News

Deadlines to Know for the IAMSE 2025 Annual Conference

The International Association of Medical Science Educators (IAMSE) is pleased to invite you to the 29th Annual IAMSE Conference to be held at the Calgary TELUS Convention Centre in Calgary, Alberta, Canada June 14-17, 2025! Below are some important dates and deadlines to know as we move closer to next year’s conference.

Dates and Deadlines for the 2025 Annual Conference:

  • Poster and Oral Abstract Deadline – December 1, 2024
  • Student & Faculty Travel Award Application Deadline – December 15, 2024
  • Educational Scholarship & Curriculum Innovation Grant Submission Deadline – January 15, 2025
  • Registration Open – January 2025
  • Student Grant Submission Deadline – January 15, 2025
  • Early Bird Registration Deadline – April 1, 2025
  • Presenter Registration Deadline – April 1, 2025
  • Online Registration Closes – Late May 2025

Be on the lookout for further updates and more information on each of these deadlines. We look forward to seeing you in Calgary!

IAMSE Fall 2024 Webcast Audio Series – Week 1 Highlights

Disability in Medicine: Why We Need More Disabled Physicians
Presenter: Lisa M. Meeks, PhD, MA, the University of Michigan

[The following blog was generated by Doug McKell]

Dr. Meeks’ presentation focused on faculty and students’ roles in becoming aware of the importance of including disabled physicians and addressing ableism in medical education. She emphasized the need for anti-ableist training and policies to support disabled physicians as they can benefit everyone culturally by increasing empathy and innovation. Her presentation focused on individual and system initiatives to address our cognitive mindset limitations, which prevent us from being genuinely inclusive of providers with disabilities. Dr. Meeks challenged us to consider the manner and extent to which the healthcare system must be reformed. She shed light on the issue of regulations and accreditation standards not recognizing the contributions of healthcare providers with a disability, thus hindering institutions from implementing changes.

Dr. Meek asked the attendees three questions: How do we help students navigate these? Is there a way to help instill resilience or guide students to self-identify resilient qualities that will assist them as they move through medical education? Are there unique ways we can alter the system to help students, and are there other adjustments to think about to help students in this new age?

Dr. Meeks’ presentation began with a simple exercise: She asked everyone to write down what they think of when they hear or read the word “disability.” She reminded everyone that we all have subconscious cognitive scripts (ideas, beliefs, and emotions). These are modeled for us when, for example, we watch our parents or caregivers to see how they interact with other people or when we go on to school, and we’re taught what to think about what is “normal” and what is “not normal.” These cognitive scripts help us quickly organize our thoughts and actions by reducing our cognitive load when faced with multiple activities, persons, situations, and expectations. They are created by our individual experiences with different types of people and situations. Sometimes, they work for us to manage our social world successfully, and sometimes, they work against us by creating artificial boundaries in our social expectations of other people’s abilities.

Dr. Meeks asked the attendees to fill in the blank with their first reaction to three clinical scenarios: 1. A physician with ADHD is likely to (fill in the blank). 2. A physician who’s a wheelchair user will (fill in the blank). 3. A physician with dyslexia will (fill in the blank). She then described the work of her research team using AI to list the common synonyms for the term disability, and they included cognitive impairment, incapacitation, intellectual disability, limitation, restriction, damage, disadvantage, and incapacity, which are all very negatively charged words. She noted that AI uses data from every published information source, including general commentaries, cultural histories and stories, behavioral norms, academic research, and social media. It is accessing all of this data and organizing the ideas we, as humans, have publicly shared. She noted that the result is a disturbing and humbling reflection on what society believes about disability.

Dr. Meeks narrowed her focus to a core issue that affects all disability work: the concept of ableism. “Access Living” defines ableism as discrimination of and social prejudice against people with disabilities based on the belief that a regular body and mind are preferred, and it’s the preferred body and mind that society places this value on. At its heart, it’s rooted in the assumption that disabled people require fixing and that their disability defines them. As a result, we often hyper-focus on the disability, which may be the first thing we consider when working with a patient, a medical school applicant, or a resident. It may be the only thing we see when working with a learner. In this way, ableism generalizes people with a disability, observable or hidden, and reduces them to a limitation. It is very similar to acts like racism and sexism, where we take entire groups of people and assign them to a lesser value, creating harmful stereotypes with negative descriptions. The misconceptions that go with these generalizations significantly limit our understanding of individuals based on either being classified as disabled or by their diagnosis. Dr. Meeks challenged the attendees to recognize how disability ableism contributes to oppression in our healthcare systems and our healthcare education spaces because ableism is looking at an idealized mind-body relationship and assigning more positive value to it than what is the reality of a dialable person’s actual abilities.

Dr. Meeks shifted her discussion to inequities in the healthcare system due to disability challenges based on stereotypes and limited accessibility. Poor health outcomes of people with disabilities are due to systemic healthcare inequities and not due to their disability. Research evidence shows that people with disabilities are less likely to get regular health screenings and more likely to experience diagnostic overshadowing, defined as dismissing their symptoms by relating them to the person’s disability. That is why we often miss diagnoses in people with disabilities.

Dr. Meeks then shifted to describing the benefit of having disabled doctors, disabled nurses, disabled physical therapists, and other disabled healthcare providers for patient care, which can help reduce some of the existing poor health outcomes for patients with disabilities. Her research group has built a healthcare delivery model for improved disability services using contact theory. The core concept is that interaction with a student or a professional with a disability challenges your perception of people with disabilities and what they’re capable of in a unique and personal way. It directly confronts the ableism belief that people with disabilities are unemployed (or unemployable), that they have a poor quality of life, and that they’re all unhappy. In her research service, when healthcare trainees work, learn, and socialize with persons with a disability, this process challenges the trainee’s stereotypes and assumptions, i.e., limitations, about people with a disability. This is a counter-narrative to this very embedded, deeply ingrained ableist construct. In the process, everyone will begin to think differently about people with disabilities, and doing so will help inform and improve patient care.

Dr. Meeks then described some advantages of training disabled physicians and other health professionals. First and foremost is increased empathy. Her research has demonstrated that in a training situation where empathy erodes over time, for abled trainees, empathy doesn’t erode for disabled physicians and disabled individuals. It may be that the experience of having a disability and being driven to become a healthcare professional because of that experience allows that person to have more empathy because they’ve been there. She reported that disabled clinicians talk all the time about being on both sides of the bed or both sides of the stethoscope. Disabled physicians contribute to innovation, and many hold patents for devices they developed from their experience of receiving care that improves\ care-providing experiences for patients and their physicians.

About 9.3% of undergraduate medical education learners and about 11.8% of medical residents, but only 3% of physicians are identifying as disabled, meaning there’s a tremendous drop-off in self-reporting. When Dr. Meeks and her team researched this issue, they found that physicians with disabilities are subject to a higher frequency of being mistreated, both by patients and their peers, which adds to and exceeds the existing professional and personal stress in our physician population. They found that physicians with disabilities are more burnt out due to the current ableism belief system and lack of education for those in leadership positions. She reported that many individuals in leadership positions don’t fully understand disability or the benefits of having disabled practitioners and don’t have the education or resources to fully understand how to support their physicians and other disabled health practitioners. Additionally, disabled physicians and other health professionals are experiencing a lack of accommodation. On the bright side, their research showed that when people have accommodation, it mitigates their intent to drop out of caregiving.

Dr. Meeks concluded her presentation by stating that, as a society, we have created idealized values, norms, and traditions of what are considered normal abilities, i.e., necessary, in medicine and healthcare that we routinely reinforce. Similarly, our structures and systems are designed to reinforce these, limiting our disabled providers. In many ways, the ablest beliefs, actions, and the words we use are unconscious. But it doesn’t matter whether it’s an unconscious or intentional action, as it still has a significant impact on our learners, and some of that impact includes low numbers of qualified disabled practitioners. As a result, fewer disabled but qualified people apply and are admitted to medical schools, resulting in fewer disabled but qualified individuals practicing medicine. These low numbers are due to incorrect beliefs about disabled students and their needs and the lack of accommodation process. It is also a result of the assumption that disabled people are not going to be part of our professional communities, which then creates fewer individuals with higher-degree career expectations or lowers career expectations for potentially great healthcare professionals with disability. Her final suggestion was to continue our education about the potential for individuals with all types of disability to flourish in healthcare. Ask questions when you don’t know the answers, as most disabled people want you to ask them to reach a better understanding of how to provide the most
effective support possible.

Last Call* IAMSE Seeking 2026 Manual Proposals Due October 1, 2024

This is the last call that the IAMSE Manuals Editorial Board is seeking proposals for contributions to the IAMSE Manuals book series to be published in 2026.

The IAMSE Manuals series was established to disseminate current developments and best evidence-based practices in healthcare education, offering those who teach in healthcare the most current information to succeed in their educational roles. The Manuals offer practical “how-to-guides” on a variety of topics relevant to teaching and learning in the healthcare profession. The aim is to improve the quality of educational activities that include, but are not limited to: teaching, assessment, mentoring, advising, coaching, curriculum development, leadership and administration, and scholarship in healthcare education, and to promote greater interest in health professions education. They are compact volumes of 100 to 175 pages that address any number of practical challenges or opportunities facing medical educators. The manuals are published by Springer; online versions are offered to IAMSE members at a reduced price.

We welcome proposal submissions on topics relevant to IAMSE’s mission and encourage multi-institutional, international, and interprofessional contributions. Topics for the manuals may vary widely, including but not limited to the following:

  • Program Evaluation
  • CQI in Medical Education
  • Educational Models and Conceptual Frameworks
  • Teaching Using Learning Strategies
  • Approaches to Curriculum Design and Integration
  • Professionalism
  • Educational Technology
  • Cultural Competence and Health Equity
  • Student Engagement, Motivation, and Remediation

Previously published manuals can be found by clicking here

The essential factors to consider in submitting a proposal are the proposed topic:

  1. Informs medical education practice;
  2. Provides practical instructions and tips to the reader;
  3. Excites interest in the medical education community;
  4. Demonstrates careful attention to sound research and theory.
  5. Has a track record of being an expert in the proposed field;
  6. Is composed of authors from multi-institutions.

We welcome proposals from medical educators, theorists, researchers, and administrators. The entire proposal should not exceed 2,500 words. The following criteria will be used to evaluate proposal submissions:

  • Statement of Interest
    • The Statement of Interest should include the authors’ motivation for writing the manual, the relevance of the topic to current medical education practices, and how the proposed manual aligns with the overall mission of IAMSE. Authors should also discuss their expertise in the subject matter, previous contributions to medical education, and any collaborative efforts with other institutions or professionals that strengthen the proposal.
  • Objectives
    • The objectives should emphasize specific instructional practices that readers can implement in their instructional settings.
  • Description of the proposed manual
    • The description should clearly explain the primary topic of the manual, how—and to what extent—the topic is covered in existing publications, and how the proposed manual addresses gaps in the extant literature.
  • Manual title in conjunction with an expanded table of contents (TOC)
    • The expanded TOC should identify the major topics to be covered in each chapter, with short (two- to three-sentence) descriptions of what will be included in each chapter
  • Description of the target audience.
    • The description should include the anticipated size of the readership (i.e., the size of the market). 
  • A statement of general interest that addresses the expertise, skills, and attributes of the authors that contribute to the topic. (no longer than 1-2 pages in length)
  • Listing of authors. Include brief biographical sketches (no longer than 1-2 pages in length). 

To submit your proposal, please click here. The submission deadline is October 1, 2024.

Each proposal will be evaluated by the IAMSE Manuals Editorial Board using the criteria specified above. The Editorial Board will then discuss the proposals and select 2-to-3 for publication. Selections will be based on how well the proposals match the above criteria. We expect publication decisions to be made by December 2024. We anticipate that selected manual proposals will be published during the second half of 2025.

Eligibility
Both IAMSE members and non-members are eligible to submit a proposal. IAMSE is a diverse community and strives to reflect that diversity in the composition of its authors. The Editorial Board welcomes applications from members of different countries, various health professions backgrounds, and members of minority groups.

If you have any questions about submission or the Manuals series please contact 
support@iamse.org.

I look forward to your submissions.

Click Here to Submit Your Proposal

Submit Your Manuscript to Medical Science Educator

Medical Science Educator, the peer-reviewed journal of the International Association of Medical Science Educators (IAMSE), publishes scholarly work in the field of health sciences education. The journal publishes six issues per year by Springer Publishing. We welcome contributions in the format of Short Communication, Original Research, Monograph, Commentary, and Innovation. Please visit our website www.medicalscienceeducator.org for a more detailed description of these types of articles.

I look forward to receiving your submissions.

Thank you,
David M. Harris
Editor-in-Chief

Submit a Manuscript

Reminder* IAMSE Seeking 2026 Manual Proposals

Due October 1, 2024

As a reminder, the IAMSE Manuals Editorial Board is seeking proposals for contributions to the IAMSE Manuals book series to be published in 2026.

The IAMSE Manuals series was established to disseminate current developments and best evidence-based practices in healthcare education, offering those who teach in healthcare the most current information to succeed in their educational roles. The Manuals offer practical “how-to-guides” on a variety of topics relevant to teaching and learning in the healthcare profession. The aim is to improve the quality of educational activities that include, but are not limited to: teaching, assessment, mentoring, advising, coaching, curriculum development, leadership and administration, and scholarship in healthcare education, and to promote greater interest in health professions education. They are compact volumes of 100 to 175 pages that address any number of practical challenges or opportunities facing medical educators. The manuals are published by Springer; online versions are offered to IAMSE members at a reduced price.

We welcome proposal submissions on topics relevant to IAMSE’s mission and encourage multi-institutional, international, and interprofessional contributions. Topics for the manuals may vary widely, including but not limited to the following:

  • Program Evaluation
  • CQI in Medical Education
  • Educational Models and Conceptual Frameworks
  • Teaching Using Learning Strategies
  • Approaches to Curriculum Design and Integration
  • Professionalism
  • Educational Technology
  • Cultural Competence and Health Equity
  • Student Engagement, Motivation, and Remediation

Previously published manuals can be found by clicking here

The essential factors to consider in submitting a proposal are the proposed topic:

  1. Informs medical education practice;
  2. Provides practical instructions and tips to the reader;
  3. Excites interest in the medical education community;
  4. Demonstrates careful attention to sound research and theory.
  5. Has a track record of being an expert in the proposed field;
  6. Is composed of authors from multi-institutions.

We welcome proposals from medical educators, theorists, researchers, and administrators. The entire proposal should not exceed 2,500 words. The following criteria will be used to evaluate proposal submissions:

  • Statement of Interest
    • The Statement of Interest should include the authors’ motivation for writing the manual, the relevance of the topic to current medical education practices, and how the proposed manual aligns with the overall mission of IAMSE. Authors should also discuss their expertise in the subject matter, previous contributions to medical education, and any collaborative efforts with other institutions or professionals that strengthen the proposal.
  • Objectives
    • The objectives should emphasize specific instructional practices that readers can implement in their instructional settings.
  • Description of the proposed manual
    • The description should clearly explain the primary topic of the manual, how—and to what extent—the topic is covered in existing publications, and how the proposed manual addresses gaps in the extant literature.
  • Manual title in conjunction with an expanded table of contents (TOC)
    • The expanded TOC should identify the major topics to be covered in each chapter, with short (two- to three-sentence) descriptions of what will be included in each chapter
  • Description of the target audience.
    • The description should include the anticipated size of the readership (i.e., the size of the market). 
  • A statement of general interest that addresses the expertise, skills, and attributes of the authors that contribute to the topic. (no longer than 1-2 pages in length)
  • Listing of authors. Include brief biographical sketches (no longer than 1-2 pages in length). 

To submit your proposal, please click hereThe submission deadline is October 1, 2024.

Each proposal will be evaluated by the IAMSE Manuals Editorial Board using the criteria specified above. The Editorial Board will then discuss the proposals and select 2-to-3 for publication. Selections will be based on how well the proposals match the above criteria. We expect publication decisions to be made by December 2024. We anticipate that selected manual proposals will be published during the second half of 2025.

Eligibility
Both IAMSE members and non-members are eligible to submit a proposal. IAMSE is a diverse community and strives to reflect that diversity in the composition of its authors. The Editorial Board welcomes applications from members of different countries, various health professions backgrounds, and members of minority groups.

If you have any questions about submission or the Manuals series please contact support@iamse.org.

We look forward to your submissions.

IAMSE LGBTQ+ Community in Health Professions Education Community of Growth Announces New Leader, Meeting Times

IAMSE Communities of Growth (CoG) are ongoing groups of like-minded individuals who want to informally get together to connect over an area or topic of their interest. One of these communities is the IAMSE LGBTQ+ Community in Health Professions Education CoG.

IAMSE is pleased to announce that the LGBTQ+ Community in Health Professions Education CoG has a new CoG Leader, Cory Gerwe, of Macon and Joan Brock Virginia Health Sciences at Old Dominion University. The IAMSE LGBTQ+ Community in Health Professions Education CoG also has new meeting times, which are listed below. Keep an eye on your email for additional IAMSE CoG announcements each month for those that are meeting that month, and how to join!

LGBTQ+ Community in Medical Education CoG Meetings:

  • October 31, 2024 – 12:00 PM ET
  • January 9, 2025 – 12:00 PM ET
  • April 10, 2025 – 12:00 PM ET
  • July 10, 2025 – 12:00 PM ET

The IAMSE LGBTQ+ Community in Health Professions Education CoG is for IAMSE members interested in celebrating and learning about the LGBTIQ+ (Lesbian, Gay, Bisexual, Transgender, Intersex, Queer+) community in health professions education. This CoG aims to create and foster a community for health professions educators interested in LGBTQIA+ topics as well as promote education on and advocate for inclusive standards in medical curricula. This CoG is designed to be an open, innovative gathering place for diverse ideas and viewpoints to strive for academic excellence. It will be primarily focused on engagement and education for allied faculty, staff and students with the hopes and joy of honoring intersectionality. As health professions educators, we strive for best practices that address the adjusting needs of our current and future students, which requires active pursuit for changing cultures. Shared knowledge provides an opportunity for students who have historically been underrepresented in the health professions curriculum to feel welcome and acknowledged.

For more information on the LGBTQ+ Community in Medical Education CoG, contact Cory Gerwe, CoG Leader, at gerwecd@odu.edu.

Corley and Dearden to present Laying the Groundwork

Join the upcoming IAMSE Fall Webcast Audio Seminar series webinar series with the theme of “Push and Pull: Navigating Strains in Health Education.” Over five sessions, we will cover a variety of topics including disability in medicine, the impact of AI, mentoring, and more.

Don’t miss this exciting opportunity to join the conversation on Navigating Strains in Health Education!

The series began on September 19 with a presentation by Lisa M. Meeks, ‘Disability in Medicine: Why We Need More Disabled Physicians.’ The series continues on September 26 with speakers Yerko Berrocal, Kathryn Huggett, and Robert Opoka, presenting ‘Approaching Curricular Reform,’ followed by the October 3 session, ‘AI Impact and Blowback – An Introduction,’ presented by Dennis Bergau. The series will continue on October 10 with J. Corey Williams and Melissa Chen presenting ‘Stigma in Medicine: The Power of Language.’ To wrap up the Fall 2024 WAS Series will be Dyron Corley and Stephanie Dearden presenting ‘Laying the Groundwork: Enhancing Medical Student Preparedness Through Pre-Matriculation and Mentoring’ on October 17.

Below we look at the fourth week’s presentation:

Laying the Groundwork:
Enhancing Medical Student Preparedness
Through Pre-Matriculation and Mentoring

Presenter: Dyron Corley, EdD, and Stephanie Dearden, MA, NCC, both of Rowan-Virtua School of Osteopathic Medicine
Session Date & Time: October 17, 2024 at 12:00 PM EDT
Session Description: This workshop will delve into the role of pre-matriculation programs and student mentoring in fostering medical student success when transitioning into medical school and during their first year. We will discuss how we designed our pre-matriculation program to evaluate and address the various needs of incoming medical students. This session will equip attendees with the knowledge and tools to develop pre-matriculation programs at their respective institutions to enhance student preparedness by sharing an overview of our program and the lessons we have learned. We conclude by examining the importance of continuous support beyond pre-matriculation, emphasizing the role of mentoring in helping students establish a sense of belonging and confidence during their first year. 

As always, IAMSE Student Members can register
for the series for FREE!

For more information on the free registration for students who are active members of IAMSE, please reach out to support@iamse.org. If you are a student who is interested in starting a membership, we would love to have you join us for only $25! Click here for more details.

IAMSE #VirtualForum24 Welcomes Thomas Thesen

The International Association of Medical Science Educators (IAMSE) invites you to join us for our third annual Virtual Forum! Join us October 23-25, 2024, as we host ignite talks, lightning talks, and more. The virtual forum is designed for all interested in teaching, designing, and leading health professions sciences curricula. Participants include students & trainees, basic scientists, providers, clinicians, and other faculty from across various healthcare and educational disciplines. We specifically encourage junior faculty, postdocs, and students to participate in the forum. This year’s theme: “Looking Ahead: Teaching and Learning in a Virtual/Digital Era.”

The first of our three ignite speakers is Thomas Thesen from the Geisel School of Medicine at Dartmouth. He will be presenting “Precision Medical Education through AI-Powered Patient Simulations: A Cross-Cultural Approach” from 10:15 AM – 11:15 AM EDT on Wednesday, October 23, 2024.

Precision Medical Education through
AI-Powered Patient Simulations:
A Cross-Cultural Approach

Thomas Thesen
Geisel School of Medicine at Dartmouth

Wednesday, October 23, 2024
10:15 AM – 11:15 AM EDT

This Ignite talk will explore the use of AI-driven simulations to advance medical education by creating dynamic, realistic training environments for healthcare professionals. These innovative tools enable trainees to practice clinical skills, including patient interviews, diagnostic reasoning, and handling challenging conversations, in a safe and controlled setting. By providing immediate, personalized feedback, AI simulations support the development of core competencies and promote deeper learning tailored to individual needs.

The presentation will also discuss how AI-driven simulations can be adapted to reflect diverse cultural contexts, enhance communication skills, and prepare students for difficult conversations, such as delivering bad news or managing sensitive topics. We will highlight examples from ongoing implementations, including medical schools in the United States, Kenya, and specialized training programs for lay health workers in Liberia.

Attendees will participate in a 20-minute interactive breakout session to explore the application of these AI tools in various educational settings, followed by a large group discussion on the potential impact of AI on medical training. By the end of this session, participants will be equipped with practical strategies and insights that they can apply to enhance the training of their own students, using AI-driven simulations to foster more effective, personalized, and culturally sensitive learning experiences.

IAMSE #VirtualForum24 Welcomes Thomas Thesen

The International Association of Medical Science Educators (IAMSE) invites you to join us for our third annual Virtual Forum! Join us October 23-25, 2024, as we host ignite talks, lightning talks, and more. The virtual forum is designed for all interested in teaching, designing, and leading health professions sciences curricula. Participants include students & trainees, basic scientists, providers, clinicians, and other faculty from across various healthcare and educational disciplines. We specifically encourage junior faculty, postdocs, and students to participate in the forum. This year’s theme: “Looking Ahead: Teaching and Learning in a Virtual/Digital Era.”

The first of our three ignite speakers is Thomas Thesen from the Geisel School of Medicine at Dartmouth. He will be presenting “Precision Medical Education through AI-Powered Patient Simulations: A Cross-Cultural Approach” from 10:15 AM – 11:15 AM EDT on Wednesday, October 23, 2024.

Explore the Full Schedule

Precision Medical Education through
AI-Powered Patient Simulations:
A Cross-Cultural Approach

Thomas Thesen
Geisel School of Medicine at Dartmouth

Wednesday, October 23, 2024
10:15 AM – 11:15 AM EDT

This Ignite talk will explore the use of AI-driven simulations to advance medical education by creating dynamic, realistic training environments for healthcare professionals. These innovative tools enable trainees to practice clinical skills, including patient interviews, diagnostic reasoning, and handling challenging conversations, in a safe and controlled setting. By providing immediate, personalized feedback, AI simulations support the development of core competencies and promote deeper learning tailored to individual needs.

The presentation will also discuss how AI-driven simulations can be adapted to reflect diverse cultural contexts, enhance communication skills, and prepare students for difficult conversations, such as delivering bad news or managing sensitive topics. We will highlight examples from ongoing implementations, including medical schools in the United States, Kenya, and specialized training programs for lay health workers in Liberia.

Attendees will participate in a 20-minute interactive breakout session to explore the application of these AI tools in various educational settings, followed by a large group discussion on the potential impact of AI on medical training. By the end of this session, participants will be equipped with practical strategies and insights that they can apply to enhance the training of their own students, using AI-driven simulations to foster more effective, personalized, and culturally sensitive learning experiences.

Register for the IAMSE #VirtualForum24

Williams and Chen to present Stigma in Medicine: The Power of Language

Join the upcoming IAMSE Fall Webcast Audio Seminar series webinar series with the theme of “Push and Pull: Navigating Strains in Health Education.” Over five sessions, we will cover a variety of topics including disability in medicine, the impact of AI, mentoring, and more.

Don’t miss this exciting opportunity to join the conversation on Navigating Strains in Health Education!

The series began on September 19 with a presentation by Lisa M. Meeks, ‘Disability in Medicine: Why We Need More Disabled Physicians.’ The series continues on September 26 with speakers Yerko Berrocal, Kathryn Huggett, and Robert Opoka, presenting ‘Approaching Curricular Reform,’ followed by the October 3 session, ‘AI Impact and Blowback – An Introduction,’ presented by Dennis Bergau. The series will continue on October 10 with J. Corey Williams and Melissa Chen presenting ‘Stigma in Medicine: The Power of Language.’ To wrap up the Fall 2024 WAS Series will be Dyron Corley and Stephanie Dearden presenting ‘Laying the Groundwork: Enhancing Medical Student Preparedness Through Pre-Matriculation and Mentoring’ on October 17.

Below we look at the fourth week’s presentation:

Stigma in Medicine: The Power of Language

Presenters: J. Corey Williams, MA, MD, Georgetown University Medical Center, and Melissa Chen, MD, Rosalind Franklin University
Session Date & Time: October 10, 2024 at 12:00 PM EDT
Session Description:

Learning objectives

  • Recognize that stigmatizing language in clinical documentation and oral presentations can propagate bias from one clinician to another, deleteriously influencing diagnostic and treatment decisions
  • Identify stigmatizing language within a sample written clinical vignette
  • Revise a written vignette to use person-first, antioppressive language

Documentation and oral presentation serve several critical functions within a clinical team. Depending on how patients are described, including historically stigmatized descriptors, clinicians may perpetuate the codification of racial disparities in service delivery, teaching trainees racist ideas and communicating biases to other clinicians. Current research has shown that documentation has the power to influence diagnostic and treatment decisions independent of other factors. In this session, participants will recognize that stigmatizing language in clinical documentation and oral presentations can propagate bias from one clinician to another, deleteriously influencing diagnostic and treatment decisions. And, participants will reflect on anti-racist documentation practices using sample vignettes and case examples.

As always, IAMSE Student Members can register
for the series for FREE!

For more information on the free registration for students who are active members of IAMSE, please reach out to support@iamse.org. If you are a student who is interested in starting a membership, we would love to have you join us for only $25! Click here for more details.

Reminder* Register Now for the IAMSE 2024 Virtual Forum

As a reminder, registration for the third annual International Association of Medical Science Educators (IAMSE) Virtual Forum is open! Join us October 23-25, 2024, as we host lightning talks, ignite talks, and more! The theme for the Virtual Forum is:

Looking Ahead: Teaching and Learning
in a Virtual/Digital Era

The virtual forum is designed for all interested in teaching, designing, and leading health professions sciences curricula. Participants include students & trainees, basic scientists, providers, clinicians, and other faculty from across various healthcare and educational disciplines. We specifically encourage junior faculty, postdocs, and students to participate in the forum.

Additional details and registration can be found at www.IAMSEForum.org. Looking forward to meeting you at the forum!

Bergau continues IAMSE Fall 2024 Webcast Audio Seminar Series

Join the upcoming IAMSE Fall Webcast Audio Seminar series webinar series with the theme of “Push and Pull: Navigating Strains in Health Education.” Over five sessions, we will cover a variety of topics including disability in medicine, the impact of AI, mentoring, and more.

Don’t miss this exciting opportunity to join the conversation on Navigating Strains in Health Education!

The series begins on September 19 with a presentation by Lisa M. Meeks, ‘Disability in Medicine: Why We Need More Disabled Physicians.’ The series will continue on September 26 with speakers Yerko Berrocal, Kathryn Huggett, and Robert Opoka, presenting ‘Approaching Curricular Reform,’ followed by the October 3 session, ‘AI Impact and Blowback – An Introduction,’ presented by Dennis Bergau. The series will continue on October 10 with J. Corey Williams and Melissa Chen presenting ‘Stigma in Medicine: The Power of Language.’ To wrap up the Fall 2024 WAS Series will be Dyron Corley and Stephanie Dearden presenting ‘Laying the Groundwork: Enhancing Medical Student Preparedness Through Pre-Matriculation and Mentoring’ on October 17.

Below we look at the third week’s presentation:

Dennis Bergau, PhD

AI Impact and Blowback – An Introduction

Presenter: Dennis Bergau, PhD, M3A Worldwide, Inc.
Session Date & Time: October 3, 2024 at 12:00 PM EDT
Session Description: A brief overview of the existing AI landscape will be presented followed by some considerations related to the impact evolving AI will have on medical education and the potential downstream blowback related to consequences that were either overlooked, ignored, or unforeseen. Discussion breakout sessions will take place followed by a regroup to review what was discussed in each of the breakout sessions.

As always, IAMSE Student Members can register
for the series for FREE!

For more information on the free registration for students who are active members of IAMSE, please reach out to support@iamse.org. If you are a student who is interested in starting a membership, we would love to have you join us for only $25! Click here for more details.