News

Congratulations to the 2018 Medical Educator Fellowship Recipients

On behalf of the Educational Scholarship Committee, we’d like to congratulate those who have completed this year’s  IAMSE Medical Educator Fellowship Program.

The Fellowship program is designed to develop well-rounded medical education scholars with additional evidence of specialized achievement that enhances and supports career advancement.

The program is divided into three phases:

  1. Completion of an AMEE Essential Skills in Medical Education (ESME) program
  2. Completion of two, day-long faculty development courses
  3. Completion of a project which results in educational scholarship and demonstrates application of content themes at the participant’s home institution

Medical Educator Fellows Completing the Fellowship in 2018

  • Beth Levant (University of Kansas Medical Center)
  • Thejodhar Pulakunta (Dalhousie University)
  • Ali Alkhawaji (Dalhousie University)
  • Robin Harvan (MCPHS University)
  • Rosa Elena Torres-Panchame (LIU Brooklyn)

Basics of TBL in a Day

We are looking forward to exploring the team-based learning strategy with you in two workshops at IAMSE on Saturday, June 9. We want to serve as catalysts to help you use team-based learning more effectively.

This is a full day activity with two workshops.

The first three-hour workshop titled “Fundamental Principles and Practices of TBL” is followed by an hour-long lunch break and then a second three-hour workshop titled “Creating an Effective TBL Module” builds on the knowledge and skills from the first workshop. The goal of the activity is for participants to demonstrate a thorough understanding of the fundamental components of Team-Based Learning (TBL), the sequence of components of TBL, and the benefits of TBL.

Pre-reading for Fundamental Principles and Practices of TBL:
The Least You Need to Know About Team-Based Learning
Introduction to Team-Based Learning

By the end of the Fundamental Principles and Practices of TBL Workshop, participants will be able to:

  • Describe the main advantages of Team Based Learning (TBL).
  • Describe the essential elements of TBL.
  • Explain why these elements are essential.
  • List the sequence of events in the Readiness Assurance Process (RAP), describing the importance of each component.
  • Describe what makes an in-class activity a ‘4 S’ activity.

Pre-reading for Creating an Effective TBL Module:
Creating a TBL Module
Designing A TBL Module

By the end of Creating an Effective TBL module workshop, participants will be able to:

  • Use backward design to create a TBL module.
  • List the sequence of steps for designing a TBL module.
  • Construct team application exercises that adhere to the ‘Four S’ framework.
  • Construct team application exercises that will engage a team in high-level thinking.
  • Closely link team application exercises to the readiness assurance process.
  • Select the best format for application exercises (MCQ, gallery walk).

We realize that you have many responsibilities competing for your time. However, if you humor us by carving out some time for personal study before Saturday, we believe you will be richly rewarded for your effort.

Best regards,

Amy Lin
Abbas Hyderi
Hugh Clements-Jewery

#IAMSE18 – Featured Member: Elizabeth McClain

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 Elizabeth McClain, PhD, EdS, MPH.

Liz McClainI joined IAMSE in 2017 and attended last year’s 21st Annual Meeting in Vermont as a new member. Throughout the conference there were multiple opportunities to engage so I jumped in on the planning committee for our 22nd Annual Conference. It has been a great experience and I have truly enjoyed working and learning from everyone involved in IAMSE! This organization is an amazing resource, including the webinars, articles from the Medical Science Educator Journal, manuals, and the fellowship opportunity and I have used them all!

As a medical educator, I am very fortunate to have the opportunity for diverse role at William Carey University College of Osteopathic Medicine (WCUCOM). I serve as Associate Dean of Academic Affairs and Associate Professor in the Department of Medical Education at WCUCOM. In my role I oversee academic advising implementing the Appreciative Advising theory driven model and provide student education on public health, bioethics, inter-professional education and child advocacy. I also work with faculty and residents throughout Mississippi on medical education research and leadership.  My research interests include early identification and intervention for academic at-risk students. I also focus on public health, health behaviors and barriers and ethics and academia-industry educational partnerships. I am an Associate Editor for the Journal of the American Osteopathic Association (JAOA) and a fellow of the National Academy Osteopathic Medical Educators (NAOME). As I attend my second IAMSE Conference I am excited see what results of what our team put together with the great direction of our conference chairs. I will also look forward to connecting with new and old friends and continuing to engage and learn from the wealth of knowledge and expertise provided through IAMSE.

Call for Connects Announcements, Deadline July 6

GOOD THINGS HAPPENING? SHARE IT WITH IAMSE!!

The next issue of the electronic membership newsletter of the International Association of Medical Science Educators (IAMSE), IAMSE Connects, will be published in July. The purpose of this newsletter is to connect the IAMSE membership with information about our society, about opportunities to get involved with IAMSE, and about each other.

We are very pleased to dedicate one section of this newsletter to recognize the professional accomplishments of our members but we need your help! Have you received awards or promotions or landed a great new job in the last year? We would like to know about it and celebrate your professional accomplishments in our newsletter.

Please send your news to Cassie Chinn at cassie@iamse.org or submit it online here for inclusion in the next edition. Sorry, we can only include professional accomplishments in the newsletter, but welcome you to share your personal news on the IAMSE Facebook page! Thanks for your help!

Deadline: July 6, 2018.

#IAMSE18 – Download the Meeting App

Our mobile app for IAMSE 2018 is ready to download on your iPhone, iPad, or Android! You can download it here. Once downloaded, use the search feature in the app to search for IAMSE and find the 2018 Meeting. If you don’t have an iPhone, iPad, or Android device, you can still view the app in your mobile browser by visiting https://crowd.cc/iamse18

Once installed,

you’ll have instant access to awesome features, like:

  • The full event schedule
  • Social sharing on Twitter, Facebook, Instagram, and LinkedIn
  • Detailed info about speakers and exhibitors
  • Notifications of important updates, special offers, and more
If you have any last minute questions or concerns – please let us know! (support@iamse.org)

#IAMSE18 Saturday Workshop Spotlight with Magdalena Pasarica & Denise Kay

The first day of our 22nd annual meeting is packed with workshops, seminars and speakers. Saturday’s activities will cover a variety of topics including writing engaging cases, an introduction to game-based teaching and mind-body physiology. During the morning sessions, IAMSE welcomes Magdalena Pasarica and Denise Kay to give an introduction to lifestyle medicine.

An Introductory Guide for Introducing Lifestyle Medicine in Undergraduate Medical Curriculum

June 9 830

This workshop is for participants interested in introducing lifestyle medicine at their institutions, as well as instructors interested in innovative approaches to active learning and in teaching whole person health care.

Lifestyle medicine is an evidence based science in which changes in lifestyle are recommended to prevent, treat and reverse the progression of chronic diseases. Lifestyle includes nutrition, activity, sleep, smoking, and other behaviors.

In this interactive workshop, participants receive: (a) an introduction to lifestyle medicine competencies, (b) examples of lifestyle medicine integration in an undergraduate medical curriculum, (c) a learner and an instructor perspective of a curriculum designed to integrate lifestyle medicine into the assessment and management of chronic diseases, and (d) an opportunity to develop a customized logic model for implementing lifestyle medicine in their institution.


If you haven’t registered for the 22nd Annual IAMSE Meeting there is still time! Visit the conference page for more information and to get yourself registered.

 

Medical Science Educator Call for Nutrition Education Manuscripts For Sept. Issue

In the last quarter of 2018, Medical Science Educator, the journal of the International Association of Medical Science Educators (IAMSE), will be publishing a special journal section dedicated to the topic of “Nutrition Education.” In this section, the journal would like to explore best practices from institutions around the world where nutrition education is implemented in the health sciences curriculum.

Many of the non-communicable diseases of today are a result of gene-environment-lifestyle interactions. Specific clinical interventions in lifestyle have an amazing potential to intervene in such diseases. Doctors should both be aware of the power of such interventions and be trained in new communication skills to coach their patients towards a healthier way of living. Therefore, it is important that the students we train today acquire competence in lifestyle medicine. To accomplish that goal, a growing number of medical and nursing schools include lifestyle and nutrition education in their curriculum.

The Editorial Board of Medical Science Educator is currently soliciting article submissions on this topic and welcome contributions in the selected formats of Innovation, Short Communication, or Monograph. Please see our website www.medicalscienceeducator.org for a more detailed description of these article types. All submissions will be peer-reviewed according to our regular review process. Accepted manuscripts will be collected in a special section in issue 28(4) or will be published in one of the regular issues thereafter.

Manuscripts to be considered for this special section must be submitted by July 15, 2018 through our online submission system that can be found by visiting: www.medicalscienceeducator.org. In your cover letter, please refer to the topic “Nutrition Education” to indicate that you would like to be included in the special section. See our journal website to review the Instructions for Authors.

We look forward to receiving your submissions!

Congratulations to the 2018 Travel Award Winners

We would like to extend our congratulations to thirteen individuals who have been awarded the 2018 IAMSE Travel Award. These awards support students or junior faculty to attend the IAMSE Annual Meeting. Made possible by Aquifer, each $1,500 award is meant to cover expenses related to attendance at the IAMSE annual meeting, such as conference registration, lodging, and airfare.

The awardees for 2018 are:

Junior Faculty:
Joel Roberts, MD
Instructor of Physiology
Rocky Vista University
Parker, CO, USA

Cortny Williams
Department of Basic Sciences
University of Western States
Portland, OR, USA

Claudio Cortes, DVM, PhD
Oakland University William Beaumont School of Medicine (OUWB)
Rochester, MI, USA

Student:
Ali Alkhawaji
Dalhousie University
Halifax, Nova Scotia, CAN

Emily Hays
Florida International University
Miami, FL, USA

Sam Lee
Mercer University School of Medicine
Macon, GA, USA

Shawna McCafferty
Medical College of Georgia at Augusta University
Martinez, GA, USA

Vanessa Nguyen
Campbell University School of Osteopathic Medicine
Lillington, NC, USA

John Nolan
University of Vermont Medical Center
Burlington, VT, USA

Saskia Richter, PhD, ATC
A.T. Still University
Mesa, AZ, USA

Martina Stojanovska
Case Western Reserve University School of Medicine
Cleveland, OH, USA

Catherine Wang
Case Western Reserve University
Cleveland, OH, USA

Seddrick Weekes
Brigham Young University
Provo, UT, USA

Congratulations to this year’s award winners. We look forward to seeing you in Las Vegas.

Thank you,
Joe Stein
Chair, Educational Scholarship Committee

Medical Science Educator May Article Review from Dr. Ann Poznanski

Each month the IAMSE Publications Committee reviews published articles from the archives of Medical Science Educator or of its predecessor JIAMSE. This month’s review, written by Dr. John L. Szarek, is taken from the article titled Development of an Educational Activity for First- and Second-Year Medical Students Using Cadaver Pathologies to Enhance Clinical Reasoning and Prepare for Entrustment in Providing Oral Case Presentations.

The value and importance of human body donations for medical education is a topic of frequent recurrence in medical education literature. These gifts, the students’ first patients, have the potential to provide integrative teaching by medical educators and integrative learning by medical students. This opportunity, however, is not often taken to full advantage. Too often basic science topics such as Pathology are taught separately in distinct courses from Gross Anatomy. This creates a challenge in terms of a student’s ability to integrate the gross anatomical findings with underlying pathological images and mechanisms. One approach to address this challenge is discussed in a recent study entitled: Development of an Educational Activity for First- and Second-Year Medical Students Using Cadaver Pathologies to Enhance Clinical Reasoning and Prepare for Entrustment in Providing Oral Case Presentations, published in Medical Science Educator, Volume 27 (pages 391–399), 2017, by authors Machelle Linsenmeyer, Nina Fallon, Paige Monfore, Holly Berg, Laura Bradel, Edward Bridges and Lourdes Bernardino from the West Virginia School of Osteopathic Medicine, Lewisburg, USA (WVSOM).

WVSOM has developed educational activities, Cadaver Pathology Workshops, that utilize human cadavers to teach students not only about the associated pathologies, but also to enhance their clinical reasoning, peer teaching and self-directed learning skills.  Moreover, the design is tethered to sound educational principles, such as adult learning theory and habits of mind, and mapped to the competency of preparing students for entrustment of Entrustable Professional Activity (EPA) 6: “Provide an oral presentation of a clinical encounter” as defined by the Association of American Medical Colleges (AAMC). The five criteria for establishing the design of the activity included: (1) faculty serving as guides while peers help build knowledge; (2) arousing curiosity, personal initiative, and expression of learner ideas through student-initiated events and development of cases; (3) repeated, deliberate exposure to real cases; (4) use of a clinical approach to basic science topics to build habits-of-mind in clinical reasoning; and (5) peer teaching to enhance development in the domains of learning beyond just basic knowledge for the peer teachers.

The WVSOM Pathology Club, under the direction of their faculty advisor, hosted four cadaver pathology workshops for first and second year students over three years. Workshops were designed to complement the patient presentation curriculum of WVSOM. Each of these workshops included: (1) selection of cadaver pathologies by the faculty advisor to enhance learning; (2) preparation for teaching workshops; (3) preparation of clinical scenario; (4) oral case presentation and discussion; (5) creation of a final diagnosis and treatment plan; and (6) debrief/feedback. The workshop preparation was largely student driven under supervision by a Pathologist and Biomedical Science faculty.  Preparation took place over 1-2 months and paired 2nd and 1st year students for the creation of the clinical scenario for oral presentation, integrating both basic and clinical science relevant to the case. Each workshop consisted of three to four stations and lasted about 90 min to 2 h. Each student case presentation was preceded by faculty coaching and followed by debriefing and feedback.

The 2nd and 4th workshops were assessed for student satisfaction as to whether the workshop objectives were met, whether the exercise contributed to their understanding of the disease process, and their likelihood of attending another workshop.  In addition, for workshop 2 students were asked two questions about presentation skills, and for workshop 4 students were asked questions about likelihood of recommending, and suggestions for improving, the workshops and their favorite diagnosis.

Based on the analysis of the scores and comments, students were satisfied with the sessions and 100% felt that the workshop objectives had been met (Formulate a differential diagnosis based on clinical history and gross examination of the pathology, Integrate knowledge from pathology, physiology, and pharmacology to arrive at a diagnosis and potential treatment plan for the cases presented, Identify the gross or histologic features of the pathology of interest presented for each case, Utilize microscopy techniques, if applicable). Students also particularly appreciated the opportunity to integrate their knowledge and the participation of many faculty.

The authors clearly state the limitations of the study, including failure to analyze the 1st and 3rd workshop, collecting faculty feedback and developing long term evaluation on retention and clinical reasoning skills.  But they also point out that this activity of extracurricular and this may be the greatest limitation.  It is hoped that this type of educational activity, using the gift of human cadavers for an integrated learning experience, would be supported by medical school administrations and incorporated into official curriculum.

Ann Poznanski, MD, PhD
Member IAMSE Publications Committee
Member IAMSE Board of Directors



Want access to over 40 archived issues and more than 800 medical science articles? Visit Medical Science Educator online here for access to every issue since 2011!

#IAMSE 18 Saturday Workshop Spotlight with Emily Ratner & Michael Lumpkin

The first day of our 22nd annual meeting is packed with workshops, seminars and speakers. Saturday’s activities will cover a variety of topics including writing engaging cases, an introduction to lifestyle medicine and mind-body physiology. IAMSE April Member of the month, Michael Lumpkin, along with co-presenter Emily Ratner, will host an engaging and insightful workshop on resident and medical faculty burnout and the steps to bringing positive changes to the fore.

Using Mind-Body Physiology to Gain Acceptance for Wellness/Resiliency Programs

June 9 1215

Numerous studies have shown that hospital residents and medical school faculty suffer from a disproportionate amount of stress, burnout, and loss of empathy compared to the general population. This situation has negative ramifications for workforce retention, proper patient care, costs to health systems, and individual happiness.

Their stressors are increasing due to mounting institutional and regulatory demands. Often, in the culture of modern allopathic medicine, individuals are encouraged to deny or ignore their ongoing distress so that they may soldier on.

To address the challenge of introducing mind-body stress management skills to science-oriented residents and faculty who may have reservations, we will outline a paradigm that we have used to link the scientific basis of stress and stress-related diseases to the productive and accepted practice of mind-body skills to promote wellness and resiliency. In doing so, it is hoped that improved coping skills will enhance the longevity of and satisfaction with the work life and careers of medical faculty.

Objectives:
• To understand the physiology and pathophysiology of stress and burnout in residents and medical faculty.
• To learn how to construct and gain acceptance for a Mind-Body/Wellness/Resiliency program for residents and faculty who may have reservations about these practices.
• To actively participate in an experiential learning exercise used to teach and demonstrate the underlying scientific and biologic underpinnings of stress management with a mind-body skills session that employs a physiological monitoring device.

 

#IAMSE20A – Save the Date!

Join us for the 2020 IAMSE Regional Meeting at Ottawa in Kuala Lumpur, Malaysia! Planning has already begun for this event and registration will open in April 2019.

Assessment and Evaluation of Health Professionals and Curricula: Present and Future
Kuala Lumpur Convention Centre, February 29 – March 4, 2020

Kuala Lumpor

 

For more details, please visit www.ottawaconference.org.