News

IAMSE Fall 2016 WAS Session 1 Highlights

In case you missed yesterday’s Webcast Audio Seminar (WAS) Session with Laurel Gorman, here are the highlights of her talk:

Use of preclinical High Fidelity Medical Simulations (HFMS) to promote the integration of basic and clinical sciences
Laurel Gorman, PhD
University of Central Florida

  • High fidelity medical simulators (HFMS) are sophisticated, life-like computerized manikins that can be used with clinical case scenarios to help students learn and integrate basic science concepts
  • Using HFMS can address accreditation standards focused on active learning
  • Evidence exists (references provided) that using HFMS improves short and long-term learning
  • HFMS can be used in the pre-clinical years as long as the cases are tailored (scaffolds) to the appropriate learning level of the student
  • Case scenarios used with HFMS must be constructed by a team of clinicians and basic scientists
  • Debriefing exercises should also be conducted by these teams and tailored to the learning appropriate level of the student and scheduled for at least the same length of time as the learning exercise. The debriefing exercise is an essential part of the learning experience.

For more information on the next sessions or to register, please click here.

Paula Smith – Board of Directors

I greatly value being an active member of IAMSE, and have enjoyed many an inspiring discussion with colleagues from across the globe at conferences and committee meetings. The IAMSE community permits genuine networking opportunities, and a real sense of kindred spirits amongst its membership. The annual conference provides opportunities to learn directly from others about current best practice in education and, together with the webinar series and IAMSE publications, gives plenty of new ideas to introduce into my own institution.

IAMSE Web Audio Seminar Series “Entrustment decision making in EPA-based curricula”

Entrustment decision making in EPA-based curricula
Presenter: Olle ten Cate
September 22, 12 PM ET

Assessment of clinical competence is an ongoing topic of debate among medical educators. Competency-based medical education intends to train and assess residents and students who meet predefined standards. The quest for psychometrically valid assessments, i.e. sound measurement of trainee competencies, to provide sufficient certainty to the public that all those who complete undergraduate medical education are ready for residency, and all those who complete graduate medical education are ready for unsupervised practice, has not yet yielded a gold standard for evaluation.

A new concept in workplace training and assessment is Entrustable Professional Activities (EPAs), units of professional practice that learners may execute without supervision once they have satisfactorily demonstrated to possess the relevant competence in postgraduate specialty training, or indirect supervision in undergraduate medical education.

EPA-based curricula with entrustment decisions provide a conceptual change in perspective on both the standards for competence and their evaluation among trainees.

This presentation will focus on entrustable professional activities for curriculum development and assessment, the concept of entrustment as part of assessment and entrustability scales that use levels of supervision as anchor points. The connection with milestones will be highlighted. While EPA-based assessment is new and there is yet limited experience with EPA-based curricula, there are a number of arguments to guide a development in that direction.

For more information and to register for the Fall 2016 Audio Seminar Series, please click here.

IAMSE Web Audio Seminar Series “Self-directed learning in your curriculum – getting from theory to practice”

vanSchaik Larsen William Cutrer

Self-directed learning in your curriculum—getting from theory to practice
Presenter: Sandrijin van Schaik, Douglas Larsen, and William Cutrer
September 15, 12 PM ET

In today’s health care arena with rapidly expanding knowledge, yesterday’s best practice may be obsolete tomorrow. This creates an imperative for physicians to be life-long learners. As students progress through medical education their learning will need to be increasingly self-directed and develop the necessary skills to diagnose and address their own learning gaps. Despite the growing recognition that such skills can and should be taught, this is not yet a consistently integrated component of medical school curriculum.  In this webinar, we will first define terminology and explain theoretical frameworks that guide our understanding of self-directed, life-long learning; including metacognition, self-regulation, informed self-assessment and the newer framework of master adaptive learning. We will then provide a brief literature review of strategies employed to help students develop the relevant skills, including the use of reflection, learning plans, portfolios and coaches. We will discuss challenges encountered when applying theoretical frameworks to practical strategies and areas of ambiguity in which more research is needed. We will end with some practical suggestions based on the literature and our own experiences.

For more information and to register for the Fall 2016 Audio Seminar Series, please click here.

#IAMSE17 Plenary Speaker Highlight: Jimmie Leppink

The 21st Annual IAMSE Meeting is just around the corner, and we would like you to get to know some of our keynote speakers! We have four plenary speakers this year, and we hope you enjoy their presentations.

Jimmie Leppink: Managing the load on a learner’s mind: a cognitive load theory perspective [Maastricht University]

Throughout their curriculum, learners in domains like medicine encounter situations in which they must deal with a heavy information-processing load or working memory load. Cognitive load theory was developed for this kind of situation. In cognitive load theory, learning is the gradual development of cognitive schemas. As our schemas of a particular content or procedure become more elaborate, the intrinsic cognitive load on our working memory when dealing with that kind of content or procedure decreases. Simultaneously, when dealing with that content or procedure, cognitive processes that do not contribute to learning constitute an extraneous cognitive load on our working memory. The more extraneous cognitive load, the fewer resources we have available for dealing with the intrinsic cognitive load. Given that successfully dealing with intrinsic cognitive load results in learning, cognitive load theory dictates that education should be designed such that extraneous cognitive load is minimized and learners are stimulated to optimally allocate their resources to dealing with the intrinsic cognitive load. This plenary will focus on evidence-based cognitive load effects that have a variety of implications for how to design instruction and assessment.

For more information on Dr. Leppink, please click here.

Be sure to Save the Date for the 2017 IAMSE Meeting! The Meeting will be held in Burlington, Vermont on June 10-13, 2017.

IAMSE Web Audio Seminar Series “Use of preclinical High Fidelity Medical Simulations (HFMS) to promote the integration of basic and clinical sciences in undergraduate medical education”

Use of preclinical High Fidelity Medical Simulations (HFMS) to promote the integration of basic and clinical sciences in undergraduate medical education
Presenter: Laurel Gorman
September 8, 12 PM ET

This session will discuss how to implement and effectively integrate pharmacology and physiology with other essential foundational and clinical sciences using preclinical high fidelity medical simulations carefully scaffolded to keep cognitive domain levels appropriate to the novice medical student’s abilities.  While the medical educational literature is replete with proposed curricular models designed to integrate critical foundational sciences like physiology and pharmacology with clinical sciences, gaps exist on the best pedagogy and procedures to maximize conceptual integration and learner encapsulation at the instructor and sessional level.   We will review our research evaluating the effectiveness of various techniques used to teach pharmacology within preclinical simulations, and share models and implemental procedures that best support active learning and reflection on error to maximize the impact to learners.  Further, we hope to promote a dialogue with other medical educators on how to utilize medical simulation pedagogy to support horizontal and vertical integration of the foundational basic and clinical sciences.

For more information and to register for the Fall 2016 Audio Seminar Series, please click here.

#IAMSE17 Plenary Speaker Highlight: Jeffrey D. Karpicke

The 21st Annual IAMSE Meeting is just around the corner, and we would like you to get to know some of our keynote speakers! We have four plenary speakers this year, and we hope you enjoy their presentations.

Jeffrey D. Karpicke: Retrieval-Based Learning: Active Retrieval Promotes Meaningful Learning [Purdue University]

Recent advances in the cognitive science of learning have important implications for instructional practices at all levels of education. For example, cognitive research has identified one strategy that promotes complex learning called retrieval practice: Practicing actively reconstructing one’s knowledge while studying has potent effects on long-term learning. Yet when students monitor and regulate their own learning, they often choose to engage in inferior strategies like repetitive reading, and the ultimate consequence is poor learning. This talk provides an overview of our research program on retrieval-based learning. In recent work, we have extended retrieval practice to meaningful learning of complex educational materials, converted existing classroom activities into retrieval-based activities, and developed new computer-based learning methods for implementing retrieval-based learning. Incorporating retrieval practice into educational activities is a powerful way to enhance learning.

For more information on Dr. Karpicke, please click here.

Be sure to Save the Date for the 2017 IAMSE Meeting! The Meeting will be held in Burlington, Vermont on June 10-13, 2017.

 

#IAMSE17 – Call for Focus Sessions Reminder: Deadline September 1

The deadline for the 2017 Call for Focus Sessions is quickly drawing near. As a reminder, proposals are to be submitted in the format requested through the online proposal submission site. Submission deadline is September 1, 2016. Session proposal acceptance notifications will be returned by November 15.

Please note that the call for Poster/Oral Abstracts will be sent in the coming weeks. Please contact Brandi Hinkle at Brandi@iamse.org for any questions about this call.

Katie Huggett – Board of Directors

I have been a member of IAMSE since 2004. I value IAMSE for the resources and collaborations that enrich my professional work.

IAMSE has been an important source for my professional development.  Also, as a facilitator for the IAMSE Medical Educator Fellowship program, I am privileged to meet and learn from the faculty who have completed the fellowship program. We are indeed fortunate to have members from around the world with expertise in so many areas of health sciences education.

IAMSE Exhibit at AMEE Meeting

The 2016 AMEE Annual Conference will be taking place in Barcelona, Spain from August 27-31. The IAMSE booth will be present at the conference exhibit, so if you plan on attending this meeting, do not forget to swing by and say hello!

For more information on the AMEE conference, please click here

IAMSE – Fall 2016 Webcast Audio Seminar Registration Now Open

Registration for the WAS 2016 Fall Series is now open!

Times are Changing: Evolution and Revolution in Medical Education – Strategies for Assessment of Skills, Attitudes, and Behaviors across the Health Sciences

Contemporary health science curricula have increasingly expanded beyond teaching knowledge and skills to fostering attitudes, behaviors and elements of professionalism.

The fall seminar series addresses approaches by which these qualities and activities can be assessed in learners when they are not easily quantified by standard methods.  The presentations will address contemporary approaches to assessing entrustable professional activities, clinical skills, and non-cognitive components critical to careers in health professions such as life-long learning and professional behaviors.

Sessions will focus on using simulation to teach and assess basic science knowledge and skills, assessment of “self-directed, life-long learning”, utilization of standardized patient educators in clinical skills assessment, and effective strategies for assessing professionalism. In addition, there will be a session on “defining competency, milestones and EPAs”, further developing their relationship, and addressing the challenge associated with their assessment.  Throughout the series the audience will be invited to contribute to the discussion by sharing their experiences via telephone or our newly implemented backchannel communication leading to a stimulating and thought provoking experience that will inform current thinking on the issues.

September 8 – Use of preclinical High Fidelity Medical Simulations (HFMS) to promote the integration of basic and clinical sciences in undergraduate medical education – Presented by Laurel Gorman

September 15 – Self-directed learning in your curriculum – getting from theory to practice – Presented by Sandrijin Vanschaik

September 22 – Entrustment decision making in EPA-based curricula – Presented by Olle ten Cate

September 29 – Standardized Patient Educators in Assessment – Presented by Gayle Gliva

October 6 – New Tools and Paradigms for Assessing Professionalism in the Health Sciences – Presented by John Mahan

For more information or to register, click here.

#IAMSE17 – Call for Focus Sessions Due September 1!

The International Association of Medical Science Educators (IAMSE) is pleased to announce the call for focus sessions for the 21st Annual IAMSE Conference to be held in Burlington, VT from June 10-13, 2017. The IAMSE meeting offers opportunities for faculty development and networking, bringing together medical sciences and medical education across the continuum of health care education.

The purpose of a 90-minute Focus Session is to “focus in” on a specific topic in small group discussion format. Groups of 10-50 individuals consider a particular topic in an interactive format. Formats can be variable. Additional information about Focus Group formats is available here.

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

Submission deadline is September 1, 2016. Abstract acceptance notifications will be returned by November 15.

Please contact Brandi Hinkle at brandi@iamse.org for any questions about submission.

We hope to see you in Vermont next year!