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Jon Wisco to Discuss Online Anatomy Instruction at the #IAMSECafe

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Join us today for the next session in the IAMSE Cafe virtual discussion series. We are excited to welcome Dr. Jon Wisco from Boston University School of Medicine to discuss online Anatomy instruction and its possible positive affects in the face-to-face classroom.
 

Thursday, April 9, 2020 at 10AM EST – How Re-thinking and Re-designing Anatomy Instruction Into the Online Space Can Lead to Better Classroom and Cadaver Lab Learning Experiences. Join Jon Wisco from Boston University School of Medicine in a discussion about how the paradigm shift of what and when anatomy content can be taught, and how it contributes to classroom and lab learning experiences.

Join any of these webinars by clicking: https://zoom.us/j/237132753

We look forward to seeing you today!

Say hello to our featured member Francisco Raúl Barroso Villafuerte

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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 Francisco Raúl Barroso Villafuerte.

Francisco Raúl Barroso Villafuerte
Head of Basic Science (first and the second year)
School of Medicine in the Health Science Division
Anahuac University of Mexico

How long have you been a member of IAMSE? 
I have been a member since January 2020.

Tell me a bit more about the IAMSE Ambassador Program that you are a part of.
The IAMSE Ambassador Program is to open frontiers for science educators around the world. Right now, we are 7 Ambassadors from different regions in the world and we are looking to increase the number of members from different cultures and backgrounds. With this, I’m sure we will enrich IAMSE and let the members and the new members through the embassy share a lot of different experiences and knowledge.

Looking forward to your time with the Association, what are you most looking forward to? Committee involvement, conference attendance, WAS series, manuals, etc.?
I’m participating in the committee for the 2021 Annual Program, I’m also very excited to take the Essential Skills in Medical Education (ESME) course and to be a candidate for the Medical Educator fellowship

What interesting things are you working on outside the Association right now? Research, presentations, etc.
Outside of IAMSE, I have been working and collaborating with international and national leaders of the learning industry to develop our own content of virtual reality with a methodology that we are also developing in our University. I’m also a member of the Mexican Anatomy Society and the Pan American Anatomy Society with whom I’ve been developing new strategies in virtual reality and digital anatomy.

I’m working with Editorial El Manual Moderno (Mexico) writing a textbook of Human Anatomy that will be released in December 2020. I’m also doing research on cognitive impairment related to nutritional status in the elderly as part of my job at Anahuac University and to graduate for my Ph.D. in Science.

As a new member, what is a standout benefit that made you want to engage with IAMSE?
The worldwide networking, the great opportunities to continue learning and the opportunity to share my research and experience to inspire others and to get inspired by other members.   

Anything else that you would like to add?
I just want to thank all the IAMSE members and the committees (2021 Annual Meeting and Ambassador program) for the kind and warm welcome. I hope I can give a little bit of what I have been receiving from everyone in IAMSE.

 

Stay tuned to upcoming announcements regarding Dr. Villafuerte and the preliminary cohort of IAMSE Ambassadors in the coming weeks!

#IAMSECafe presents MedEd Mailbag & Online Anatomy Instruction

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Stay connected with your colleagues around the globe and join us for this week’s IAMSE Cafe round table discussions. Join our moderators, Dr. Kelly Quesnelle from Western Michigan University Homer Stryker M.D. School of Medicine today and Dr. Jon Wisco from Boston University School of Medicine on Thursday as they facilitate conversations focused on how to help us all have the most successful instruction and transition possible.
Tuesday, April 7, 2020 at 10AM EST – MedEd Mailbag: Being Productive in Your Own Space. Join Kelly as she takes your questions about transitioning and adapting to an online learning environment while in your natural habitat. This open discussion will be led by the audience.
You can also join us this Thursday where Dr. Jon Wisco will join the group to discuss successful online anatomy instruction.

Thursday, April 9, 2020 at 10AM EST – How Re-thinking and Re-designing Anatomy Instruction Into the Online Space Can Lead to Better Classroom and Cadaver Lab Learning Experiences. Join Jon Wisco from Boston University School of Medicine in a discussion about how the paradigm shift of what and when anatomy content can be taught, and how it contributes to classroom and lab learning experiences.

Join any of these webinars by clicking: https://zoom.us/j/237132753

We look forward to seeing you this week!

IAMSE20 Conference Update #2

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Each year, IAMSE is committed to holding a high quality, safe scientific meeting for educators from around the globe. Depending on the developing situation with COVID-19, we are committed to moving forward with an event for our membership. The format may be a hybrid in-person/virtual meeting with online presentations for attendees still under travel bans or an online event consisting of webinars and shared online content.

No matter the format, our meetings rely on the participation of the brightest minds in medical science education. We understand the hurdles that everyone is facing in transitioning classes online, working remotely and staying positive while looking ahead. We know that uncertainty remains with respect to the feasibility of participating in the annual meeting. It is with these things in mind that we remind you of the suspension of the Early Bird Deadline until May as we continue to adapt and plan the annual meeting. Our goal is simply to maximize IAMSE member participation in our event, whatever shape it takes.

We are planning a meeting in uncertain times and it is our sincere hope that COVID-19 will be safely contained in the very near future. The steps we have taken so far and the actions proposed for the future are purely designed to make the coming weeks easier for our participants and planning committee.

We welcome your feedback moving forward. If you have any questions or comments please feel free to contact us at support@iamse.org.

Many thanks,

Neil Osheroff, PhD
President, IAMSE

Bonny Dickinson,  PhD, MS-HPEd
IAMSE President-Elect and 2020 Annual Program Chair

Adi Haramati to Present Practicing Self-care in a Time of Crisis

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Join moderator Dr. Kelly Quesnelle this morning as she welcomes Adi Haramati, PhD from Georgetown University to the second IAMSE Cafe virtual discussion. Dr. Haramati will be sharing techniques for self-care during this, and other, times of high stress and crisis.

 

Thursday, April 2, 2020 at 10AM EST – Leading by Example: Practicing Self-care in a Time of Crisis. Adi Haramati of Georgetown University School of Medicine will lead a discussion about the importance of utilizing a number of mind-body techniques to reduce stress and promote resilience. We will also share how many of us have incorporated simple tools into our virtual reality with peers and learners.

Join the webinar by clicking: https://zoom.us/j/237132753. The link will remain the same for each session so make sure to bookmark it!

Be sure to joins us next week as we host another MedEd Mailbag session with Dr. Quesnelle on Tuesday and welcome Dr. Jon Wisco to discuss the shift to online Anatomy instruction on Thursday.

Join Moderator Kelly Quesnelle for Today’s #IAMSECafe Virtual Chat!

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As we all forge ahead building online classrooms and serving remote student bodies, IAMSE is here to keep you connected with your colleagues around the globe. We invite you to join us beginning today for IAMSE Cafe, a virtual round table discussion where you control the conversations.

Join our moderator, Dr. Kelly Quesnelle from Western Michigan University Homer Stryker M.D. School of Medicine beginning at 10AM EST for a series of conversations focused on how to help us all have the most successful instruction and transition possible.

Tuesday, March 31, 2020 at 10AM EST – MedEd Mailbag: The Virtual Teacher. Join Kelly as she takes member questions and opens the floor for discussion about how IAMSE members are dealing with and making the best of online teaching.

Thursday, April 2, 2020 at 10AM EST – Leading by Example: Practicing Self-care in a Time of Crisis. Adi Haramati of Georgetown University School of Medicine will lead a discussion about the importance of utilizing a number of mind-body techniques to reduce stress and promote resilience. We will also share how many of us have incorporated simple tools into our virtual reality with peers and learners.

Join the webinar by clicking: https://zoom.us/j/237132753. The link will remain the same for each session so make sure to bookmark it!

We look forward to chatting with you soon.

Free Aquifer Access: Now Available to All North American Medical and Physician Assistant Schools

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Aquifer is extending their offer of free access to 146 Aquifer signature cases, plus WISE-MD and WISE-OnCall, to all North American medical schools and physician assistant programs – including non-subscribers as well as subscribers through June 30, 2020 – in an effort to support our institutions and our students in this time of critical need. As you know, IAMSE and our membership have been collaborating with Aquifer, a non-profit organization of primarily volunteer medical educators, over the past six years to develop the Aquifer Sciences learning resources that support cognitive integration of the basic sciences into clinical learning.

The majority of US medical schools subscribe to Aquifer’s clinical courses, and more than 125 medical and health professions programs are already taking advantage of this generous offer to subscribing schools. Visit aquifer.org/our-network/subscribers/ to determine if your institution subscribes, and aquifer.org/covid-19/ for more information about this offer.

Please see the formal announcement from Aquifer for more information about this expanded offer to institutions who do not currently subscribe. We encourage you to forward this information to your colleagues in other disciplines and relevant forums as well. Applications for current subscribers are currently open. Applications for non-subscribers will be open soon.

Join Your IAMSE Colleagues for #IAMSECafe Virtual Chats!

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As we all forge ahead building online classrooms and serving remote student bodies, IAMSE is here to keep you connected with your colleagues around the globe. We invite you to join us over the next few weeks for IAMSE Cafe, a virtual round table discussion where you control the conversations. Have you transitioned seamlessly online and into your home office, or do you still have some questions? Do you struggle to help your students through cancellations and postponements, or did your team find an ingenious way to move forward remotely?

Join our moderator, Dr. Kelly Quesnelle from Western Michigan University Homer Stryker M.D. School of Medicine beginning Tuesday, March 31 at 10AM EST  for a series of conversations focused on how to help us all have the most successful instruction and transition possible.

Tuesday, March 31, 2020 at 10AM EST – MedEd Mailbag: The Virtual Teacher. Join Kelly as she takes member questions and opens the floor for discussion about how IAMSE members are dealing with and making the best of online teaching.

Thursday, April 2, 2020 at 10AM EST – Leading by Example: Practicing Self-care in a Time of Crisis. Adi Haramati of Georgetown University School of Medicine will lead a discussion about the importance of utilizing a number of mind-body techniques to reduce stress and promote resilience. We will also share how many of us have incorporated simple tools into our virtual reality with peers and learners.

April 7, 2020 at 10AM EST – MedEd Mailbag: Being Productive in Your Own Space. Join Kelly as she takes your questions about transitioning and adapting to an online learning environment while in your natural habitat. This open discussion will be led by the audience.

April 9, 2020 at 10AM EST – How Re-thinking and Re-designing Anatomy Instruction Into the Online Space Can Lead to Better Classroom and Cadaver Lab Learning Experiences. Join Jon Wisco from Boston University School of Medicine in a discussion about how the paradigm shift of what and when anatomy content can be taught, and how it contributes to classroom and lab learning experiences.

Join any of these webinars by clicking: https://zoom.us/j/237132753

We look forward to hearing from you next week!

A special message from our partners at AAMC

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We hope this message finds you doing well!  We want to share your great work and support the broad learning community with new or adapted clinically relevant learning experiences.

Our medical and health professions’ educators are responding to this pandemic with new or adapted learning experiences that can be done without patient contact during COVID-19. The AAMC is creating a new free and open resource repository that will allow for the agile sharing and disseminating of these educational approaches.

We are particularly interested in submissions of learning experiences that support patient care, but may not necessarily involve direct patient contact. Examples of appropriate resources may include a description with or without supplements, such as: checklists, worksheets, lesson plans, cases, or lecture outlines. Existing electives on diverse topics that have or can be adapted for online or remote completion are also welcome.

If you have exemplars to share, please send email to curricularinnovation@aamc.org

Our specific inclusion criteria for this collection, includes:

  • Describes experiences or activities that represent a structured learning experience (or can be readily designed as such)
  • Does not involve physical contact with patients
  • Can be offered virtually in real time and/or asynchronously
  • Can be offered with or without peers and/or facilitation
  • Objectives are focused on skills with clinical relevance in broad competency areas
  • Adhere to the Creative Commons License Attribution – Non Commercial

We will be reviewing those submissions and, as needed, reaching out for more information. Again, our intent is to curate and disseminate this information for the broader med ed community.

Thank you for all you are doing to support learners and the clinical learning environment during this unprecedented time!

On behalf of
Lisa Howley, PhD, MEd
Sr Director of Strategic Initiatives & Partnerships in Medical Education
Association of American Medical Colleges

A Review from Medical Science Educator from Dr. Dani McBeth

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Each month the IAMSE Publications Committee reviews published articles from Medical Science Educator. This month’s review, written by Dr. Dani McBeth, is taken from the article titled Factors Predictive of Performance on USMLE Step 1: Do Commercial Study Aids Improve Scores? (doi:10.1007/s40670-019-00722-4) published in Medical Science Educator, Volume 29, (pages 667–672), 2019 by Parry, S., Pachunka, J. & Beck Dallaghan, G.L.

I read with great interest an article in Medical Science Educator, Factors Predictive of Performance on USMLE Step 1: Do Commercial Study Aids Improve Scores?, Parry et al. The Step 1 exam has obtained such outsize importance, that it drives the way our students approach their studies. While this may be abhorrent to many of us, it is reality. Therefore, I found this article and the associated references to be of great interest. In my school, I plan to use the article in our Step 1 coaching program.

The study sought to correlate the results of Step 1 performance in 2 cohorts of students from a single medical school with academic performance in the curriculum and the use of commercially available study aids. While some of the results may not be too surprising, there were others that may be helpful in advising students about their approach to the exam. Not surprisingly, the strongest correlation to Step 1 scores was academic performance in the curriculum. The consistent use of the UWorld Qbank and the numbers of questions completed in the Qbank were also strongly correlated with Step 1 scores. Those students completing the entire Qbank twice had the highest Step 1 performance. There was no correlation between Step 1 scores and the numbers of practice exams completed, either the UWorld provided exams or the NBME CBSSA’s. This result does not negate the importance of self-assessment during the dedicated study process but may offer some advice as to the numbers of such self-assessment exams that are useful. It is my experience that too frequent self-assessment in many students may serve to increase anxiety levels. Perhaps surprisingly given the numbers of students who religiously rely on it, the extent to which First Aid was read and re-read did not correlate with increased Step 1 performance. Finally, there was a negative correlation to increased preparation time. In our school, we have seen an increasing number of students delaying their exams with the certitude that this will result in their desired score. Anecdotally, I have heard that this is an increasing issue at other schools as well.  The authors correctly point out the limitations of their study; a single medical school over only a to year period. Despite that, the article is useful in provoking thought about approaching how to help students think about their exam preparation. Similar studies with a larger sample of schools and expanding to include other commercially available resources including full prep courses would be of interest to many.

Respectfully submitted by
Dani L McBeth, PhD
Publications Committee member

Early Bird Deadline for #IAMSE20 Suspended

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In light of the sudden shift in working and teaching conditions, as well as the sweeping global restrictions on travel and mass gatherings, we understand the uncertainties regarding the IAMSE 2020 meeting. Educators all over the world are dealing with event cancelations, postponements and format changes. Given the current climate and uncertainty facing most of us as we try to plan our future educational activities, IAMSE is suspending the April 1 Early Bird registration deadline. We will reassess the situation in mid-to-late April and provide guidance by May 1, 2020.

ScholarRx offers free access to Rx Bricks online curricular system to schools affected by COVID-19

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In response to a request for assistance from a partner medical school impacted by COVID-19, ScholarRx has agreed to make its Rx Bricks program available at no cost to M2 students for the remainder of the 2019-20 academic year. This comprehensive, online resource can assist schools implementing contingency plans necessitated by the COVID-19 outbreak.

In this specific case, Rx Bricks will support the Infectious Disease course where the school has lost access to teaching faculty due to the public health emergency. ScholarRx will provide the students with access to Rx Bricks and further assist the school with curricular implementation and mapping support.

ScholarRx wishes to extend this offer of free access to Rx Bricks to you and your school. Please let us know if we can help you support the education process during this challenging period.

For more information or to request assistance, go to: https://scholarrx.com/covid-19-assistance-offer/

Rx Bricks is an innovative digital learning system designed to help students easily learn the foundations of medicine. 

Rx Bricks offers a repository of preclinical curricular materials and learning frameworks that can be rapidly deployed and customized to suit your unique curriculum needs and goals.

Rx Bricks uses short, high-yield, interactive lessons called “bricks.” Content is broken down into the smallest cohesive learning units, or “bricks”, and organized around basic science topics (e.g., pressure-volume loops) or clinical concepts (e.g., ischemic heart disease). Each brick uses clear language to explain and contextualize key topics, many in less than 20 minutes. Then it offers built-in review tools to test understanding of the content right away.

Currently, ScholarRx offers more than 600 Rx Bricks covering 12 preclinical disciplines and organ systems.

To learn more, go to: https://scholarrx.com/covid-19-assistance-offer/