As you all should know, IAMSE began the publication of IAMSE Manuals a couple of years ago. These short how-to manuals are envisioned as affordable, accessible guides to timely topics in medical education.
After the publication of two IAMSE Manuals, we believe that the viability of this venture is clear. As a result, we have been in negotiation with Springer, the publisher of our journal, Medical Science Educator, to also publish IAMSE Manuals. With the growth of this venture we seek an Editor-in-Chief for IAMSE Manuals. The document linked here describes and outlines the requirements for the position.
Any interested members should send a letter of application and CV in one file via e-mail to Brandi Hinkle in the IAMSE Administrative Office at brandi@iamse.org. Please write Editor-in- Chief in the subject line. The letter should indicate your interest in the position and why you feel you are qualified to take on this role. Closing date for receipt of application materials is June 1, 2017.
Applications will be reviewed by a search committee, some candidates will be interviewed via conference call and recommendations will be made to the Publications Committee which will in turn make recommendations to the Board of Directors which will make the final decision.
Roger Koment received his PhD in Medical Microbiology from the Pennsylvania State University College of Medicine, and his initial direction was to pursue a medical research path. Following completion of a fellowship at the University of Miami, he joined the faculty at the University of South Dakota School of Medicine where, as a professor and medical research scientist, he helped train more than 1,500 medical students, scores of graduate students, and uncounted numbers of baccalaureate students in the fundamental principles of infectious disease. Many more students, residents, and physicians were impacted through his teaching, including well over 1,000 international physicians he helped prepare for the USMLE.
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.
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.
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.
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.