Facilitators: Stephen Lambert & Renee Day, Queensland Rural Medical Education, Australia
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By the end of the is workshop, participants will be able to:
The Workshop will be interactive. The structure will be:
Facilitators: Gordon French, East Midlands Workforce Deanery, Rakesh Patel, James Kennedy, Bavan Sasikandarajah, Graeme Pettifer, Chloe Spence, Rizwan Patel, Emily Craven, David Bridge, University of Leicester
Sorry but this workshop is now full.
The aim of the workshop is to introduce participants to a model of mentoring which is used in business and gaining popularity in the NHS. Participants will also be given opportunity to practice skills which can be used for mentoring, supervision or consultation.
By the end of the workshop, participants will have a greater knowledge about:
By the end of the workshop, participants will have the skills to:
By the end of the workshop, participants will have discussed their attitudes towards:
A seminar format will be used to introduce concepts about mentoring to participants. Live demonstrations and video recordings of mentoring will be used to stimulate discussion amongst participants during the seminar. Facilitators will also use small-group format for encouraging participants to practice skills in pairs or trios.
Facilitators: TASME members including; Duncan Still & David Little, University Hospitals Bristol NHS Foundation Trust.
Since the publication of the Walport Report there has been a notable increase in the number of posts available to junior doctors in the sphere of medical education – whether in teaching or research. This workshop is intended for junior doctors interested in such posts.
The session will be run by current or former Teaching Fellows and will be informed by discussion with those who employ Teaching Fellows. It will be split into three sections:
The workshop will be run on an informal basis and will respond to the needs of the participants present.
Facilitators: Laura Tincknell, Deborah Horton, Gill McGauley, Robert Nagaj, Barbara Thornton & Senem Tugrul, St George's University London Clinical Skills Team
Simulation is an educational technique for enhancing clinical competencies and improving patient care in a safe environment however its application can be costly if reliant on high fidelity simulators. We will present a low-cost method of providing interactive and immersive simulation teaching without the use of high-cost integrated simulators.
We have been running a simulated 'Surgical Ward Round' teaching session using role play, qualified and peer tutors and a range of low cost props for students prior to their first surgical attachment. In this session delegates will have the opportunity to experience the process of designing their own scenario to prepare the students for the new experience of learning on a clinical attachment. Participants can reflect on their own team working within the multi-disciplinary team and explore how to introduce team working skills along with professional values and behaviour into the scenario. There will be an opportunity to develop feedback skills to students both in and out of role.
A lecturer in clinical skills will introduce the context in which this form of teaching and learning is used at SGUL. Demonstration of one case scenario from our 'Simulated Ward Round' followed by a demonstration of how feedback is given to the students. This will provide an understanding of how the session runs at SGUL. Small group discussion facilitated by SGUL lecturers on the component parts of session creation and implementation.
Feedback from small groups and to provide an opportunity for delegates to discuss their experience.
Writing scenarios in small groups. Each group will prepare a clinical scenario to include briefing of a peer tutor as simulated patient and use of props to create realistic patient and environment. Experiential learning including role play; each group will run their scenario with participants from another group role-playing the students. They will then debrief their students out of role.
Feedback of scenarios and summary of learning points & conclusions
Facilitators: Sam Smith & Vicky Tallentire, University of Edinburgh
Following introductions, participants will watch a brief video demonstration of the pre-prescribing process in action. Participants will work in small groups to brainstorm possible barriers and solutions to implementing pre-prescribing in other institutions. They will then work individually or with others from their institution to adapt documentation and produce a strategy for implementation based on the Edinburgh framework.
Facilitators: Sophie Park, Anita Berlin & Ann Griffin, University College London
This workshop will explore:
In this interactive workshop we will undertake two activities using mapping and narrative to encourage participants to explore their own position(s) as professionals and educators, and the relationships between the two in their varied working contexts. We will focus on the concept of 'specialisation' as the contemporary story of medical educators; why this has emerged; and the associated drivers and barriers to this process. There will be a brief presentation placing current developments in a broader context and suggesting different lenses or perspectives for analysing these. This will include discussion about the tensions and creative spaces between the dyads of: education and the research intensive university; clinical and educational roles; teachers as medical or allied healthcare professionals; and teachers as medics or educationalists.
The workshop will include a debate on whether: being specialised as 'educators' supports teachers and learners in a higher education vocational degree, or whether education is better embedded in the core professional business of all established clinical disciplines .
Facilitators: Claire Jones, Thomas Jerrom, Annie Noble, Bristol Medical Simulation Centre
Please note this workshop is now full.
Gain an understanding of the strategies, challenges and advantages of setting up a point of care simulation program. By the end of the session participants should be able to;
This will be a fully interactive tutorial using Powerpoint to generate discussion and questions. We have extensive audiovisual footage and photographs of our Point of Care sessions which will be included to enhance our workshop. Topics which will be included (although the workshop will not be exclusively limited to these topics); Background to Simulation and evidence base behind it, Differences between Point of Care and Simulation Centre Simulation, Advantages of Point of Care Simulation, Challenges of carrying out Point of Care Simulation, How we get our ideas for our scenarios and how to liaise with departments for critical incidents/recurrent problems, Bristol Data (Latent threats, establishing a faculty base, Simulation Fellows increase in productivity), Preparation for Point of Care Simulation, Analysing Point of Care Simulation.
Facilitators: Rola Ajjawi, Susie Schofield, Sean McAleer, University of Dundee
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The workshop aims to generate discussion about best practice guidelines of feedback and assessment in particular focussing on opportunities for improving feedback dialogue. We will use a research project currently underway in the University of Dundee postgraduate programme in Medical Education as a case study to stimulate discussion.
Participants will be able to:
In this workshop we will utilise a variety of educational strategies to achieve the objectives. We will use an interactive lecture format to present a synthesis of the literature and best practice principles in assessment and feedback focussing on feedback dialogue and assessment for learning. Appreciative inquiry (AI; Cooperrider et al. 2005) will be used to facilitate small group work. Rather than adopting a deficiency model, AI assumes an asset-based approach and through positive dialogue and learning builds on individual and community strengths thereby enhancing collective wisdom. We will present a summary of our work including research findings, challenges and rewards to stimulate further discussion. Strategies generated by participants including existing good practice in assessment and feedback and future vision strategies (and plans) for promoting feedback dialogue will be summarised and emailed to the participants at the end of the workshop. Handouts of slides will also be provided to the participants.
This workshop has unfortunately been cancelled.
Facilitators: Brian Stewart, Alna Robb, Western Infirmary, Glasgow
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Facilitators: Gill Doody, University of Nottingham
To gain an overview of the issues facing non-UK medical graduates, practicing in the UK, in terms of clinical communication skills. To consider how best to approach teaching clinical communication skills to postgraduates. To share different approaches in teaching clinical communication skills to postgraduates across a range of hospital based specialties.
Facilitators: Andrew Hassell, Ruth Kinston, Peter Coventry, Keele University & Nigel Bax, Pirasanthie Vivekananda-Schmidt, University of Sheffield
Student assistantships are increasingly being utilised by medical schools for students in the senior clinical years. They are a GMC requirement in the UK (Tomorrow’s doctors 2009). Schools are adopting a variety of approaches to these assistantships. The overall aim of the workshop is for participants to learn from each others’ experiences of student assistantships. More specifically, in this workshop, participants will:
The workshop will be predominantly interactive: Three 10-minute presentations on specific experiences of the facilitators will be interspersed with small group discussions around specific aspects of the assistantship. The final discussion will explore the potential for collaborative evaluation/research.
Facilitators: Sarah Ross & Rona Patey, University of Aberdeen
By the end of the workshop, participants will be able to:
This workshop will consist of an introductory presentation, small group discussions, a demonstration of teaching material currently used by the presenters (role play) and analysis of AV material and an interactive whole group discussion at the end. Teaching materials used by the presenters will form the basis for small group discussions, however attendees will be given the opportunity to design their own materials.
Facilitators: JASME committee members, Vince Cooper, JASME Liaison Lead
To provide an introduction to teaching in the clinical setting.
The workshop will begin with Dr Cooper giving a short introduction to teaching theory. After that, the workshop will be highly interactive with the delegates doing small group work for the majority of the session.
Special Interest Group: Technology Enhanced Learning (TEL) (open meeting)
Please note that this extra session is now full.
The ASM provides the opportunity to run an open meeting to collect information on Technology Enhanced Learning (TEL) activity in medical education, and to seek agreement within the wider ASME membership on important questions for the TEL special interest group (SIG) to explore.
The purpose of this open meeting/workshop is to:
Special Interest Group: TASME (Trainees at ASME) open to all interested in attending
Are you a trainee interested in medical education? Come along to the first open meeting of TASME, a special interest group within ASME. Our aim is to bring together those who are post-foundation programme who are interested or already involved in medical education. Bring your ideas, experiences or just enthusiasm and help us develop the future of TASME.
The meeting will end with the election of the new TASME Executive Board for 2012-13. The format of Hustings is yet to be decided.