IAMSE has had a profound impact on my growth and success as a medical educator and I value being a member of this wonderful group of people who are so passionate about health science education and so committed to advancing best practices. Towards this goal, the annual meetings are wonderful opportunities to exchange ideas and expertise, to network and to have lively discussion. In particular appreciate the interprofessional exchange across the health sciences that IAMSE cultivates so ardently. I always leave the meetings truly inspired. Fortunately, the annual meetings are not the only opportunity to interact and learn from my colleagues across the world. IAMSE continues the conversation and education of its membership by providing several webinar series on the ongoing evolution and revolution in medical education. Each series addresses a current and pressing topics in health science education. These webinars feature outstanding speakers and I have benefited immensely from this opportunity to engage with my colleagues year-round, beyond the annual meeting. So much so that I actually joined the committee that organizes these webinars. I enjoy working with my committee colleagues to develop highly relevant topics and recruit outstanding speakers for our audience. In addition, I am currently serving on the student professionalism development committee to increase the participation of students in IAMSE and to foster their growth as scholars. Thus, I am enthusiastic about the future of IAMSE and I hope many more will join us on what promises to be a continued fabulous journey.
News
IAMSE – Access Medical Science Educator
As you probably know, IAMSE publishes four issues of Medical Science Educator (MSE) every year. Did you know that as an IAMSE member you have free access to the journal, as long as you enter the journal through the members-only area of the website?
To access MSE, you’ll first need to log in to the member section of the IAMSE website here. Once logged in, simply click “Medical Science Educator” under the IAMSE Publications heading. The link on this page will take you to the MSE website where you can view new and old issues.
Did you know that you can sign up for the table of content alert through Springer? When on the Springer site, look on the right bottom and sign up with your favorite email address. Every time a new issue is published, you will be notified as one of the first!
If you have any questions or problems accessing the website, please just let us know at support@iamse.org.
#IAMSE18 – Call for Poster Abstracts – Due 12/1!
The International Association of Medical Science Educators (IAMSE) is pleased to announce the call for abstracts for Oral and Poster presentations for the 22nd Annual IAMSE Conference to be held at the Green Valley Ranch and Resort just outside of Las Vegas, Nevada from June 9-12, 2018. The IAMSE meeting offers opportunities for faculty development and networking, bringing together medical sciences and medical education across the continuum of health care education.
PleaseâŻclick hereâŻto submit your abstract today.
Please note: The first time you enter the site, you will be required to create a userâŻprofile.âŻAll abstracts for Oral and PosterâŻpresentations must be submitted in the format requested through the online abstract submission site.
Students who would like feedback on a draft of their abstract prior to final submission should email it to the Student Professional Development Committee, care of Mary Dereski (dereski@oakland.edu), by November 1.
Submission deadline is December 1, 2017. 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 by March 1.
IAMSE Exhibiting at PAEA Meeting
The IAMSE booth will be exhibiting at the 2017 Physician Assistant Education Association (PAEA) Education Forum in Denver, Colorado, USA on October 25-28, 2017. If you plan on attending this meeting, do not forget to swing by the IAMSE booth and say hello!
Information on the 2017 PAEA meeting can be found here.
We look forward to seeing you there!
IAMSE Fall 2017 WAS Session 5 Highlights
In case you missed yesterday’s Webcast Audio Seminar Series, here are the highlights of the session:
Lessons from the Design and Implementation of a Pediatric Critical Care and Emergency Medicine Training Program in a Low Resource Countryâ The South American Experience
Presented by Michelle Grunauer M.D. Ph.D.
October 05, 12 PM EST
Why do we prolong the survival of our critically ill patients?
- Childrenâs rights
- Health equity
- Social justice
The lower the number of beds, the higher the mortality rate!!
The Family-Centered Model of Care
- Shared decision-making model
- Multidisciplinary meetings that involve the family
- Consistency in communication and interculturality
- Honesty
- Presence of the family during rounds and CPR
- Flexible and constant visits
- Support for the family before, during and after the patientâs discharged or death.
Integrated Model of Care
- Critical care + Palliative Medicine
- Pediatric Palliative Care (PPC)
Pediatric palliative care prevents, identifies and treats the suffering of children with serious illnesses as well as that of their families and the teams that care for them.
Pediatric palliative care is appropriate in whatever stage of the disease, and it can be applied in conjunction with treatment directed at curing the disease.
Goal of the Study
- All children were admitted to the program (integrated model of care) regardless of their prognosis.
- To provide the best evidence-based, most cost-effective medicine focused on the conservation of resources in a socially responsible way.
How can the quality, sustainability and the impact be maintained?
- Combined the Advance Pediatric Life Support (APLS) with the integrated model of care.
This program resulted in stronger, more cohesive Pediatric Intensive Critical Unit (PICU) teams with improved resuscitation times and coordination during simulation rounds.
Hospitals that implemented the program had a decreased in mortality rates.
Be sure to save the dates for the Winter 2018 WAS on Competency-based Education: Where are we now and where are we going? The series will begin January 11 and continue through February 8. We hope to see you there!
IAMSE Manuals Available for Purchase
As you may know, IAMSE has published two how-to manuals: the How-To Guide for Active Learning and the How-To Guide for Team-Based Learning as well as a Japanese Translation of the How-To guide for Team-Based Learning.
How-To Guide for Active Learning: This manual is a compilation of teaching strategies in active learning to adapt to your own large group settings. Each chapter is a specific description of a strategy written by authors who are experienced in using the strategy in a classroom environment with students. The Manual chapters are designed to be accessible and practical to the reader. The manual is edited by Alice Fornari and Ann Poznanski.
How-To Guide for Team-Based Learning: This âHow-Toâ Guide for Team-Based Learning is a manual that provides an overview of the fundamental components TBL and serves as a blueprint for instructors considering using this technique. The manual also identifies factors that will facilitate or sabotage a successful implementation of TBL. Authored by Ruth Levine and Patricia Hudes, both internationally recognized experts in the field of TBL.
How-To Guide for Team-Based Learning Japanese Translation: IAMSE is proud to announce that we now have a Japanese translation of this âHow-Toâ guide! The How-To Guide for Team-Based Learning was authored by Ruth Levine and Patricia Hudes and translated by Yukari Igarashi, Mariko Iida, Yoko Shimpuku, Yoichiro Miki, and Hiromi Seo.
If you’d like to purchase a digital copy of one or both of these manuals, please visit the IAMSE store here. Each manual is $5 for members or $10 for non-members. Please note: These manuals are for individual use only.
IAMSE – Call for Board of Directors Nominations – Deadline 11/20!
It’s time once again to begin thinking about selection of those to serve on the Board of Directors of the International Association of Medical Science Educators (IAMSE).
IAMSE is currently seeking nominations and self-nominations of candidates from across the membership. International members are particularly invited.
The Board of Directors is the governing body that determines the direction of IAMSE and all our various programs and activities.
This Spring, four of the Director positions become subject to election and the formal “job descriptions” for IAMSE Director are postedâŻhere.
What is the role of a Board Member?âŻThe Board Member is expected to be an advocate for the organization and to bring fresh ideas to IAMSE. In addition, each Director will be in charge of an IAMSE-sponsored project.
What is the time commitment for the Board Member?âŻThe term is for three years, renewable once. Board meetings are held via conference call every two months, with additional business conducted through e-mail.
If this opportunity to expand your influence in medical education while advancing the work of IAMSE fits your personal career goals, then the Nomination Committee invites you to submit your nomination for Board of Director.
To submit your nomination or self-nomination by November 20, 5 PM ET, pleaseâŻclick here!
We look forward to hearing from the IAMSE membership and thank you for your continued commitment to the IAMSE mission.
IAMSE Fall 2017 WAS Session 4 Highlights
In case you missed yesterdayâs Webcast Audio Seminar (WAS) Session, here are the highlights of this session:
Challenges and Opportunities for Medical Schools in Africa
Presenter: Quentin Eichbaum, MD, PhD, MPH, MFA
September 28, 12 PM EST
- Africa is large and complex that includes wide spectrum of geographies, economies and cultural difference, including over 1000 different languages and dialects.
- No One Size Fits All
- Global health is central in Africa and what they have constructed.
- Competency-based education model or backwards design.
- Three key concepts: Context Global- local; Interdependence in Education; Transformative learning.
- Medical Education Partnership Imitative (MEPI) is no longer replaced with AFREhealth in conjugation with Consortium of Universities for Global Health (CUGH).
Challenges facing New Medical Schools in Africa
- Standards/accreditation
- Admissions
- Assessment and evaluation
- Curriculum
The Problems
- Insufficiently inclusive of input from LMICs.
- Insufficiently context specific
- Unresolved âindividualist/collectivists disjunction
- Inadequate assessment methods
Conclusions
- Africa â a large place with complex cultures, policy legacies (colonialist & other)
- Medical education in Africa spans a wide range of resources and modalities in pedagogy, standards/accreditation, curricula, admissions, assessment and evaluation
- Key concepts in global education â contexts, interdependence â Consortia, alliances, networksâMEPI, Consortium of New Southern African Medical Schools (CONSAMS), AFREhealth, CUGH â Role of âglobal healthâ in driving change global education, research â Risks of exporting âWesternâ education into local African contexts
- Problem with competencies in African âcollectivistâ settings
- Ethics of research; capacitation; science vs humanities
For more information on the next session or to register, please click here.
IAMSE – Share Your IAMSE Photos With Us!
Did you know that you can share photos with the IAMSE membership? Â Share your IAMSE photos on the IAMSE Member’s Site!
To share you images, visit the IAMSE Member Community found here. From here, you can click the “Upload a Photo” link on the right-hand side of the page to upload your photo(s). Please note: if you are not already logged in to the Member’s Site, you will be prompted to log in before you can access this page.
Any IAMSE Members can view these photos. If you have any questions about sharing your photos or have any trouble doing so, please contact the IAMSE Admin Office via email at support@iamse.org.
IAMSE – Call for 2019 Program Committee Volunteers
The time has come to begin planning the 2019 Annual IAMSE Meeting! The first step in the process is to form the Program and Review Committees.
We are seeking a broad representation of professional educators, basic scientists, clinical scientists, and instructional technologists from around the world. The role of the Program Committee is to establish a theme and schedule for the program, select and invite pertinent speakers, and collaborate on various tasks as needed in order to provide the membership with an outstanding annual meeting. The Review Committee, which will work with the Program Committee, will oversee the abstract review and selection process. Your availability for a one-hour monthly phone meeting and ready accessibility by email from January 2018 through the program in June 2019 is expected, in addition to great ideas and a collegial spirit! The names of participating members will be credited in the conference program.
If you would like to be considered for a position on this Committee please send a brief statement of your interest and qualifications to brandi@iamse.org by October 15. We would like to complete selections by December 1 so we begin our meetings by phone in January 2018.
We hope that you will consider becoming involved in this important and collegial work.
For additional information or questions please contact brandi@iamse.org.
IAMSE – Publications Committee MSE Article Review
This month the IAMSE Publications Committee is delighted to provide a short review of an article published in the archives of Medical Science Educator (MSE). The review recognizes The Impact of Integration of Self-Tests into a Pre-Clerkship Medical Curriculum, which was published in MSE Volume 27, issue 1, pp 21-27, in March, 2017 [https://doi.org/10.1007/s40670-016-0351-7]. In this study Baatar et al. measured the performance of first year medical students (n = 107) on both formative and summative examinations. Students were provided unrestricted access to basic science self-tests (STs) prior to each of 5 formative examinations on the subject. Participants that used STs performed better on 4 out of 5 formative exams. All students that participated in 5 STs had significantly higher mean scores on the subsequent summative evaluation examination than students that did not participate, 86% ±8 versus 76% ±14 respectively. The data suggests that the use of prior STs improves student performance overall and especially on major/summative examinations. The authors note that âA multiple regression analysis showed that the number of STs used was a significant positive predictor of the summative examination score.â In reviewing the mean of ST scores there was a significant improvement in test score means from the first attempt to the 11th attempt. The comments from students that participated in the addition of STs to course learning materials were positive. An article by Kornell et al. (J. Exp. Psychol Learn Mem. Cogn., Volume 35, issue 4, pp 989-998, in July, 2009 demonstrates that retrieval attempts enhance learning, i.e., that âtaking challenging tests â instead of avoiding errors â may be one key to effective learning.â These studies and others suggest that retrieval practice in the form of STs may play a critical role in meaningful learning and long-term retention.
IAMSE Fall 2017 WAS Session 3 Highlights
In case you missed yesterdayâs Webcast Audio Seminar (WAS) Session, here are the highlights of this session:
Global healthcare overview of European model
Presenter: Jen Cleland, BSc (Hons), MSc, PhD, D Clin Psychol:
September 21, 12 PM EST
Medical education challenges: attracting the âGeneration Yâ workforce
Influences on medical careers decision making process such as:
- Gender
- Individual preferences/fit
- Exposure/experience
- Wish for work/life balance
- Medical school
Their approach
- Discrete Choice Experiment (DCE)
- Health economics
- Personal preferences
- Quantifiable in monetary terms
Characteristics of Trainee (resident or student of DCE)
- Familiarity with hospital
- Geographical location
- Opportunities for partner/spouse
- Potential earnings
- Clinical/academic reputation
- Working conditions
Other items were more important than location, location, location. These are good working conditions and opportunities for partners/spouses.
In the end, working conditions were the key to trainee and final year medical student career decisions.
What is being done to improve working conditions?
The current medical students want:
- A good team
- To feel valued
- Have a sense of belonging
- Receive more positive feedback
- CPD opportunities
- Both full and part time work.
“A European Case Study of Rural Health System Strengthening through Rural Medical Academy Development”
Dr. MĂ©abh Ni BhuinneĂĄin: MD FRCOG MRCPI MICGP MSc Public Health
What are your learning objectives for rural health system strengthening?
Are you committed? Can you provide justification? Are you able to apply, reinforce and provide clarification for your ideas?
Underlying dimensions of social disadvantage
- Demographic decline
- Social class deprivation
- Labor market deprivation
Global Inequities
- Rural poverty indicators
- Rural health needs
- Reproductive health indicators
WHO Health Workforce Strengthening: âTo expand, strengthen and orient health professional training institutions, in terms of quantity, quality, and skill mix to be relevant to the implementation of the transformative scaling up of health professionals.â
WHO Global Code of Practice on the International Recruitment of Health Personal: âAn adequate and accessible health workforce is fundamental to an integrated and effective health system and for the provision of health services.â
Moving towards a Student-Centered Academy
Learning environment
Pastoral, social and self-care
Faculty sensitization and development
Organizational development
Use of improvement methods
Measurement
Governance â towards full student representation
Community engagement
Ending question: How does reciprocity/mutuality work in reality?
For more information on the next session or to register, please click here.