Forthcoming Conferences & Courses

ASM 2012 Friday Workshops

Friday 20^th July 11.15 – 1.15pm

1. Applying learning theory to medical education practice

Facilitators: Stephen Lambert & Renee Day, Queensland Rural Medical Education, Australia

Sorry but this workshop is now full.

Workshop Objectives:

By the end of the is workshop, participants will be able to:

• Identify the characteristics of the three core learning theories: cognitive; behavioural and constructivist
• Demonstrate the applicability of those three learning theories to the medical education activities they undertake
• Utilise key characteristics of learning theory to plan, deliver and evaluate specific medical education activities

Educational Methods:

The Workshop will be interactive. The structure will be:

• Short presentation on learning theory in general
• Q & A on applicability to medical education
• Cases examining each learning theory in operation. Small group work followed by large group discussion and feedback
• Large group discussion on the merging of the three common theories of learning to accommodation different learning styles.
• Final joint large group activity on designing a small activity based on what has been learnt in the session.

2.  ‘Placing an old head on young shoulders’ – Educating medical students about mentorship

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.

Workshop Objectives:

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:

• a developmental definition of mentoring
• differences between mentoring, supervision and counselling
• the role of mentoring in medical education

By the end of the workshop, participants will have the skills to:

• use active listening during mentoring or supervision conversations
• use non-verbal communication appropriately for mentoring or supervision
• use a framework for skilled questioning during mentoring conversations

By the end of the workshop, participants will have discussed their attitudes towards:

• perceptions of mentoring, supervision and counselling within health professions education
• the role for peer or e-mentoring
• ethical and confidentiality issues associated with mentoring

Educational Methods:

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.

3. TASME: Teaching fellow posts – how to get one and how to make the most of it once you have

Facilitators: TASME members including; Duncan Still & David Little, University Hospitals Bristol NHS Foundation Trust.

Workshop Objectives:

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.

• To furnish participants with a list of Deaneries where Teaching Fellow posts exist
• To describe the nature of these posts
• To help participants optimise their chances of getting such a post
• To pool ideas on how to make the most of such a post

Educational Methods:

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 first part of the workshop will be informative and will provide participants with information about the posts available. Participants will also be encouraged to ask questions.
• The second part of the session will be focused on helping participants improve their chances of getting such a post by formulating action plans for the year ahead.
• The final part of the session will focus on how to get the most out of such posts.

The workshop will be run on an informal basis and will respond to the needs of the participants present.

4. ‘The surgical ward round’ Preparing students for the clinical environment using high fidelity, low cost simulation

Facilitators: Laura Tincknell, Deborah Horton, Gill McGauley, Robert Nagaj, Barbara Thornton & Senem Tugrul, St George's University London Clinical Skills Team

Workshop Objectives:

• Gain a clear understanding of how an innovative form of simulation can be used to help students transfer their knowledge and skills from the classroom into the clinical environment.
• Have an opportunity to explore issues around designing simulation scenarios
• Observe a low cost simulated session as taught at St George's University of London (SGUL)
• To participate in the design and delivery of the simulation created during the workshop.

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.

Educational Methods:

Introduction:
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.

Interactive plenary:
Feedback from small groups and to provide an opportunity for delegates to discuss their experience.

Experiential learning:
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.

Plenary:
Feedback of scenarios and summary of learning points & conclusions

5. Learning to prescribe by experience in the workplace (pre-prescribing)

Facilitators: Sam Smith & Vicky Tallentire, University of Edinburgh

Workshop Objectives:

• By the end of this workshop, participants will be able to:
• Explain how medical students in South East Scotland are able to learn prescribing by experience on the wards (the pre-prescribing process)
• Adapt the pre-prescribing documentation for their local hospitals or practices
• Produce and implement a strategy for inclusion of pre-prescribing for medical students in their local area.

Educational Methods:

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.

6. The ‘meta’ clinical educator: professional and specialised?

Facilitators: Sophie Park, Anita Berlin & Ann Griffin, University College London

Workshop Objectives:

This workshop will explore:

• How we construct our professional identity(ies) as educators and the relationship with our approaches to learning and teaching in the workplace
• What has the professionalization of the medical educator achieved?
• Why does tribalism come about and what are the advantages and disadvantages of this process?
• The implications of creating a professional pathway for the clinical educator for those specialising and those at the clinical and educational ‘coal face’

Educational Methods:

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 .

7. Taking simulation out of the simulation centre: advantages & challenges of establishing a point of care simulation programme

Facilitators: Claire Jones, Thomas Jerrom, Annie Noble, Bristol Medical Simulation Centre

Please note this workshop is now full.

Workshop Objectives:

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;

• Understand the advantages and disadvantages of Point of Care Simulation over Simulation Centre Simulation.
• Understand the challenges of Point of Care Simulation and how to overcome them.
• Feel confident in setting up a Point of Care Simulation at their hospital.
• Know how to assess their Point of Care Simulation session.

Educational Methods:

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.

8. Improving feedback dialogue in an online medical education programme

Facilitators: Rola Ajjawi, Susie Schofield, Sean McAleer, University of Dundee

Sorry but this workshop is now full.

Workshop Objectives:

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:

• Discuss best practice guidelines of feedback and assessment in medical education
• Reflect on own assessment and feedback practices
• Critique findings from interACT research project
• Generate strategies for uptake of principles in own practice, including overcoming challenges and identifying rewards

Educational Methods:

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.

9. Understanding patient-centredness during bedside teaching encounters: learning from video analysis

This workshop has unfortunately been cancelled.

10. Making medical podcasts for the millennial generation

Facilitators: Brian Stewart, Alna Robb, Western Infirmary, Glasgow

Sorry but this workshop is now full.

Workshop Objectives:

• Describe the process of podcast development and implementation into the curriculum from conception to evaluation, understanding this process as an example of the implementation of new e-learning technologies into the curriculum
• Appreciate the difficulties and challenges in implementing such a new e-learning technology through discussion with individuals experienced in the implementation of this technology
• Develop a framework for the implementation of this educational technology into the curriculum as a starting point for those considering this practice in their own institution

Educational Methods:

1. Presentation by workshop leaders on 'The Glasgow Experience' of developing and implementing clinical skills podcasts into the undergraduate medical curriculum
2. Rotation through a series of small group discussion and example sessions covering initial podcast development, practical aspects of developing educational podcasts and evaluation of podcasts in the curriculum
3. Large group discussion facilitated by workshop leaders based on the small group discussions in order to generate a framework for implementing a new educational technology such as medical podcasts into the undergraduate curriculum
4. Draft educational framework e-mailed out to participants for comments after the workshop with an open invitation for feedback and comments and a final version e-mailed to participants at a later stage

11. Teaching clinical communication skills to non UK medical graduates in hospital based specialties

Facilitators: Gill Doody, University of Nottingham

Workshop Objectives:

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.

Educational Methods:

• Seminar style interactions
• Powerpoint presentations
• Small group discussions

12. Medical student assistantships

Facilitators: Andrew Hassell, Ruth Kinston, Peter Coventry, Keele University & Nigel Bax, Pirasanthie Vivekananda-Schmidt, University of Sheffield

Workshop Objectives

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:

• Explore the purpose of student assistantships
  This will include identifying key learning outcomes of such assistantships
• Share experience in providing assistantships
  This will include experience of what has worked and what has been less effective; logistic challenges
• Develop collaborative evaluations and development of student assistantships.

Educational Methods

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.

13. Teaching students to “speak up”: Patient safety in the undergraduate curriculum

Facilitators: Sarah Ross & Rona Patey, University of Aberdeen

Workshop Objectives:

By the end of the workshop, participants will be able to:

• Describe why speaking up is important for patient safety
• Discuss the factors which can make this challenging in real life
• Design learning opportunities on this topic
• Plan a teaching session on this topic for undergraduate students

Educational Methods:

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.

14. JASME: Teaching toolkit for medical students

Facilitators: JASME committee members, Vince Cooper, JASME Liaison Lead

Workshop Objectives:

To provide an introduction to teaching in the clinical setting. 

Educational Methods:

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.

Extra Sessions

9.35 – 11am

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:

• Report the terms of reference for the new ASME SIG in TEL
• Share interests
• Discuss parameters and priorities for the TEL SIG
• Identify work being undertaken in this field and networks
• Discuss a proposed template for data capture for collating information on TEL activity
• Identify issues/areas to explore for a symposium or themed session at ASME ASM 2013

2.30-4.30pm

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.