ASME ASM 2010: Innovation in a traditional world

This conference will be held on 21st - 23rd July 2010 at Robinson College, Cambridge, UK.  To download a paper copy of the provisional programme, click here.

Registration

Registration now available! Please click on the Registration tab to register for this conference or you can download the registration form (920kb PDF) and post it to us.

Workshops - Information

To find out more about the workshops on offer please click on the relevant tab(s).  A pdf detailing all workshops, including facilitator's details, format of the workshops etc can be downloaded by clicking here.

You can also  download the conference flyer - Flyer_2010_ASM.pdf.

Accommodation

To book your accommodation for the ASM please go to http://rooms.robinson.cam.ac.uk/BnB/Step1.aspx.  Enter the promotion code 8269 in order to proceed with any booking.

These workshops will be held on Wednesday 21st July from 10am until 12pm.

1. Getting Published - Back by Popular Demand!

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

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

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

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

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

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

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

These workshops will be held on Thursday 22nd July from 10.45am until 12.45pm.

1. Managing Doctors in Difficulty

This workshop will use the NACT UK document "Managing Trainees in Difficulty" to help participants gain confidence in managing and supporting trainees with difficulties. Small group work will be used to explore scenario examples of doctors in difficulty, followed by plenary discussion of learning points. Participants will have the opportunity to explore current arrangements and utility of the new guidance.

The framework outlined in the NACT UK document hopes to enable prompt management of trainees in difficulty. Standard paperwork enables concerns and an action plan to be documented. Managing issues early and appropriately improves training satisfaction and service delivery, while maintaining patient safety.

Facilitators: Liz Spencer, Gloucestershire NHS Foundation Trust and Simon Atkinson, University of Bristol, UK

2. Assessing and Tracking Professionalism

At the end of this workshop, participants will be aware of:

• The historical background relevant to our understanding and interest in professionalismin healthcare.
• The current context and drivers for assessing and tracking professionalism
• The purposes of assessing professionalism i.e. the inferences and decisions we want to draw from the results: some literature to support these.
• Key components of professionalism and criteria for judgements.
• The nature of assessment of professionalism and how to improve the construct validityof the decisions.
• How to address students' concerns and potential risks in assessing and trackingprofessionalism.
• The balance between supporting the student and protecting the patient.
• IT systems and processes to track assessments and some of the difficulties experiencedby schools that have instituted such procedures.
• How the university Boards of Examiners might deal with accumulated concerns

Presentations will be given on the background and context, including definitions of professionalism. Presentation will be available through ASME after the workshop andList of References will be provided. Scenario-triggered small group discussions will be used to tackle key issues such as; the advantages and potential risks in assessing professionalism; taking into account the students' perspective; the tension between supporting students and protecting patients; who decides: Board of Examiners or Fitness to Practise Committees; national v local decision-making processes and committee. There will be a demonstration of Edinburgh's IT system for collecting and accessing data and presentation of our 18 months' experience of collecting such information and how we have worked around some of the difficulties, expected and unexpected.

Facilitators: Helen Cameron, Director Medical Teaching Organisation, Karen Simpson, Theme Head, Personal Professional Development in undergraduate medicine, University of Edinburgh, UK

3. Understanding of ADVANCED consulting skills in primary care model (expertise model)

This interactive workshop will demonstrate how the expertise model could be used asa developmental tool. It will also explore its application for appraisal, revalidation and self development.A demonstration of the model will be given, with participant assessment encouraged. Video taped consultations will be viewed and assessed. Powerpoint slides will be used to explain the background to the model and ppt handouts provided to all participants.

Facilitator: Les Ashton, Leicester, UK

4. External Examiners Group

This workshop will discuss Assessment and Teaching through current and past experience of external examining at medical schools in order to try to prepare new external examiners.The workshop hopes to develop and improve knowledge of forms of assessments at theundergraduate level in Medical Schools and to collate ideas on testing of attitudes, knowledge and skills of undergraduate medical students. Expand upon skills that exists in assessment in Medical Schools currently. The educational methods/interactive learning methods that will be used include: sharing experience: the good, the bad, the ugly; ideas for sharing best practice; creation of forum for frequently asked questions. PPT slides and handouts from the workshop will be provided to participants.

Facilitator: Vinod Patel, Institute of Clinical Education, Warwick Medical School, Coventry, UK

5. Chickening Out? Student Choice of Challenge in Skills Classes

Participants attending this workshop will acquire knowledge of: A teaching process for giving control over challenge to the learner; The learning theories informing this innovation; Student experiences of this; Solutions to problems which can arise when implementing this in a group setting; Potential applications of the teaching approach.

Participants will also develop attitudes of: Autonomy-supportive teaching and the applicability of learning theories.

Participants should develop skills of: Tutor scaffolding of learning (this will be learned by observation); Giving feedback (this will be learned by giving/receiving feedback).

Activities include: Theories about adult autonomy in learning, the construction of learning and social cognitive learning will be discussed in groups to predict the effect of giving choice in a group setting. A model teaching session will be demonstrated where choiceis given to the interviewer of a simulated patient in a group setting. The choice here will be the strength of emotion "felt" by the patient about their chronic illness. Two simulated patients will be interviewed by two group members one volunteering for the mild levelof emotion and the other volunteering for the strong level. Feedback will follow each interview, and the perceived effects of choice will be discussed.

Findings from the implementation of this teaching session will be outlined and discussed by comparison with the participants' predicted effects and the effects found in the modelteaching session. Participants' own experiences of giving choice to students will be included in this discussion. This will be followed by a group discussion of: what would help this to be most useful to interviewers and to observers; are there other applications?

Facilitators: Janet Lefroy, Senior Lecturer in Community Medical Education and is a GP, Bob McKinley,Team Leader for Academic General Practice, Keele University School of Medicine, UK

6. Consultation Skills Training and Assessment: Using Role Play and Simulation

Using role play and simulation has become a key part of teaching medical students, specialist training registrars, and is used by some doctors as part of their Continuing Professional Development. The terms  simulation, role play and standardised patient have become contaminated by individual interpretation.

Through this workshop a referenced view point of a role play and a simulation will be presented. Role players, in delivery of a standardised performance, allow for consistency of delivery, and hence are useful for assessment and for some aspects of training. Simulators, on the other hand, in that they are simulating a real patient that they have met or know through a second party, become the patient. They react to the consulter in the way that the real person would have reacted. Simulators, while not providing a rigid consistency of role, do provide a consistency in "person". In doing this they give an authenticity missing in role-play. Simulation facilitates the exploration of extra information and patient behaviour relating to the reality of the doctor patient relationship, which in real life is affected by many factors, including the nature and appearance of the medical student or doctor in the consultation.

In this workshop we will present a scenario in role play form and in simulation form, exploring the extra dimensions, information and behaviours provided by simulation. We will then look at how simulation can be used in both the undergraduate and postgraduate medical curriculum. By end of workshop those attending will have: observed and considered the difference between simulation and role play, and its implications;  considered the use of simulation and role play in medical teaching, learning and assessment; explored the issue of power dynamics in the consultation, in simulation and in role play; looked at the place of simulation particularly in the medical curriculum; looked at how to deliver simulation in the undergraduate and postgraduate medical teaching arenas

Facilitators: Rhona Knight, GP, Leicester and Michele Gutteridge, Simulated Patient Trainer, University of Warwick, UK

7. Mindfulness Based Stress Reduction in Medical Education

By the end of the workshop, participants should have developed: knowledge: appreciation of the stress associated with studying medicine; awareness of Mindfulness Based Stress Reduction (MBSR) and Mindfulness based approaches to dealing with stress; understanding of the ways in which MBSR can benefit general health, educational performance and professional capabilities; awareness of the increasing evidence base behind Mindfulness based approaches for stress reduction.

Skills: be able to perform the 3-Minute Breathing Space technique to easily and instantly reduce personal stress; use Mindful approaches to Kindliness and Non-judgement to benefit self and others.

Attitudes: to accept that medical educators have a role in helping student understand the stresses involved in studying medicine, and introducing students to a variety of coping techniques; encourage an open minded approach to Mindfulness.

Pre-workshop reading - a small amount of literature will be circulated to workshop participants prior to attendance to provide enough background knowledge to facilitate the session.

The workshop will start with a short introductory presentation to set the context of the workshop followed by a breakout exercise on ideas and perceptions of common sources of stress encountered during basic medical education, sharing good practice on participant's experiences. There will be an interactive discussion on how to cultivate good stress-management habits in medical students and therefore doctors and an introduction to Mindfulness and Mindfulness Based Stress Reduction. Practical exercise: Mindfulness exercises will be demonstrated.

Facilitators: Kate Thomas, Associate Professor and Senior Tutor for Welfare, Jayne Sayers, MBChB Student Learning and Welfare Advisor, Lisa Jones, Senior Lecturer, Department of Psychiatry and Duncan Shrewsbury, 4th year Medical Student, Medical School, College of Medical and Dental Sciences, University of Birmingham, UK

8. Using a Health Services Research Model to Help Medical Education Research Programme Planning

Improving the quality of medical education research requires planned programmes of work which aim to identify generalisabilities and progress knowledge. To do this, we can learn from other areas of research, such as health services research (HSR). Many similarities can be drawn between educational research and HSR e.g., in both, there are problems relating to the difficulty of standardising the design and delivery of the interventions, they are both sensitive to features of the local context. While health services research was seen as the poor relation to "hard" medical science, it has now come of age, due in quite some part to the  approaches used. One such approach, which seems particularly pertinent to medical education research, is the MRC framework for complex interventions (http://www.mrc.ac.uk/complexinterventionsguidance).

The goals of this workshop are to:

• introduce and discuss the application of the MRC framework for complex interventions to education research
• help participants use the MRC framework to structure their own research plans (which they are requested to bring to the workshop)

Facilitators: Jen Cleland, Lead for Medical Education Research and Clinical Communication, University of Aberdeen, Tim Dornan, Honorary Professor, University of Manchester, Val Wass, Head of School, Keele Medical School, Charlotte Ringsted, Professor of Medical Education, University of Copenhagen, Denmark

These workshops will be held on Friday 23rd July from 9.45am until 11.45am.

1. Engaging the Clinical Teacher: Strategies for Recruitment, Development and Retention

This workshop is intended to give prominence to the role of the clinical teacher in modern medical education. It will equip participants with a strategic approach to (and a deeper understanding of) the motivations, barriers and concerns of clinicians who would teach. This will assist universities and other education providers to more effectively recruit and retain clinical teachers. Participants attending this workshop will:

• Understand the motivating factors (and barriers) for clinicians becoming teachers
• Share effective strategies for recruiting clinical teachers
• Rehearse conversations with clinicians who are reluctant to participate
• Develop a plan for recruiting, developing and retaining clinical teachers when theyreturn to their own contexts

The workshop will be a mix of brainstorming of objectives to be achieved; small group discussions re perceived motivations to teach; feedback and creation of rank-ordered list of motivations; mini-presentation on  theories of expectancy, cognitive dissonance and support/challenge/vision as motivators to teach. Role play will be used to rehearse skills in engaging and motivating clinical teachers. Participants will be encouraged  to consider action plans for implementation.

Facilitator: Steve Trumble, Editor, The Clinical Teacher, University of Melbourne, Australia/TCT Editorial Office, Plymouth, UK

2. Teaching Toolkit for Medical Students

This workshop will be delivered by members of JASME (FY1's and senior medical students) with the assistance of facilitators with a background in medical education. JASME ran this course as a one day event at Barts in October 2009. The first session will involve an overview via powerpoint slides covering the theoretical aspects of peer led teaching. The second part of the session sees the students split into small groups. They will be given various different clinical skills that they have to try and teach or be taught using the knowledge and skills demonstrated in the first. Facilitators will work with each small group. Knowledge attained will include:

• Basic teaching methods to carry out bedside teaching session
• Feedback - giving and receiving
• Attitudes - Professionalism when teaching peers
• Skills - How to deliver a bedside teaching session to a group of peers

Facilitators: JASME Committee members

3. Developing your Clinical Teachers from the Centre

Currently most hospitals are involved in both undergraduate & postgraduate medical education. This geographical spread challenges those centrally, in universities and deaneries, who are responsible for ensuring the  curriculum is delivered and that the "students" receive adequate supervision, teaching and assessment. The central faculty are required to liaise and link with the clinicians in both university and district general hospitals who need their expertise, advice and support. This session will:

• Help you define the different roles that the current curriculum requires of our clinical teachers
• Help you to understand the challenges facing your clinical teachers
• Give you a framework to plan the support they require to ensure they can effectively and efficiently facilitate the learning of students (and trainees) in the workplace.
• Formulate a practical agenda for how university tutors and / or deanery staff can help clinical teachers develop
• Introduce some crucial techniques of influencing & negotiating

Facilitators: Simon Atkinson, University of Bristol, UK

4. Defining the Bachelor of Medicine - MEDINE2 and the Bologna First Cycle

By the end of this workshop participants will: have a greater knowledge and understanding of the Bologna Process and the European dimension of medical education; be familiar with, and have contributed to, the  work of MEDINE2 and Tuning (Medicine); be better able to critique, write and determine levels of achievement for intended learning outcomes; have gained understanding and insight into the processes, methods and
issues involved in conducting a large pan-European project in medical education; have discussed their own experience, attitudes and concerns about the Bologna Process and the Bachelor of Medicine degree.

The workshop will include short presentations by the facilitators about the MEDINE2 Thematic Network in Medical Education; learning outcomes for undergraduate medical education (Bologna Second Cycle) developed by  the original MEDINE Network; and a provisional set of learning outcomes for Bachelor of Medicine (Bologna First Cycle) degrees in Europe. Plenty of opportunities will be given for questions and discussion. Participants will be asked to discuss the implications of defining the European Bachelor of Medicine and any preconceived ideas or concerns they may have about this. Following large group discussion, participants will be asked to work in small groups to critique subsets of provisional learning outcomes and suggest any additions, modifications or issues requiring clarification. The session will conclude with further large group  discussion and opportunities for feedback on the approach taken by the MEDINE2 Network and on the workshop itself.

Facilitators: Michael Ross, Joint Programme Director, MSc in Clinical Education, MEDINE2 Workpackage Leader - Bologna First Cycle, Helen Cameron, Director, The Medical Teaching Organisation, MEDINE2
Workpackage Leader - Tuning Process, Allan Cumming, Director of Undergraduate Learning and Teaching, MEDINE2 Coordinator and Executive Committee Chairperson, The University of Edinburgh,UK

5. New Policy Initiatives, the Student Voice, Partnership, Innovation, Evaluation, Enhancement

This workshop will present a short introduction to ideas about students as consumers, coproducers and participants now current in policy discussions. Using the HYMS collaborative evaluation process as an example, it  will explore how institutions might adapt, encourage or respond to shifts in the relationships between students and their institutions.

During the workshop, delegates will be able to: explore the continuum of students as consumers, co-producers and participants; analyse the possible consequences of changing relationships between students and their institutions; using a case study and a classification of evaluation methods, consider  how student evaluations of provision might contribute or adapt to these changing relationships; consider other means by which partnership with students might be used to enhance provision.

There will be an introductory presentation: students as consumers, co-producers and participants, followed by small group discussion of the possible consequences of each. There will also be a presentation of an  illustrative case study of a collaborative evaluation method and a taxonomy of evaluation methods followed by small group discussion. Participants will be asked to consider evaluation and its place in developing  relationships between students and faculty and think of other ways of involving students.

Facilitator: Jerry Booth, University of Hull, UK

6. How to run Effective Workshops: a Train-the-Trainers session

The purpose of this workshop is to share basic and creative strategies for developing and implementing effective workshops. It will use communication skills training workshops as an example. After participating in   this session, participants will be able to: list common characteristics of educational interventions that result in clinician behaviour change; describe and organize instructional activities to promote learning within  workshops; demonstrate effective workshop facilitation skills.

Teachers in medicine face the challenge of designing instructional interventions that can engage learners while promoting skills development and behaviour change in practice. Making the best use of time allotted for  training includes making content relevant to one's audience, choosing teaching strategies that maximize transfer of learning, and maintaining learners' interest by encouraging them to be active participants in the  learning process. Research has identified that interactive workshops which provide opportunity for interactions among peers, application of concepts within the workshop and methods for reinforcing workshop content after completion of the workshop all contribute to behaviour change.

After a brief review of the literature on faculty development and continuing medical education, participants will be guided through a step-wise process of planning interactive workshop content and activities that they  can use in meeting the needs of their home institution. Activities will focus on analyzing the audience to identify appropriate instructional strategies, promoting learner self-reflection, using video trigger tapes, designing activities for peer learning, reviewing workshop facilitation skills that encourage open discussion, and planning follow-up strategies to help learners retain important workshop content. Participants will practice some of these interactive strategies and discuss when each method is most appropriate to use depending on workshop goals and levels of learners.

Facilitators: Jonathan Silverman, Associate Clinical Dean and Director of Communication Studies, University of Cambridge and Marcy Rosenbaum, Faculty Development Consultant for the Office of Consultation and Research in Medical Education, University of Iowa, USA

7. Mastering Adverse Outcomes

his workshop takes a comprehensive approach to the important area of communicating effectively with patients after they have suffered an adverse outcome. Doctors can naturally find such discussions difficult,  irrespective of the causation, and may fear the consequences that can arise for them after such an outcome. They may be concerned at having to face strong patient emotional reactions and, in some cases, may  have to acknowledge that an error has been made. Doctors can also be fearful that any discussions they undertake with the patient about an adverse outcome may be used against them at some future time. The  workshop highlights the importance of recognising patient expectations when an adverse outcome occurs and how failing to address these expectations can increase the risk of a patient turning to legal or disciplinary processes for answers and to hold a doctor accountable. Individual communication performance had long been identified as a major risk factor for patients initiating action against a doctor following an adverse  outcome.

After this workshop, participants should have mastered shared decision making; mastered difficult patient interactions and mastered professional interactions.

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

8. Learning from Critical Incidents: How Can Developing Your Skills in Teaching Non-Technical Skills Help To Save Lives?

The workshop objectives are: to discuss new initiatives, recommendations and government policy with regard to the teaching of non-technical skills; to promote a dynamic method of teaching non-technical skills  based on critical incidents; to develop participant's understanding of how to utilise real life experience in the teaching of non technical skills; to develop an understanding of the impact of human factors and  non-technical skills in critical incidents; to provide a forum for participants to explore their experiences of teaching non technical skills and discuss current trends. During the workshop, participants will be: able to  discuss new initiatives, recommendations and government policy with regard to the teaching of non-technical skills and apply them to their practice; able to describe the impact of human factors during critical incidents; able to analyse critical incidents of various degrees of severity, from very low severity to life threatening incidents and identify their potential as a vehicle for teaching non-technical skills.

Skills objectives: The participants will be; able to utilize the critical incidence reports in their workplace as powerful non-technical skills teaching tools; able to adapt this teaching technique to support the teaching of a range of non-technical skills.

Facilitators: Omaima Glesa, Simulation Fellow, School of Postgraduate Medicine, University of Hertfordshire, Cinzia Pezzolesi, Fellow of the Higher Education Academy, University of Hertfordshire, Carol Law, Principal
Lecturer, Programme Leader MA Health and Medical Education, University of Hertfordshire, Rhonda Fusco, Continuing Professional Development Nurse, Lister Education Centre, Hertfordshire, Wendy Fowler, Teaching & Education, RN Skills Trainer, Lister Education Centre, Hertfordshire