News

Reminder* IAMSE Manual Proposals Due October 15

The IAMSE Manuals Editorial Board is still seeking proposals for contributions to the IAMSE Manuals book series to be published in 2024.

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. They are compact volumes of 50 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. 

The submission deadline has been extended to October 15, 2022.

Each proposal will be evaluated by the IAMSE Manuals Editorial Board using the criteria listed in the full call. 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 criteria. We expect publication decisions to be made by December 2022. We anticipate that the selected manuals will publish during the second half of 2024.

Read here for the full call and submission guidelines. 

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

We look forward to your submissions.

IAMSE Fall 2022 Session 1 Highlights

[The following notes were generated by Michele Haight, PhD.]

The Spring 2022 IAMSE Webinar Seminar Series, titled “To Infinity and Beyond: Expanding the Scope of Basic Sciences in Meeting Accreditation Standards” finished with its fifth seminar on Thursday, March 31, 2022, t

Presenter: Calvin Chou, MD, PhD, FACH, Professor of Medicine, University of California San Francisco

“This Trainee is Terrible:” How to Help the Struggling Learner

Remediation is facilitating a correction for trainees who started out on the journey toward becoming an excellent health professional but have moved off course.

Remediation is not kicking the “can” down the road; it’s kicking the “can’t” down the road.

Definitions and Framing

For learners, there are four different zones of performance with different rules, roles, responsibilities, and thresholds for movement between zones.

Zone 1: Performance above-expected level
no corrective action

Zone 2: Performance below expected level
corrective action

Zone 3: Performance below acceptable level
remediation

Zone 4: Performance below unacceptable level
exclusion

The learners’ trajectory in each of these zones is not wholly linear. However, for learners in Zone 4, their progression and performance over time can be a steep downward slope.

Failing learners is a multi-tiered decision that involves many participants. Failing to fail learners is an ongoing issue across the health professions that impacts health professions’ social duty and responsibility.

Steps of Remediation

There are five steps to remediation:

  1. Identification
  2. Set clear expectations.
  3. Decrease cognitive load.
  4. Create fair assessments.
  5. Engage in early identification.
  6. Clarification
  7. Identify learner-specific contributors to suboptimal performance. Can be assessed through discussion with the learner and requires trust and rapport to be built.
  8. Identify systems-level contributors to suboptimal performance. Can be assessed through discussion with the learner and requires trust and rapport to be built.
  9. Identify competency area deficiencies requiring remediation. Can be assessed by acquiring multi-source feedback on the learner’s performance.

         Remember, an identified concern/contributor is merely the tip of the iceberg.

  1. Collaborating on a learning plan
  2. Foster a feedback culture toward expertise development.
  3. Involve students throughout the process.
  4. Emphasize metacognitive skills.
  5. Develop faculty to highlight best teaching practices.
  6. Align explicit/tacit curriculum with valid, reliable assessments.
  7. Provide ongoing formative feedback.

Define “SMART” goals and meaningful assessment methods at the beginning.

Document the remediation plan and determine who gets a copy and how progress will be assessed.

  1. Intervention
  2. Include activities that promote reflection, self-regulation, and a growth mindset.
  3. Provide consistent coaching and feedback.
  4. Avoid information overload.
  5. Provide ongoing formative feedback.

Systems Intervention

  1. Programmatic Assessment
  2. Identify measurements of academic success.
  3. Create a timeline.
  4. Weigh the possible effects on the learner as an individual and as a member of a learning cohort.
  5. Appraise systems-level contributors to the suboptimal performance (e.g., implicit bias, stereotyping, toxic learning environment, patient load, etc.).
  6. Provide ongoing formative feedback.

Recommendations:

  1. Do not do this alone! Develop the following educator groups for support:
  2. Frontline faculty.
  3. Expert remediation coaches.
  4. Ultimate arbiters who can make defensible, ethical judgments based on a portfolio of imperfect, mixed source data.

Remediation is getting someone back on track by helping our learners and doing our societal duty.

Say hello to our featured member Lindsey Claus!

Lindsey Claus
IAMSE 2022 Outstanding Student Oral Presentation Award Winner
Medical Student at the Boston University School of Medicine

Our association is a robust and diverse set of educators, students, 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 Lindsey Claus.

Lindsey Claus
IAMSE 2022 Outstanding Student Oral Presentation Award Winner
Medical Student at the Boston University School of Medicine

Congratulations on winning the Outstanding Student Oral Award, a Student Travel Grant, and a Student Educational Scholarship Grant at the 2022 IAMSE Conference! What influenced your decision to submit to this conference?
I was motivated to submit to the IAMSE Conference because I knew that my mentor Dr. Jonathan Wisco has found IAMSE to be a supportive community of scholars, and I was excited by the opportunity to learn more about medical education initiatives at other institutions through attending sessions at the conference. At the Denver meeting in June 2022, I was blown away by the passion for medical education expressed by many of the other attendees, and I loved chance to attend workshops to dive more deeply into new topics, like the use of competency-based standards in preclinical medical education. I am very much looking forward to attending next year’s conference in CancĂșn!

Tell me a little bit about the research of your winning oral presentation. What really excites you about this topic?
This project was focused on studying the Fall 2021 preclinical ultrasound elective at Boston University School of Medicine to measure the efficacy of the elective in teaching students ultrasound-related concepts and to examine how (or if) the course affected students’ professional identity formation and/or helped students connect their basic science coursework with the principles of future clinical practice. I am very excited by the opportunity that this research provides to meet student-identified interests in gaining clinical skills early in their medical education while trying to determine the most effective and transformational ways to build new learning experiences that meet this need.

Can you tell us more about the project you submitted for your Student Educational Scholarship Grant? 
Through the Student Educational Scholarship Grant project, we are building on our prior study of the 2021 ultrasound elective to see if we can build new learning experiences for students that are particularly focused on applying the principles of self-directed learning. To do this, we are creating opportunities for pairs of students to sign up for additional practice ultrasound sessions, in which they will use a portable Butterfly probe to practice specific ultrasound techniques which they have identified as areas to work on. Our aims are to both measure the efficacy of the Butterfly probe as compared to a traditional ultrasound tower and to examine how students self-define topics to work on and work in pairs to improve at these skills.

As a student member of IAMSE, what benefits does the association offer that help you as a student?   
I feel that I have benefitted tremendously from the opportunities that IAMSE provides for students to meet and learn from experts in the field of medical education, as well as fellow students from other universities. At the 2022 IAMSE Conference in Denver, it was great to be able to meet graduate students and medical students from around the globe who are all passionate about medical education.  

Anything else that you would like to add?
I would like to thank my PI, Dr. Jonathan Wisco, for all of his support, and I would like to emphasize that the Boston University Ultrasound is for Everyone elective was only possible because of the efforts of a large team including my co-leaders, Jessica Landau-Taylor, Brett Cassidy, and Minali Prasad, and many BU faculty members, including especially Dr. Kitt Shaffer. I would also like to thank IAMSE for the organization’s generous support of this research.


Want to learn more about the benefits of being a student member of IAMSE?

Robert Walker to Present “The Off-Cycle Curriculum: Intention vs. Impact”

Medical educators are often called upon to help identify, support, and remediate struggling students. The root causes of student performance deficits are multifaceted and may be due to academic and non-academic factors. Deficiencies are rarely correctable through a simple solution. The Fall 2022 IAMSE Webinar Series will address strategies for identifying and supporting at-risk students and recognizing and breaking down barriers that may limit student success. The second session in the series will feature Robert Walker from the Philadelphia College of Osteopathic Medicine (USA).

Robert Walker, PhD

The Off-Cycle Curriculum:
Intention vs. Impact

Presenter: Robert Walker, PhD
Session Date & Time: September 8, 2022 at 12pm Eastern
Session Description: The current landscape of undergraduate medical education provides foundations at varying depths of knowledge that will not only be needed for board examinations but also progressively needed for the clinical years as well. The ongoing challenge of undergraduate medical education is displayed by curriculum calendars and the volumes of content consumed by students and produced by schools. These challenges manifest themselves in a small percentage of students failing to meet the minimal competency and then being asked to repeat a year or a course. Awareness of the many influencing factors on the curriculum illustrates the need for a bridge to help the struggling student but also provides the tools, time, and resources to ensure the student is able to be successful moving forward.

The offering of the off-cycle curriculum is a mechanism for allowing students in the DO program an opportunity to complete the pre-clinical portion of the DO curriculum in 3 years instead of the traditional 2 years. The offering of this program is strictly voluntary and cannot be required for student participation. The off-cycle curriculum offers the student an opportunity to significantly improve course performance outcomes by decelerating a required portion of the curriculum. The decelerated pace of progressing through the curriculum allows the student to learn the material and create new habits to become a lifelong learner. Although this differs from the traditional Flexner model, it takes into consideration the type of students who are matriculating into our medical school program. These students range from the students newly progressing from their undergraduate studies to the student who is progressing from the workforce. This curriculum is a chance to establish the foundation needed to not only matriculate through medical school but also become a successful physician. Any student who is enrolled in the off-cycle curriculum must successfully complete all required courses of the first and second preclinical curriculum. Upon decelerating, students in the off-cycle curriculum will delay their graduation by one year, and are subject to revisions in curriculum requirements and changes in tuition and fees of their new graduating class.

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

To learn more about student registration, email us at support@iamse.org.

Reminder* IAMSE Manual Proposals Due October 1

The IAMSE Manuals Editorial Board is still seeking proposals for contributions to the IAMSE Manuals book series to be published in 2024.

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. They are compact volumes of 50 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.

The submission deadline is October 1, 2022.

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 2022. We anticipate that selected manual proposals will be published during the second half of 2024.

Read here for the full call and submission guidelines.

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

We look forward to your submissions.

Last Call for IAMSE #VirtualForum22 Lightning Talk & Poster Abstracts

Don’t miss your chance to submit your abstract for Lightning Talk and Virtual Poster presentations at the inaugural IAMSE Virtual Forum to be held December 2-3, 5-6, 2022. The IAMSE Virtual Forum is an entirely virtual synchronous event offering opportunities for faculty and student development and networking, bringing together medical sciences and medical education across the continuum of healthcare education.

Abstracts for Lightning Talks and Virtual Posters must be submitted in the format requested through the online abstract submission site here.

Submission deadline is September 1, 2022.

There is no limit on the number of abstracts you may submit, but it is unlikely that more than two presentations per presenter can be accepted due to scheduling complexities. Abstract acceptance notifications will be returned in October 2022. Please contact support@iamse.org for any questions about your submission.

We hope to see you virtually this December!

Calvin Chou to Present “‘This Learner Is Terrible’: Remediation In Medical Education”

Medical educators are often called upon to help identify, support, and remediate struggling students. The root causes of student performance deficits are multifaceted and may be due to academic and non-academic factors. Deficiencies are rarely correctable through a simple solution. The Fall 2022 IAMSE Webinar Series will address strategies for identifying and supporting at-risk students and recognizing and breaking down barriers that may limit student success. The first session in the series will feature Calvin Chou from the University of California San Francisco (USA).

Calvin Chou, MD, PhD

“This Learner Is Terrible”:
Remediation In Medical Education

Presenter: Calvin Chou, MD, PhD
Session Date & Time: September 1, 2022 at 12pm Eastern
Session Description: As health professions educators, we feel responsibility to provide support to learners who struggle, and at the same time, we have responsibility to society to graduate learners who are fully competent for the profession. After defining remediation and the trajectories of learners who struggle, we will move through a framework to identify, intervene with, and assess our learners, and evaluate our programs of remediation, to help learners and ensure their success.

There is still time to register yourself or your institution for the series. Is your institution already registered? Reach out to your administrative contact to get signed up for weekly updates.

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

To learn more about student registration, email us at support@iamse.org.

Last Call* #IAMSE23 Focus Session Abstracts Due September 1

Don’t miss your last chance to submit a focus session abstract for the 27th Annual IAMSE Conference to be held at the JW Marriott Cancun Resort & Spa in Cancun, Mexico June 10-13, 2023. 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 theme of the IAMSE 2023 Meeting is “Teaching & Learning in Health Sciences: Linking Current Theory to Practice.”

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

Submission deadline is September 1, 2022.

Abstract acceptance notifications will be returned by November 1. Please contact support@iamse.org for any questions about your submission.

We hope to see you in Cancun next year!

Check out the IAMSE Webcast Audio Seminar Series Archives!

The International Association of Medical Science Educators (IAMSE) is pleased to announce that the archives for “Back to the Future: Maximizing Student Learning and Wellbeing in the Virtual Age,” the 2021 Fall series of the Webcast Audio Seminars are now online!

The Webcast Audio Seminar archives are located on the IAMSE website under the Events heading as Web Seminars. Here, you will be able to search the archives or browse by year and series.

Registration for the Fall 2022 series is now open! Join us beginning September 1, 2022 for this five-part series. The goal of this series is for participants will be better prepared to recognize causes of academic difficulties, know better when to recommend students for more intensive interventions and implement strategies for identifying and breaking down barriers that limit student success. 

If you have any issues accessing the archives, or if you have any trouble registering for the Fall 2022 series, please just let us know at support@iamse.org.

Reminder* Call for IAMSE #VirtualForum22 Lightning Talk & Poster Abstracts

The International Association of Medical Science Educators (IAMSE) is still accepting abstracts for Lightning Talk and Virtual Poster presentations for the inaugural IAMSE Virtual Forum to be held December 2-3, 5-6, 2022. The IAMSE Virtual Forum is an entirely virtual synchronous event offering opportunities for faculty and student development and networking, bringing together medical sciences and medical education across the continuum of healthcare education.

Lightning Talks are short 7-minute live presentations followed by 7-minutes of questions and answers that will provide presenters a chance to share their work, including works in process. Virtual posters will be presented asynchronously as a short video presentation, which will be made available to all attendees for the full duration of the forum. For either type of submission, we are asking for work that breaks some form of barrier as well as work that celebrates diversity. 

Abstracts for Lightning Talks and Virtual Posters must be submitted in the format requested through the online abstract submission site here.

Submission deadline is September 1, 2022.

There is no limit on the number of abstracts you may submit, but it is unlikely that more than two presentations per presenter can be accepted due to scheduling complexities. Abstract acceptance notifications will be returned in October 2022. Please contact support@iamse.org for any questions about your submission.

We hope to see you virtually this December!

Say hello to our featured member Sarah Muder!

Our association is a robust and diverse set of educators, students, 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 Sarah Muder.

Sarah Muder (she/her/hers)
IAMSE 2022 Oustanding Virtual Poster Presentation Winner
4th Year Medical Student
New York Institute of Technology College of Osteopathic Medicine

Congratulations on winning the 2022 Outstanding Virtual Poster at the IAMSE Conference! What led you to submit an abstract to IAMSE for this meeting?
My faculty mentors, Dr. Donna McMahon and Dr. Christine Hutak, have both been very involved in IAMSE, and spoke about how it was such an important meeting to attend for those interested in medical education. Naturally, when we started this research, I knew exactly where I wanted to present!

Tell me a little bit about the research of your winning presentation? What really excites you about this topic?
Our research was started based on a noticeable need for better healthcare among the LGBTQ+ patient population. We believe that this starts with our education in medical school, so the study team chose to examine the perceived and actual knowledge of medical students and faculty on educational topics related to LGBTQ+ specific care.

Your award comes with one year of waived registration to the IAMSE Webcast Audio Seminar Series. Registration for our Fall Series for this year, entitled “The Struggle is Real: Breaking Barriers That Limit Student Success”, is now open! Which session would you say you are most looking forward to?
While I am excited for all the sessions, I have a strong passion for mentorship, so I can’t wait for the session “Learning Communities: Creating Structures for Peer Support”. As a low-income, LGBTQ+ student, mentorship was essential for me in my path to medical school, and I enjoy paying it forward to future physicians every day!

As a new member of IAMSE, what benefit of the association do you see yourself benefitting from the most?  
I’m looking forward to creating meaningful connections with others (especially OB/GYNs and OB/GYNs in the making!) who are passionate about the future of medical education.


Want to learn more about the Fall 2022 Webcast Audio Seminar series? Click the button below!

#IAMSE23 Focus Session Abstracts Due September 1, 2022

There is still time to submit a focus session abstract for the 27th Annual IAMSE Conference to be held at the JW Marriott Cancun Resort & Spa in Cancun, Mexico June 10-13, 2023. 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 theme of the IAMSE 2023 Meeting is “Teaching & Learning in Health Sciences: Linking Current Theory to Practice.”

The purpose of a 90-minute Focus Session is to “focus in” on a specific topic in a small group interactive discussion format. Based on previous years, group size might vary between 10-50 individuals. The exact format for the session is free to choose by the session leader(s), as long as not more than one-third of the time is being used for formal presentation, and the rest of the time is used for interaction, active learning in small groups, and discussion. The Program Committee welcomes diversity such as multi-institutional and inter-professional submissions and presenter-teams consisting of junior and senior faculty and students.

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

Submission deadline is September 1, 2022.

Abstract acceptance notifications will be returned by November 1. Please contact support@iamse.org for any questions about your submission.

We hope to see you in Cancun next year!