate in multiple health systems
  • Health system priorities frequently change
  • Faculty priorities may not align with health system priorities
  • Uncertain future of healthcare

Opportunities here with regards to the Health System Challenge

  • Introduce reality
    • Providers and systems are incentivized to partner to improve patient care
    • GME focus on sponsoring institutions
    • Prepare students to practice medicine for next 40-50 years
  • What do we have in common?
    • Clinical and non-clinical priorities
    • Don’t “solve their (the clinical site) problem”  Facilitate their “solving of the problem”
    • Goal: Student development of background knowledge and skills
  • Engaging the health system
    • Formalize partnership between medical school and health system to enhance clinical care AND education.
    • Leverage the clinical learning environment to focus on all health professions students, residents, and fellows
    • Students are future leaders for health systems and practices
    • Increased cross-campus collaborations and IPE

What are the opportunities for your institutions?

What are we doing at ECU?
Developed the Brody Teachers of Quality Academy
Evolving and improving:

  • Educators to design curriculum
  • Frontline educators to teach curriculum
  • Clinical mentors and role models to change culture
  • Expanded leadership and team concept

    Desired program components

  • Interprofessional faculty
  • Strong sponsorship
  • Protected time
  • Problem-centered
  • Immediately applicable
  • Tangible products as outcomes
  • Faculty contributions to curricular design

    Lessons learned

  • Faculty and learners can learn together
  • Expand the definition of faculty
  • Support interprofessional and intraprofessional development
  • Teaching while practicing while learning is hard!
  • Mentoring is critical
  • Manage change and uncertainty
  • Align institutional needs and faculty interest
  • Money  protected time

What we are doing at UNMC

  • Will start with a story.
  • Start with the University (UNMC) and the Nebraska Medical Center that has always had a relationship. The relationship existed between educational units and clinical delivery systems.
  • Health System Leader: “Isn’t that (education) what the University does?”
  • Academic Leader: “What do they (hospital) care about education?”
  • Realized needed to think about this differently and over the course of several years, many transformations took place where instead of just having a working relationship, we worked to develop a partnership.

Why is the alignment needed?

  • Training competent providers require that they train in competent systems. Asch, JAMA, 2009
  • Competent systems cannot exist without competent providers.
  • Therefore, a partnership is a “win-win” relationship

Building Leader Role (Reference: Myers, JGME, 2017)

  • Institutional role with focused responsibility in alignment
    • Quality and patient safety role in GME
  • Shared priorities between education and clinical enterprise
  • Need to speak with each other’s language
  • Chief “Dot-Connector”

Final thoughts

  • Different approaches and roles to achieve common outcomes
  • Different strategies for different situations
  • Embrace and manage change (process  change)

Contact information:
Luan Lawson:
Kelly Caverzagie:

IAMSE Spring 2020 Webinar Series Session 5

The Broccoli of US Medical Education: Key Health Systems Science Challenges

After a temporary interruption caused by the outbreak of the COVID-19 pandemic, the 2020 IAMSE Spring Webcast Audio Seminar Series will be wrapping up next week. This season has focused on health systems sciences. Health Systems Sciences has evolved as the third pillar of medical education, integrated with the two historic pillars—basic and clinical sciences. To address this curricular innovation, the Spring 2020 IAMSE webcast audio seminar series has been exploring the implementation of Health Systems Science (HSS) curricula in medical education. This Spring, we lined up multiple speakers to shine a light on the topic across multiple landscapes in medical education. In our fifth and final session, we welcome Drs. Stephanie Starr of the Mayo Clinic Alix School of Medicine and Jed Gonzalo of the Penn State College of Medicine.

Stephanie Starr and Jed Gonzalo

The Broccoli of US Medical Education: Key Health Systems Science Challenges 
Presenters: Stephanie Starr, MD and Jed Gonzalo, MD, MSc
Session: August 27, 2020 at 12pm Eastern Time

U.S. Medical Schools are significantly changing curricula to meet the evolving needs of health systems by incorporating more Health Systems Science into their programs. Although much progress has been made over the past several years, significant challenges remain. The successful implementation of HSS is challenging due to the need for new curricula, novel assessments and evaluations within the workplace, the development of educators, resource allocation, and the receptivity and engagement by students and faculty in this learning agenda. In this session, the facilitators will articulate several of the key challenges facing Health Systems Science education, and suggest strategies to address these challenges. To fulfill the obligation of preparing the next generation of systems-ready physicians, the medical education community must develop a shared understanding of these challenges to catalyze change.

For more information, archives from this series’ previous sessions and to register for the Spring 2020 Audio Seminar Series, please click the links below.

Register My Institution

Register Myself

Check out the IAMSE Webcast Audio Seminar Series Archives!

The International Association of Medical Science Educators (IAMSE) is pleased to announce that the archives for “Reimagining Faculty Development in Health Sciences Education,” the 2019 Fall series of the Webcast Audio Seminars are now online!

The Webcast Audio Seminar archives are located on the IAMSE website under the Events heading as Web Seminars. Here, you will be able to search the archives or browse by year and series.

If you have any issues accessing the archives, please just let us know at

View the archives here


IAMSE Spring 2020 WAS Session 3 Highlights

[The following notes were generated by Rebecca Rowe, PhD.]

IAMSE Webinar Series, Spring 2020

Speakers: Mamta K. Singh, MD, MS; Clifford Packer, MD from Case Western Reserve University School of Medicine (CWRU SOM)
Title: “Health Systems Science (HSS): The Clerkship Years in Medical School”
Series: Evolution and Revolution in Medical Education: Health Systems Sciences


  • To explore the ways in which HSS can be integrated into clinical clerkships
  • To identify the use of HSS within clerkships evaluations
  • To recognize how SOAP –(V)alue integrates clinical reasoning and value- based care at the bedside.
  • To describe the impact SOAP-V had on medical students in the clinical clerkship years.

Dr. Singh started the presentation with an overview of the curriculum during the first 18 months for the medical students at CWRU SOM where the students are introduced to HSS. Rather than focus the discussion of HSS from the logistical point of view, Dr. Singh hopes to present her part of the webinar of HSS from the philosophical perspective by asking the question “Why is learning HSS critical for our future physicians professional development?”

Since this series was interrupted owing to COVID-19, our world has changed a great deal from the pandemic and the protests have exposed many weaknesses in our health care system such as inequities in COVID-19 deaths. It has been documented that the highest COVID-19 deaths have been consistently observed among those living in disadvantaged parts of society.1 This disadvantage coming in the form of poverty, crowding, or by population of color.

Recognizing these systems vulnerability, it is time to draw the borders of our health systems responsibility. A good place to start is with the professional development of our learners and our faculty.

Dr. Singh added a disclosure stating she is not trying to claim that a HSS curriculum is panacea by which we fix all of societies’ ills. With this said, the HSS curriculum provides us with a road map by which we can start to expand the outlook of professional development for both our faculty and learners. It helps us to re-image the borders of what a physician’s responsibility is.

The health professions that rose to the challenge during our recent pandemic, did not learn these skills overnight. These are skills that are innate. As we as medical educators built systems to train health care professionals, it is important to note that we have these inherent ‘change agents’ and we as medical educators need to ensure our curriculum is aligning with this.

Three key points of this Webinar

  1. HSS curriculum at CWRU SOM
  2. HSS Assessment
  3. HSS in Clerkships – SOAP -V

HSS curriculum at CWRU SOM

HSS is not just a third pillar at CWRU SOM, but is really, truly integrated with the basic and clinical sciences.

Tenants of HSS integration

  • Longitudinal, developmental curriculum
  • How to improve health care quality, increase the value of care provide, enhance patient safety, deliver population-based medical care and work collaboratively in teams.
  • How to advocate for patients and communities and recognize the socio-ecological determinants of health, health care policy and health care economics.
  • Demonstrate Systems Based Competency
  • Development of Change Agents

HSS at CWRU SOM’s Elevator pitch to First Year Medical Students in Block 1: “We are only as good as we diagnosed”  “We are only as good as the care we deliver”. Thinking your job is done after delivering the diagnosis is a very limited way of thinking of what physicians can do. A physician’s responsibility is not just about how well we can diagnose and how well our clinical reasoning is. Physicians are only as good as the care they deliver! Required deeper thinking. After the diagnosis is made, how are you as the physician going to deliver the care, what kind of coordination needs to be included, what kind of population health data would be important to consider, what is the value base components that allows for the care to be at the bedside?

This will allow us to answer the question “Are we actually delivering the care we set out to do?

Overview of the first two year curriculum at CWRU SOM is called Foundations of Medicine and Health and show the students are getting exposed to HSS. The curriculum integrates the basic, clinical and health system sciences over the span of 18 months. Topics covered includes: Immersive HHS, System and Scholarship: Community Engagement, QI, Population Health, Patient Navigator, Professional Learning Plans, Interprofessional Clinical, Tuesday Seminars (Health Disparities, Advocacy, Health Policy), Physical Diagnosis, Communication Skills, and Community Patient Care Preceptorship. All of these components are designed to help the student doctor answer the question “Are we actually delivering the care we set out to do?

A breakdown of Block 1, which is an immersive 5 week curriculum titled “Becoming a Doctor” was shared. Very early on the students are taught part of their role as a physician, they will have to know population health, determinants of health, health systems patient-centered care and how to bring it all together while they are thinking of the basic and clinical sciences.

Another component of the pre-clerkship years is Systems and Scholarship, which is a longitudinal curriculum in years 1 and 2 that enables the students to apply QI, population health and research skills to ensure patient care meets the Institute of Medicine’s 6 quality domains: safety, patient centeredness, equitable, efficient, timely and effective.

Block 1 focuses on awareness and System and Scholarship and the longitudinal curriculum is getting the student to apply these skills. This allows the students to be able to know how to approach a gap in care in the same manner they would approach a gap in physiology.

To summarize the principles behind what CWRU SOM is trying to do is to not only develop systems thinkers but also Change Agents. Students need to see themselves as “Active Participants” or “Co-Producers” of systems improvement.

If we link the professional development to systems improvements and to patient’s outcomes, there will be very few physicians or trainees that will think that this is not part of their job.

HSS Assessment

Assessment drives learning. What are some important ways that we can see if our students are actually learning the concepts behind HSS. Are the students able to reflect? Are they able to adapt? Can the students actually think at the systems level? Use portfolio method, which all students completed during years 1, 2 and 3. The portfolio allows students to give examples of when they have thought about the HSS curriculum and reflected on it.

Year 1 portfolio focuses on reflective practice, interprofessional team skills, and research skills. In years 2 and 3 start to expand to things that are more pertinent to HSS.

Have milestones for systems based practiced where they use 9 competencies specifically around systems based practices. These show the student at each development level what they need to understand in order to meet this larger competency. This has been mapped out across the years.

Starting this year Rising 3 years (between years 3 and 4) will do a portfolio on system based practice by addressing this prompt: “Describe a specific patient scenario over the last year in which you (and your clinical team) took into consideration economic and cultural factors, individual and family contributions, and the availability of health care system resources when making a clinical decision? Reflect on how you think this impacted the patient’s care and whether it helped or hindered care.”

Dr. Singh is hoping to impress on the audience is how the students are really thinking, not only about their clinical decision making, but how the larger system fits, and how the larger HSS learning has helped them get to this point. By reflecting and writing essays about this, we hope for them to see how these are truly integrated and not just three pillars standing by themselves.

Dr. Packard takes to provide us with a very specific and successful example of how this is happening at the clerkship level by introducing us to SOAP – Value A new pathway to high value care.


SOAP-V was developed initially at the 2013 Millennium conference the subject of which was teaching value added care and the aim of this conference was to teach our future physicians to be judases in evidence based in their use of diagnostic tests and therapeutics.

SOAP-V is basically the SOAP note with value added. The thinking behind this was it was not only an opportunity for students to not only learn, but by using SOAP-V they could actually practice high valued care in authentic patient experiences by using it every day on the wards and in the clinic.

The beauty of SOAP-V in addition to its simplicity, it that it can be used with minimal to no faculty training, it can be attached to authentic patient experiences, and it would be ebbed in the normal work flow.

A plot of Life Expectancy vs. Cost of Care shows the U.S. health care spending is 2 – 4 times higher per capita than other developed nation yet our outcomes such as life expectancy is lower than many other developed countries. So why is the happening and how can we fix it?

SOAP-V takes a bottom up approach starting with medical students to address this.

An Overview of High Valued Care

An example of a high value test or treatment is when the benefits outweigh the risks.
Benefits includes improving outcomes, changes management and meet’s patient’s goals.
Risks include causing harm to patients, cost to patients and cost to the system.

In developing SOAP-V, the decision was made to boil it down to three main points:

  1. Evidence of value: before ordering a test consider whether the result would change management. Before ordering treatment consider the evidence for the treatment vs. no treatment or an alternative treatment.
  2. Patient values: Consider discussing with the patient their goals and values. Does the patient recognize the potential harm of the test/treatment compared to alternatives?
  3. Relative cost: Consider the approximate cost of the test/treatment. Are there less costly alternatives with similar benefits? Where to get cost information: and iTriage which is a mobile app.

Students are given a laminated SOAP-V Card that lists information on the components of the SOAP note – Subjective, Objectives, Assessment, Plan, and Value. Under value are the three points given above. The SOAP-V Card are given to all second year students before they go ont the wards.

There is evidence that if medical students are exposed to high value care early in their training that they will carry this information with them into their careers. Such a study is Spending Patterns in Region of Residency Training and Subsequent Expenditures for Care Provided by Practicing Physicians for Medical Beneficiaries JAMA 2014, 312 (22):2385-93.

Implementation of this in a study using 3 medical schools Penn State, Harvard-Beth Israel Deaconess, and Case Western Reserve. Each school had an intervention and control arm where the students in the intervention arm were reminded several times a week if they were using high value care (HVC). Data was collected using pre and post surveys on the attitudes of medical students, residents and faculty.

The results of the study resulted in several publications.

The key take away from this study: Moser et al. Soap to Soap-V: A new paradigm for teaching students high value care. Am J Med. 2017; 130 (11):1331-1336, showed:

  • Medical students are well positioned to bring value discussions into patient care activities.
  • Students at 3 medical schools used the SOAP-V framework during team presentations to apply high value care in their medical decision making.
  • The intervention group reported higher self-efficacy toward addressing the economic health care crisis, initiating team discussion on unnecessary tests or treatments, and considering potential cost to patient and system; these changes were not present in the control group.

Another key take away from this study is this is a durable effect where it was maintained not only during the clerkship but at 6 and 12 months after the clerkship ended.

Results of thematic analysis of focus groups also published in Am J Med. 2017; 130(11);1331-1336 where three themes emerged:

  1. SOAP-V served as a generalizable tool across clinical experiences
  2. SOAP-V emphasized topics like cost and patient harm that were usually avoided.
  3. SOAP-V facilitated value conversations.

Other SOAP-V Publications:
Moser EM, Huang G, Packer CD, Glod S, Smith CD, Alguire PC, Fazio S. SOAP-V: Introducing a method to empower medical students as change agents in bending the cost curve. J Hosp Med. 2016; 11(3):217-220.

Moser EM, Fazio S, Packer CD, Glod S, Smith CD, Alguire PC, Huang GC. SOAP to SOAP-V: A new paradigm for teaching students high value care. Am J Med. 2017; 130(11):1331-1336.

Packer C.D. (2019) Adding Value to the Oral Presentation. In: Presenting Your Case. Springer, Cham.

There are currently 11 medical schools using SOAP-V up from the original 3 medical schools.

SOAP-V 4 minute animated video

Teaching soap-v to late second year students before they head out for their clerkship year
High Value Care Tools


Chen JT, Krieger N. Revealing the unequal burden of COVID-19 by income, race/ethnicity, and household crowding: US county vs ZIP code analyses. Harvard Center for Population and Development Studies Working Paper Series, Volume 19, Number 1. April 21, 2020.

Preparing Faculty to Teach HSS in the Clinical Learning Environment

The 2020 IAMSE Spring Webcast Audio Seminar Series will continue on August 20! This season will focus on health systems sciences. Health Systems Sciences has evolved as the third pillar of medical education, integrated with the two historic pillars—basic and clinical sciences. To address this curricular innovation, the Spring 2020 IAMSE webcast audio seminar series will explore the implementation of Health Systems Science (HSS) curricula in medical education. This August, we’ve lined up multiple speakers to shine a light on the topic across multiple landscapes in medical education. In our fourth session, we welcome Drs. Luan Lawson of the Brody School of Medicine at East Carolina University and Kelly Caverzagie of the University of Nebraska School of Medicine.

Luan Lawson and Kelly Caverzagie

Preparing Faculty to Teach HSS in the Clinical Learning Environment 
Presenters: Luan Lawson, MD and Kelly Caverzagie, MD, FACP, FHM
Session: August 20, 2020 at 12pm Eastern Time

In prior sessions of this series, participants learned about the development of the HSS and its critical role to student learning in modern healthcare as well as opportunities for implementing HSS into medical school curricula.  In this session, participant learning will focus on varied roles faculty can play in enhancing (or hindering) student learning of HSS in the pre-clinical and clinical environment.  The importance of faculty understanding and engagement in health systems priorities with the goal of achieving mutual benefit will be discussed.

For more information, archives from this series’ previous sessions and to register for the Spring 2020 Audio Seminar Series, please click the links below.

Register My Institution

Register Myself

Reminder – #IAMSE21 Call for Focus Sessions – Due September 1

Time is still available to submit a focus session abstract for the 25th Annual IAMSE Conference to be held at the JW Marriott Cancun Resort and Spa from June 12-15, 2021. The IAMSE meeting offers opportunities for faculty development and networking, bringing together medical sciences and medical education across the continuum of health care education.

Submit now!

The purpose of a 90-minute Focus Session is to “focus in” on a specific topic in a small group discussion format. Groups of 10-50 individuals consider a particular topic in an interactive format. Formats can be variable. For instance, the Session Leader may arrange for the pros and cons of a particular issue to be presented by a mini-panel discussion. Alternately, the group may be subdivided and certain tasks assigned to be developed for summary during the last 20-minutes of the session. Discussion in a paradigm of professional development is the goal, so not more than one-third of the time is to be used for a formal presentation (half of the time if using panel discussion format).

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

The submission deadline is September 1, 2020. Abstract acceptance notifications will be returned by November 1.

Please contact for any questions about your submission.

We hope to see you next year!

ANZAHPE Webinar “Confronting Contexts” FREE for IAMSE Members

ANZAHPE ONLINE is the virtual professional development program of the Australian and New Zealand Association for Health Professional Educators (ANZAHPE). The program has been designed to deliver a rich academic experience as an alternative to the 2020 face to face conference and will run from July to December 2020 as monthly events.

We invite IAMSE colleagues to join the ANZAHPE community for the next event of the professional development program, and are pleased to offer complimentary registration to IAMSE members.

Title: Confronting Contexts

Presented by: Professor Rachel Ellaway
When: 13 Aug 2020 1:00 PM AEST (UTC+10:00)

REGISTER HERE – Zoom link will be emailed to registrants.

About the Session
Dr. Rachel Ellaway will guide a reflective inquiry exploring key concerns in thinking about context in health professional education. Context is always with us; we are never not in context. Context is also a polysemic concept that both unites and divides us. If contexts are all unique then how can we talk systematically about context in health professional education? Pattern and pattern language theory can help with this. For some, education contexts are simply the background, the passive setting for active health professional education. For others, the contexts of training are selected to afford certain educational advantages. And for others, contexts are carefully designed and configured to optimize learning outcomes. How can we reconcile these different perspectives?

Learning happens in many different contexts; learners move between contexts all the time. To what extent and in what ways does the ability to adapt to new contexts and make the most of them play a role in health professional education?

About the Presenter
Dr. Rachel Ellaway is a professor of medical education in community health sciences and co-director of the Office of Health and Medical Education Scholarship at the Cumming School of Medicine, University of Calgary. An internationally renowned scholar and leader in medical education, her substantial contribution is reflected in 328 presentations, 201 publications and 24 book chapters.

Rachel was awarded the 2019 Royal College of Physicians and Surgeons of Canada Duncan Graham Award for Outstanding Contribution to Medical Education.

This interactive session on ‘Confronting Contexts’ will stimulate you think about the impact that contexts have on health professional education.


IAMSE members please register using the Guest category and enter the code GUEST. Registration is essential to receive the Zoom link.

The final sessions of the IAMSE Spring Webcast Audio Seminar Series to Begin August 13

We are happy to announce that the final three sessions of the Spring Webcast Audio Seminar Series will be delivered live beginning Thursday, August 13! Picking up where we left off in mid-March, we have a lineup of exciting and knowledgeable speakers ready to discuss Health Systems Science beginning with Drs. Clifford Packard and Mamta Singh discussing incorporating and evaluating HSS in the clinical clerkship.

Clifford Packer and Mamta Singh

Health Systems Science in the Clinical Clerkship Years
Presenters: Clifford Packer and Mamta Singh – Case Western Reserve University
Session: August 13, 2020 at 12pm Eastern Time

As Medical Schools integrate Health Systems Science into the curriculum, one of the areas that remain a challenge is the clinical years. Traditional clinical care has very little flexibility to incorporate HSS if approached with a pure scheduling lens. However, there are ample opportunities in daily workplace learning to recognize how HSS impacts clinical decision making and ultimately clinical care. In this session, the facilitators will share how they have or plan to incorporate and evaluate HSS in the clinical clerkship and demonstrate how SOAP-V is a great example of integrating clinical reasoning and value-based care thus integrating clinical and health systems science at the bedside.

For more information, archives from this series’ previous sessions and to register for the Spring 2020 Audio Seminar Series, please click the links below.

Register My Institution

Register Myself

Say hello to our featured member Sara Fletcher

Sara Fletcher
Vice President & Chief Learning Officer
Physician Assistant Education Association

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 IAMSE member and PAEA VP and CLO Sara Fletcher, PhD.

How long have you been a member of IAMSE?
I have been an IAMSE member for 6 years.

Looking at your time with the Association, what have you most enjoyed doing? What are you most looking forward to?
I have most enjoyed participating in the Webcast Audio Seminar series. I also appreciate all the collaboration between IAMSE and PAEA and look forward to working together in the future.

What interesting things are you working on outside the Association right now?
Research, presentations, etc. Publishing a book on leadership

How is the field of PA education changing and adapting during the pandemic?
Budgets are shrinking. Students are demanding quality education continue even if they are learning remotely. Therefore, faculty are trying to adjust to teaching online – some with little or no experience. Major disruption is underway, and some institutions will innovate and thrive while others will struggle to survive.

Anything else that you would like to add?
Thanks to IAMSE for being such a great partner!
Want to learn more about the Physician Assistant Education Association? Visit their website here.

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Springer offers MSE journal subscribers a first look at the newest articles as soon as they are available, so you never miss a breakthrough. To subscribe, visit Springer online here. In the right column, four headings down, you will see “Alerts for this journal.” Simply enter your email address to receive the table of contents for Medical Science Educator by email every time a new issue is published.

I hope you will enjoy reading our journal Medical Science Educator. If you have any questions, please contact

Thank you,
Peter GM de Jong, PhD

Did you know about IAMSE writing groups?

IAMSE now offers an open forum for any writer, editor, researcher or student member looking to collaborate or get feedback on their writing projects. Located on the member’s-only website under the Connecting with IAMSE tab, IAMSE Writing Groups offer blogs and forums for member collaboration.


To begin posting, simply click the Join the Group link. From there, you can post, ask questions, join a group or start your own!

If you have any trouble with the online writing group please feel free to reach out to

Don’t Miss These Great IAMSE How-to Guides

As you may know, IAMSE has published three 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.

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 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.

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 any 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.