During the upcoming IAMSE meeting in Burlington, there will be a number of terrific pre-conference sessions for your consideration. We are very excited to offer this workshop on the topic of Integration of Clinical and Basic Sciences as a Road to Entrustment, presented by Amy Wilson-Delfosse, Leslie Fall, Ann Poznanski, Tracy Fulton, James Nixon. and Brian Wilcox.
The 2015 Institute of Medicine report on “Improving Diagnosis in Healthcare” notes that diagnosis and diagnostic errors have been largely unappreciated in efforts to improve the quality and safety of healthcare. One of the primary roles of medical training programs is to help learners develop medical decision-making skills, and to do so with graduated levels of independence. Effective cognitive integration of the basic and clinical science concepts plays an essential role in enhancing diagnostic accuracy for novice clinicians. Furthermore, deliberate practice in transferring knowledge obtained in one clinical context to solve a new problem, or the same problem in another context, is critical to the development of clinical expertise.
Unfortunately, many students who have demonstrated adequate basic science understanding in the pre-clinical curriculum are often unable to apply this knowledge to clinical problem-
solving. Meanwhile, the basic science knowledge of clinical instructors is often encapsulated, challenging their ability to help students integrate basic and clinical science concepts. A process for “unpacking” clinical instructors’ knowledge and reinforcing its connections to clinical decisions would facilitate student activation of their basic science knowledge, improving both diagnostic accuracy and long-term retention. In return, students who are able to use basic science concepts to defend clinical decisions may improve the “diagnostic accuracy” of their clinician preceptors’ entrustment decisions.
By the end of this workshop, participants will be able to:
- Explain the concepts of cognitive integration and knowledge encapsulation
- Identify basic science concepts that underlie day-to- day clinical decision making
- Describe how understanding basic science concepts improves clinical decision-making
- Demonstrate evidence-based strategies to “unpack” knowledge to improve cognitive integration at the bedside.
Following a review of the literature on clinica
l reasoning, cognitive integration and encapsulation, participants will identify key clinical decision-making points relevant to common clinical scenarios. In collaborative teams of basic scientists and clinicians, workshop participants will discuss underlying basic science concepts which inform these decisions, potential decision-making pitfalls, and the role of basic science application in avoiding patient harm.
Have you already registered for this special workshop at the 2017 IAMSE Meeting? If not, there’s still time to do so! Please register before April 1st to secure workshop participation. For more information on the 2017 IAMSE Meeting and to register, visit iamseconference.org.
There has been considerable recent discussion and literature on advantages of active learning modalities in health science education, especially as a way of replacing lecture for large groups. Clickers, Team-Based Learning, Games, Flipped Classroom all can enhance student engagement, learning, and retention. But which one to choose? There is scant literature on comparisons between them, yet experienced faculty know that each has strengths and weaknesses regarding faculty development and technology demands, student/faculty acceptance, and fit for student learning styles and for specific curricular topics. This workshop will actively examine these strategies with an eye towards the methods’ strengths and weaknesses, helping the attendee make decisions on which one(s) best suit their classroom or institution. The workshop will rely on the collective wisdom of attendees and of the workshop leader, who has taught in all the above methods in both pre-clinical and clinical settings.
IAMSE is once again pleased to offer the very successful, AMEE-sponsored course: Essential Skills in Medical Education (ESME), led by two distinguished educators: Prof. Ronald Harden, University of Dundee and Prof. Aviad Haramati, Georgetown University. The ESME course requires a separate registration and is held on a full day prior to the IAMSE conference, continues with special discussion sessions during the conference, and concludes with a full afternoon on the final conference day.
curricular planning, teaching and learning methods, assessment strategies, educational scholarship and the teacher as a leader. The course is ideal for faculty educators who are eager to learn about the principles of health professions education or for seasoned individuals interested in exploring new ideas and trends. Upon completion of the ESME course (with certificate), participants are eligible to enroll in the IAMSE Fellowship program.
As Site Host, I am excited to remind you that the 21st Annual IAMSE Meeting will be in Burlington, Vermont, USA, on the beautiful campus of the Larner College of Medicine at the University of Vermont. Burlington is the educational, medical, financial and cultural epicenter of our state and is a popular year-round vacation destination. The pre-conference workshops and the main IAMSE meeting (which has received a record number of abstracts) will make use of our excellent university facilities and will feature world-class speakers and facilitators. There will be a daily wellness and fitness program and we are planning a social program for families and friends of attendees. The annual IAMSE Gala Dinner will take place at the ECHO Leahy Center for Lake Champlain, which features interactive science exhibits along beautiful vistas. You will find the city easy to get to, with direct air service at the Burlington International Airport by American, Delta, United, JetBlue and Allegiant airlines. The city is 220 miles northwest of Boston, 285 miles north of New York City and just 100 miles southeast of Montreal.
