1. Getting Published - Back by Popular Demand!

*** Please note that this workshop is now fully booked ***

Survival in academia and advancement in training depend, at least in part, on publication,‘publish or perish’ providing a mantra that is possibly more accurate now than ever before. The last few years have seen a significant increase in submissions to health professional education journals, making publishing ever more competitive. Adding further to the challenge is that such journals are slowly ‘raising the bar’ in terms of standards for publication.

With this in mind the goals of this workshop will be to:

Provide potential authors with a better understanding of what makes a good paper; develop strategies for planning and writing a paper for a medical education journal and selecting the right journal for the paper; give authors a better understanding of where the common pitfalls lie with respect to writing and submitting papers and maximizing chances of acceptance; improve understanding of what goes on ‘behind the scenes’ of the publication process; responding to peer-review and editorial comments.

Although not designed to be primarily a conventional 'writers' workshop', participants will discuss matters of style as well as content.

Workshop participants will consider the following questions and issues through a series of short presentations, and group/individual exercises:

• What problems have you experienced/do you anticipate related to getting published?
• What makes a good paper? Why do papers get accepted or rejected?
• The review process – what happens to a paper? How to deal with advice received from editors
• Style matters
• Peer review – is it all it’s cracked up to be?
• Some big issues including: authorship; ethical aspects of publication; ‘salami slicing’
• Discuss author guidelines, concepts of journal readership, impact and citation.

Specific attention will be paid to ideas raised by the participants with respect to publication strategy. Participants will be provided with copies of all Powerpoint slides used, sample articles from Medical Education and The Clinical Teacher, a bibliography listing relevant books and journal articles, and guidance/insights of four individuals who are actively engaged in the UK-based publication outlets relevant to health professional education research. The potential benefits include an increased understanding on the part of participants (and, in turn, others in their home institutions) regarding what it takes to publish in these journals specifically and the scientific literature more broadly. This has the potential to raise the stature of ASME by ensuring that its members become increasingly successful in publishing their research efforts. As editors, the primary value is increased awareness of issues of concern to authors, raising awareness of the journal, and receipt of feedback from the writing community.

Facilitators: Kevin Eva, McMaster University, Canada, Editor, Medical Education, Sue Symons, Plymouth, UK

2. Synthesizing Qualitative Research: Towards a Method for Educational Research

*** Please note that this workshop is now fully booked ***

This workshop will review the stages of the systematic review process, specifically in relation to the methodological challenges associated with synthesis of qualitative evidence.It will also distinguish between aggregative and interpretive approaches to qualitativeevidence synthesis and the approach taken by Cochrane and will outline approaches to synthesizing and integrating qualitative evidence in Cochrane intervention reviews.The workshop will attempt to identify potential approaches to synthesis of qualitative evidence appropriate to educational research.

Facilitators: Andrew Booth, Director of Information at the School of Health and Related Research(ScHARR), University of Sheffield and Jean McKendree, Senior Lecturer in Medical Education HYMS, UK

3. Using Arts in Medical Education

*** Please note that this workshop is now fully booked ***

This workshop will challenge colleagues to look at how the arts are used in medical education for (i) enhancing communications skills with colleagues, other NHS professionals,patients and their carers; (ii) tackling sensitive issues in a multi-cultural society within the student, NHS workforce and patients. e.g. communication, professionalism and cultural awareness; (iii) confidence-building in interactions with colleagues and patients, performing in clinical examination and oral presentations. The workshop will encourage delegate participation in the use of performing arts inmedicine and communication.

Facilitators: Suzy Willson, Honorary Senior Lecturer, Annie Cushing, Reader in Clinical Communication and Olwyn Westwood, Professor of Medical Education all Barts & The London School of Medicine& Dentistry, UK

4. Program Evaluation

*** Please note that this workshop is now fully booked ***

This workshop aims to define program evaluation; explain the differences between formal and informal program evaluation; describe the basic purposes (uses) of program evaluation formative and summative; discuss at least 2 models to program evaluation; develop atleast 1 goal and 3 objectives appropriate for use in evaluation related to a case scenario presented in the workshop; list at least 2 possible evaluation methods based on goals and objectives of a case scenario presented in the workshop and to discuss goals/objectives, evaluation models, and evaluation methods for 3 case scenarios presented in the workshop.The workshop will use of a variety of different learning activities and aims to be fully participative.

Facilitators: Machelle Davison and Matt Vassar, Curriculum & Outcomes Assessment Co-ordinator,both Oklahoma State University, USA

5. ADOPT: Building a Strategy for the Academic Development of Peer Tutors

*** Please note that this workshop is now fully booked ***

Peer assisted learning is widely used and increasingly accepted within medical education including clinical skills teaching and learning and echoes calls from professional medical bodies to prepare undergraduates for their teaching role as doctors (British MedicalAssociation Board of Medical Education, 2006; General Medical Council, 2009). A range of approaches to the initial training of peer tutors have been described however, the literature is quiet when it comes to descriptions of programmes of ongoing developmen tfor peer tutors. A recent telephone survey (Jayasinghe & Evans, in press) suggested that such programmes were rare in the UK.

St George's, University of London (SGUL) has one of the largest peer tutor programmes in the word, with most of its clinical skills curriculum in the early years being deliveredby a bank of 300 peer tutors. These tutors are selected through a rigorous short listingprocess; attend a peer tutor training day, which includes theory and micro-teaching; and undergo some supervised teaching and evaluation before obtaining a "basic teaching certificate". At this time they can start teaching with us, and they are paid University of London student demonstrator rates for the teaching that they engage in.

These peer tutors deliver extensive core clinical skills teaching in the early years of the medical curriculum, with over 600 junior students taught clinical skills in small groupsof 5-8 students, within a typical week. A wide range of clinical skills are covered in aspiral and integrated curriculum. A typical teaching week requires around 60 small group tutors, and in busy weeks this increases to almost 100, with each tutor teaching two 90 minute sessions in one teaching slot. This interactive workshop aims to explore what a development programme for peer tutors should include, and in what ways it should be similar and in what ways different from programmes for qualified faculty.

Facilitators: Sandra Roscoe, Kerry Boardman, Deborah Horton, Denise Lawrence, Lea Stock all SGUL, London, and Dason Evans, Honorary Senior Lecturer in Medical Education, Barts and the London, UK

6. The Relevance of Medical Ethics and Law

*** Please note that this workshop is now fully booked ***

This workshop is aimed at those involved in teaching medical students at all stages of the curriculum where elements of medical ethics and law have relevance. It hopes to help those attending identify which aspects of the recently revised core content in medical ethics and law impact on their own areas of teaching and assessment and how appropriate educational interventions might be implemented and integrated through the curriculum and to share ideas and experiences.

By the end of the session participants will:

• Have considered current involvement in teaching in medical ethics and law
• Have identified and discussed topics and themes in the revised core content of learning for ethics and law
• Have explored approaches to integrate these topics into undergraduate teaching
• Have discussed teaching and assessment of appropriate knowledge skills and behaviours
• Considered the challenges e.g. time constraints, availability and quality of teaching materials
• Have reviewed ways of implementing key areas in their own working environment

Facilitators: Carolyn Johnston, Adviser in Medical ethics and law, King's College London, School of Medicine, Rhona Knight, GP and Senior Clinical Educator, The University of Leicester and Angela Fenwick, Senior Lecturer in Medical Ethics and Education, University of Southampton, UK

7. Mastering your Risk

*** Please note that this workshop is now fully booked ***

International research shows doctors have the potential to reduce the risk of litigation by improving communication skills and better managing patient expectations. This workshop gives doctors a thorough grounding in the issues surrounding risk management and introduces practical preventative skills and techniques doctors can implement immediately to reduce exposure to litigation and complaints.

The workshop uses UK and international research to explain the rational and concepts behind risk management, including; understanding why patients sue; why certain “bedside” manners expose some doctors to increased risk; and communication skills and litigation – the link.

The workshop then addresses what doctors can do to reduce risk. International researchidentifies doctor-patient communication as the major and common contributor to causes for litigation. The workshop delivers communication skills training to doctors, modelled on successful international risk management programs aimed at assisting in reducing claims and complains. Doctors also experience practical training in techniques to improve communication skills and patient satisfaction.

Facilitator: Mark O’Brien, International Programme Director of MPS Educational Services/Medical Director of Cognitive Institute, Queensland, Australia