The IAMSE Administrative staff will be unavailable on Monday, May 25th in observance of Memorial Day. We will resume normal business hours on Tuesday, May 26th.
We are pleased to announce that registration for the 2020 IAMSE Virtual Conference, to be held June 15-18, 2020 is now open. At this annual meeting of the International Association of Medical Science Educators (IAMSE) you will be able to connect with and learn from others who share the same passion for the improvement of teaching and learning medical and basic sciences. The annual IAMSE conference will provide you with new teaching techniques, ideas and resources. It is also one of the best professional development activities for networking with other professionals.
Registration is FREE!
By registering for the free virtual conference you will gain access to each of the accepted poster and oral presentations, plenary addresses, award presentations and more! You can find a full schedule of events here. Some events, like the poster and oral presentations, will be presented on demand and will be available for 60 days after the meeting. Please note that you will need to register and be signed in to view any conference events or presentations.
Additional meeting details and registration can be found at www.iamseconference.org.
Bonny Dickinson, PhD, MS-HPEd
Chair, 2020 Program Committee
Each month the IAMSE Publications Committee reviews published articles from Medical Science Educator. This month’s review, written by Dr. Louis B. Justement is taken from the article titled Medical Biochemistry Without Rote Memorization: Multi-Institutional Implementation and Student Perceptions of a Nationally Standardized Metabolic Map for Learning and Assessment (doi:10.1007/
As a member of the Publications Committee, I wanted to highlight an interesting article in Medical Science Educator, the journal of IAMSE, on the use of a Metabolic Map that is designed to facilitate the ability of medical students to not only learn biochemistry but to do so in a practical, applied manner. The title of the article is Medical Biochemistry Without Rote Memorization: Multi-Institutional Implementation and Student Perceptions of a Nationally Standardized Metabolic Map for Learning and Assessment by Douglas B Spicer (Medical Science Educator (2019) 29:87-92).
Understanding the principles of biochemistry and biochemical pathways have traditionally proven to be very challenging for medical students due to the complex, interrelated nature of biochemical processes. Students often fail to comprehend how this material is relevant for their future practice of medicine and also express a significant amount of stress when faced with the prospect of memorizing large numbers of biochemical pathways without the appropriate context being provided. This leads to the creation of an excessive cognitive load that interferes with the development of an integrated understanding of normal and pathophysiological metabolic processes.
To address this problem, Stanford University School of Medicine Faculty worked in conjunction with the Association of Biochemistry Educators to develop a map that contains medically-relevant metabolic pathways for use as a standardized national resource that is readily available for download (Pathways of Human Metabolism: (https://metabolicpathways.
The MetMap is currently being utilized by a number of institutions across the country and to assess its impact on student perceptions of biochemistry, the authors conducted a survey of 481 students from three different medical schools that integrate biochemistry content with other topics in interdisciplinary courses longitudinally in the MS1 year. The survey results support the value of the MetMap as a resource for student learning of normal metabolic processes and how dysregulation leads to disease. Students responded that the MetMap: 1) aids visual and mental organization of metabolic pathways, 2) Promotes deep learning and the application of knowledge learned in the context of disease processes, 3)decreases the need for memorization, 4) reduces anxiety of exams and 5) aids in long-term recall.
Although students give the MetMap high marks in general, there were some concerns raised that are of note. The first and foremost is that although the MEtMAp is an effective learning resource, students were concerned that because it is often used in both learning and assessment activities, that reliance on the MetMap may result in under preparing for licensing exams. Students were concerned that it may still be necessary to memorize a lot of facts in order to be fully prepared for licensing exams. This raises the question of whether in the future such standardized national resources will be incorporated into licensing exams. This very question is currently under discussion by a USMLE Metabolic Map Task Force. A second issue noted by students was that the MetMap is still quite complex in nature, however, they also indicated that through repetitive use of the MetMap, they were able to develop a more integrated understanding of metabolic pathways and their relationship to disease. Going forward, studies to assess the impact of the MetMap on student learning outcomes should provide important insight regarding whether the MetMap is effective as a resource for teaching metabolic processes and their relationship to disease.
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
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 2020 Annual Program Chair and IAMSE President-Elect Bonny Dickinson.
Bonny Dickinson, PhD, MS-HPEd
Associate Dean for Faculty Affairs
Mercer University School of Medicine
Macon, Georgia, USA
First, how are you? How are you adapting to the sudden shift online and from home during the pandemic?
The faculty, administration and students at Mercer University School of Medicine adapted amazingly well to the changes during the pandemic. In some ways, we’ve become even more efficient and connected although we miss seeing each other face-to-face. I admit I’ve become a bit of a Zoom-zombie or Zoombie…
How long have you been a member of IAMSE and what is your position in the association?
I joined IAMSE in 2013 when I began a faculty position at The Western Michigan University Homer Stryker MD School of Medicine, which welcomed its inaugural class of medical students in 2014. I quickly caught the “IAMSE bug” and first became involved with the IAMSE Professional Development committee in 2016 then chaired by Dr. Carol Nichols. This committee nurtured the growth of a subcommittee that I co-chaired with Nicole Deming, JD, MA. This committee, the Committee for the Advancement of Medical Science Educators (CAMSE), launched an IAMSE member survey to better understand the institutional adoption of promotion and tenure criteria for medical science educators. The survey results were published in Medical Science Educator and informed the development of IAMSE Educator and Evaluator Toolkits, which are now freely available on the IAMSE website: http://www.iamse.org/medical-
In 2017 I was elected to serve on the IAMSE Board of Directors and in 2019 I assumed the role of chair of the IAMSE Professional Development Committee. In 2019 I was also elected to serve as IAMSE President-Elect and chair of the IAMSE 2020 Program Committee. In other roles, I serve as a member of the IAMSE Oversight Committee, the IAMSE Executive Committee, the IAMSE 2021 Program Committee, and as an Associate Editor and member of the Medical Science Educator Editorial Board.
As you find yourself chair of the very first virtual IAMSE meeting, which wasn’t the plan at all, what insight can you give us on this event? What will be added, what will be subtracted, and what will be adapted?
IAMSE is truly blessed to have an outstanding Program Committee that developed the agenda for the 2020 annual meeting. Because of the hard work and dedication of the Program Committee members, we will have an outstanding virtual conference. All of the plenary speakers have agreed to present webinars and we will also have the first-ever student-led plenary. We are excited that the student-led plenary will be a new addition to the annual conference and serve to engage our student members, who will be the next IAMSE members and leaders in health professions education.
If I may ask you to speculate, how do you think the sudden shift to a virtual meeting, both for IAMSE and other organizations, will affect meetings in the future? How will IAMSE 2021 in Cancun be different from the original plan?
The virtual meeting planned is going to be novel but also very much like the face-to-face annual meetings in many ways. To engage our membership during this difficult time and to bring new faculty to IAMSE, the conference registration and content will be completely free to both IAMSE members and non-members. A virtual conference program will detail the free offerings that will occur over the span of 4 days in June. Poster and oral presentation abstracts will be published in a special edition of Medical Science Educator as has been done in the past, and members will have the option of loading a PDF version of their posters and recordings of their oral presentations to the conference website for viewing. We plan to also give authors the option of providing their contact information to foster collaboration. Award winners will also be recognized. Awards, including student and faculty travel awards, early and distinguished faculty career awards, the Finnerty Lifetime Achievement award, outstanding poster and oral presentation awards, and the Medical Science Educator reviewer award will be presented. In addition to the plenaries, which will be presented as interactive webinars, we are also considering the possibility of providing focus sessions as a series of summer webinars, so stay tuned!
In general, I think what we will learn is that there is value to streaming conference content, recording content, and making it available to our members who are unable to regularly attend the annual conference. This will strengthen our membership and the association.
It is difficult to say what our IAMSE 2021 meeting in Cancun will look like as so much depends on the development of an effective vaccine and treatment for COVID-19. What is clear, however, is that we will continue to have an annual conference, whether it is completely on-site in Cancun (fingers crossed), a blended conference with on-site and virtual components, or completely virtual much like that planned for June 2020.
Have you had any time to be part of interesting projects, research or activities outside the association recently?
As a new Associate Dean for Faculty Affairs, I’ve become involved with the AAMC Group on Faculty Affairs, and this has helped me to navigate my new role as my career has shifted from educating medical students to supporting the faculty who teach students.
Anything else that you would like to add?
Yes, I’d like to formally thank JulNet (Julie Hewett, Cassie Chinn, Elizabeth Davidson, Danielle Inscoe, Rachel Hewett, and Amoritia Strogen-Hewett), our sponsor organization Rocky Vista University College of Osteopathic Medicine, and each and every member of the IAMSE 2020 program committee for their enthusiasm and dedication to the association and its members:
• Gergana Deevska – Idaho College of Osteopathic Medicine (USA)
• Peter de Jong – Leiden University Medical Center (Netherlands)
• Emine Ercikan Abali – City College of New York School of Medicine (USA)
• Laurel Gorman – University of Central Florida College of Medicine (USA)
• Robin Harvan – Massachusetts College of Pharmacy and Health Sciences University (USA)
• Melissa Henderson – Rocky Vista University College of Osteopathic Medicine (USA)
• Mark Hernandez – Alabama College of Osteopathic Medicine (USA)
• Machelle Linsenmeyer – West Virginia School of Osteopathic Medicine (USA)
• Matthew Linton – Rocky Vista University College of Osteopathic Medicine (USA)
• Michele Monteil – Augusta University/The University of Georgia Medical Partnership (USA)
• Jennifer Montemayor – Rocky Vista University College of Osteopathic Medicine (USA)
• Gustavo Patino – Oakland University William Beaumont School of Medicine (USA)
• James Pickering – University of Leeds School of Medicine (United Kingdom)
• Sol Roberts-Lieb – Carle Illinois College of Medicine (USA)
• Lee Schein – Robert Wood Johnson Medical School (USA)
• Rick Vari – Virginia Tech Carilion School of Medicine (USA)
Stay tuned to upcoming announcements regarding the 2020 IAMSE Virtual Meeting and how to register for this FREE EVENT!
Amber Heck & Michael Lee to Discuss COVID-19 and the New Medical School
Stay connected with your colleagues around the globe and join us for this week’s IAMSE Cafe round table discussion. Join our moderator, Kelly Quesnelle from Western Michigan University Homer Stryker M.D. School of Medicine as she welcomes Amber Heck and Michael Lee on Thursday, May 7.
Thursday, May 7, 2020 at 10AM EDT – COVID-19 and the New Medical School. Amber Heck from Texas Christian University and The University of North Texas Health Science Center (USA) and Michael Lee from the Dell Medical School at the University of Texas – Austin (USA) will offer perspectives and challenges of dealing with COVID-19 from the view of a newer medical school. Topics to be considered are: challenges to keeping up with content development, online rapport with unfamiliar students and updating exams with exam banks of limited size.
To join the meeting please click here.
The meeting password is IAMSECafe or, if you are calling in from a phone, the numeric password is 778130.
We look forward to seeing you this week!
To make sure we are able to include your submission, please send that information in by Monday, June 1, 2020.
IAMSE Ambassador Program
Stay connected with your colleagues around the globe and join us for this week’s IAMSE Cafe round table discussion. Join our moderators, Kelly Quesnelle from Western Michigan University Homer Stryker M.D. School of Medicine and Heather Christensen from the University of Cincinnati College of Medicine on Thursday as they facilitate a conversation focused on how COVID-19 has affected professionals in different ways.
Thursday, April 30, 2020 at 10AM EST – MedEd Equity During COVID-19. Heather Christensen will join the Cafe to discuss the new IAMSE subcommittee, EnGAGE, and how different groups of professionals in the medical education world have been impacted by COVID-19. She will discuss issues and strategies surrounding productivity, efficiency, and work-life balance on a personal level.
To join the meeting please click here.
The meeting password is IAMSECafe or, if you are calling in from a phone, the numeric password is 778130.
We look forward to seeing you this week!
IAMSE Cafe Virtual Sessions
3/31/2020 MedEd Mailbag: The Virtual Teacher with Kelly Quesnelle
4/2/2020 Leading by Example: Practicing Self-care in a Time of Crisis with Adi Haramati
4/7/2020 MedEd Mailbag: Being Productive in Your Own Space with Kelly Quesnelle
4/9/2020 How Re-thinking and Re-designing Anatomy Instruction Into the Online Space Can Lead to Better Classroom and Cadaver Lab Learning Experiences with Jon Wisco
4/14/2020 MedEd Mailbag: Free Resources During COVID-19 with Kelly Quesnelle. Resources discussed and shared during this session can be found below.
4/16/2020 Q&A with the IAMSE President with Neil Osheroff
4/23/2020 IAMSECafe Welcomes Medical Science Educator EIC with Peter de Jong
4/30/2020 MedEd Equity During COVID-19 with Heather Christensen
5/7/2020 COVID-19 and the New Medical School with Amber Heck and Michael Lee
5/14/2020 Evolving Anatomical Education during the COVID pandemic: What will this mean for the future of anatomy teaching? with Jon Wisco, Richard Gonzalez and Lane Fortney
5/21/2020 Faculty Development in the COVID-19 Era with Alice Fornari
5/28/2020 IAMSE Ambassadors – Mexico, China, Caribbean with Raul Barroso, Sateesh Arja and Zhimin Jia
6/11/20 Communities of Practice in a Virtual World with James Pickering
6/25/20 The Future of Medical Education Conferences: What SHOULD it look like? with Bonny Dickinson
Resources for Educators During COVID-19
AAMC COVID-19 Resource Hub
The AAMC continues to monitor guidance from federal, state, and local health agencies as it relates to the coronavirus (COVID-19). Find information and updates from AAMC on this emerging global health concern.
Acland’s Video Atlas of Human Anatomy contains nearly 330 videos of real human anatomic specimens in their natural colors.
MedEd Portal Virtual Resources
This collection features peer-reviewed teaching resources that can be used for distance learning, including self-directed modules and learning activities that could be converted to virtual interactions. As always, the resources are free to download and free for adaptation to local settings. The collection will be reviewed and updated regularly.
From the University of Michigan Medical School
Aquifer is offering free access to 146 Aquifer signature cases, WISE-MD (Surgery), and WISE-OnCall (Readiness for Practice) through June 30, 2020, to all current Aquifer institutional subscribers in response to the COVID-19 outbreak.
With i-Human Patients, students experience safe, repeatable, fully-graded clinical patient encounters on their devices anywhere, anytime.
The unprecedented COVID‐19 crisis has upended the medical and medical education landscape. Our aim during this difficult and confusing time is to support you with what we do best—concise, high–yield videos to help you get up to speed efficiently and effectively—so you can feel confident with however you’re being called on to adjust.
In response to a request for assistance from a partner medical school impacted by COVID-19, ScholarRx has agreed to make its Rx Bricks program available at no cost to M2 students for the remainder of the 2019-20 academic year. This comprehensive, online resource can assist schools implementing contingency plans necessitated by the COVID-19 outbreak.
You can raise the line by training healthcare workers who don’t have experience treating COVID-19. Encourage healthcare workers you know to complete this free CME course on COVID-19 so they’re prepared to fight the virus.
Top quality anatomy videos, all for free.
Crowdsourced List of Online Teaching Resources Collated by the Harvard Macy Institute (@HarvardMacy)
We understand some of the unique challenges you are facing due to the COVID-19 pandemic and, as a company, are putting together resources to help you keep up with your courses as well as stay up to date with the latest research and evidence-based practices for addressing this new coronavirus.
5 Minute Consult
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Each month the IAMSE Publications Committee reviews published articles from Medical Science Educator. This month’s review, written by Dr. Elizabeth McClain is taken from the article titled Student Interaction in Small Private Online Courses (doi:10.1007/s40670-
As a medical educator, I felt this article was appropriate for review as many educators have been challenged to transition to online formats this spring due to the global impact of the Corona Virus. The COVID-19 pandemic has provided an opportunity for disruptive innovation in online learning. Many colleges and universities have experienced mandatory campus closures forcing faculty to transition to remote education. This coupled with mandates for social distancing and shelter at home requirements has increased concerns of social isolation its impact on student learning.
The authors provide a descriptive study investigating the value of social interaction in small private online courses (SPOCs). The study evaluated the interaction among and between learners and instructors in four online courses with under 40 students per class. The online interactions were grouped into 3 categories. 1) The functional/technical category focused on questions about the online learning environment, technical issues or basic course instruction. 2) The content-specific category focused on course topics and the course. 3) The social interactions category included interpersonal interactions or discussions focused on social content.
The authors observed that the highest percentage of posts across all four online classes were categorized by social interaction posts. In addition, more than ninety percent of the social interaction posts were generated by students to another student, or to the whole class. Overall, this peer to peer interaction played a major role in all the online courses. The social nature created involvement and student cohesion, as well as student satisfaction with the online learning format. In our current global pandemic, we need to consider how quickly our student’s lives have shifted from in-person engaged learning to isolated remote learning. The authors’ findings in this study have important relevance to ease this transition for our students. Research has shown that student engagement in peer discussions is an essential component of effective learning.
My takeaway from this study is that learners need a sense of belonging and social engagement to learn effectively. In our present sense of social isolation with COVID-19, we have an opportunity to support the transition for our students in the online learning environment. Considering this study, if we create smaller student online groups and facilitate social student to student discourse without mandating it in the course, it will foster social engagement. This paired with academic engagement will foster essential social connections associated with effective learning environments that can improve our student cohesion and learning outcomes.
Elizabeth K McClain PhD, EdS MPH
Vice Provost and VP Academic Affairs
Professor of Psychology and Public Health
Arkansas Colleges of Health Education
IAMSE Publication Committee
Julie K. Hewett, CMP, CAE
Julie has been supporting IAMSE for over 21 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
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
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.
Amoritia Strogen-Hewett, QAS
Amoritia handles all conference logistics. She works closely with the annual program committee to structure, plan and execute each meeting, ensuring its success.
MSE Editorial Assistant
Liz 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.
How to Connect with the Team
c/o JulNet Solutions, LLC
1000 5th Avenue
Huntington, WV 25701
Thursday, April 23, 2020 at 10AM EST – Peter de Jong, PhD, Editor in Chief of Medical Science Educator, will share tips for turning your research into academic scholarship intended for publication. He will also share how Medical Science Educator is responding to the global pandemic and how some of today’s experiences can be converted into scholarship.