Past Conferences

Wednesday

Thursday

Friday

Wednesday

Wednesday 9.30-11.30am

1. Developing globally competent health care workers

Facilitator: Deborah Murdoch-Eaton, Leeds Institute of Medical Education, Leeds

Workshop Objectives:

Health care graduates will practice in challenging workplaces, locally and internationally requiring competence in global health care. Suggestions on global health curriculum content has been developed. However, internationalisation of the curriculum is not just about including such material within teaching sessions or within resources for self directed learning. Transformation may involve challenges to the underpinning philosophy and institutional values, as well as enabling and supporting students themselves in personal change. This workshop will consider models and experiences to develop change within institutions as well as future health care workers.

This workshop will:

1. Examine how medical schools embed global health content within their undergraduate programmes
2. Share models of good practice and identify resources, utilising the expertise of participants
3. Explore the educational needs of participants, their schools and faculty, and their students to support the embedding of global health within the programme, and how to effect change in approach to global health teaching.

Educational Methods:

The workshop will include a mixture of presentations, and small group work sharing and evaluating ideas.

2. NLP for medical teachers

Facilitator: Kevin McConville, & Susan Law, University of Dundee

Sorry but this workshop is now full.

Workshop Objectives:

• Have a clear overview of some of the theoretical and practical frameworks for Neuro-linguistic Programming (NLP) that can be applied to medical teaching.
• Have some experiential learning and opportunities to reflect on the utility of these techniques in every day practice
• Be able to consider ways in which these techniques can be integrated into the main curriculum

Educational Methods

Based on a Gagne framework the content will be a blended style using information provision combined with practical exercises and the opportunity to reflect thereafter.

3. Effecting effective feedback

Facilitators: Lesley Pugsley, Janet Macdonald & Lynne Allery, Cardiff University

Sorry but this workshop is now full.

Workshop Objectives:

Formative assessment plays an integral part in facilitating learning - it is frequently poorly enacted in medical education and training. Understanding how to make feedback effective will benefit the healthcare community at large. Participants will have an awareness of the coding systems for analyzing feedback, and will be able to apply these tools in their own context.

Educational Methods:

Highly interactive group work applying coding frames to feedback transcripts in order to analyse the quality of the educational feedback provided.

4. Using visual images in education: an untapped resource for medical teachers

Facilitators: Muna Al-Jawad, Brighton & Clare Penlington KSS Deanery

Sorry but this workshop is now full.

Workshop Objectives:

This workshop aims to show teachers and learners of medicine how images can help make tacit aspects of learning and teaching more explicit
Specific objectives are to show that visual images:

• Allow learners and teachers to notice and pay attention to things in new ways
• Help to identify the unspoken and unseen aspects of learning in clinical settings
• Facilitate reflection/reflexivity about teaching and learning in clinical settings
• Allow holistic communication, multiple messages, stories and questions
• Transfer theory into real life practice
• Enhance empathic understanding

Educational Methods:

We would ask participants to bring a photograph of their teaching environment. After a short introduction, learners will split into small groups using the photos brought as a tool for discussion of teaching and learning in clinical settings. The second activity will involve learners creating and sharing a comic strip about "the last time you felt frustrated at work". We would then show and discuss other comics already drawn.

5. Teaching non-technical skills in the undergraduate curriculum

Facilitators: Sarah Ross & Rona Patey, University of Aberdeen

Sorry but this workshop is now full.

Workshop Objectives:

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

• Describe why patient safety is an important part of the undergraduate medical curriculum
• Discuss the challenges of integrating this into the curriculum
• Explain the basic principles of non-technical skills as related to patient safety
• Design a range of learning opportunities which could be used with students

Educational Methods:

This workshop will consist of short presentations and small group discussions. Teaching materials used by the presenters will form the basis for small group discussions. A ‘primer’ on non-technical skills produced by the presenters will be given to attendees.

6. Mind works 4 working minds: performance test anxiety

Facilitator: Pierce O’Carroll, University of Liverpool

Workshop Objectives:

Knowledge: understanding key psychological processes related to performance test anxiety.
Attitudes: Increased pragmatic and positive engagement with test anxious student's.
Skills: Basic formulation skills for understanding performance test anxiety and basic understanding of intervention strategies for performance test anxious students.

Educational Methods:

Didactic overview of theory and model, plus several short experiential exercises.

7. TASME: getting involved and staying involved in medical education as a specialty trainee

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

Workshop Objectives:

The workshop is intended for specialty trainees who are interested in medical education. Participants might be current or ex teaching fellows already involved in medical education, trainees who might be considering such roles or other trainees keen to incorporate medical education into their career.

The objectives of the workshop are:

1. To present Trainees in ASME (TASME) as a platform for sharing thoughts, experiences and ideas between trainees and to publicise TASME meetings during the ASM
2. To define the formal aims of TASME
3. To highlight specific ways that trainees can get involved in medical education during training
4. To encourage and help trainees to stay involved in medical education outside and beyond formal roles such as clinical teaching fellows.

Educational Methods:

The session will begin with an explanation of where TASME came from, its initial aims and the plans for the ASM. The attendees will then introduce themselves and their own experiences with the opportunity to ask each other specific questions. There will be brief talks from senior medical educationalists about their experience of being involved and staying involved in medical education during training. The workshop will be very informal and group discussion and the sharing of experiences will be encouraged throughout.

8. Develop a successful and sustainable inter-professional learning programme

Facilitators: Suha Dean & Richard Pitt, Nottingham University

Workshop Objectives:

To identify and tackle the challenges facing establishing a sustainable Inter-professional Learning programme.

Educational Methods:

Sustainable strategies for inter-professional teaching and impact on the curriculum will be the subject of participant discussion. This will be guided by input from workshop presenters around their experience in the field of Inter-professional Learning. Participants will undertake a small group activity where they are asked to develop a model to address the outcomes of the workshop

9. Using social media in learning emergency and acute medicine

Facilitators: Rakesh Patel, Paul Sooby, Jonny Acheson, Beth Goundry, Leicester General Hospital & Natalie Lafferty, University of Dundee

Sorry but this workshop is now full.

Workshop Objectives:

The aim of the workshop is to expose participants to various examples of social media and demonstrate how web 2.0 technologies can be applied to medical education.

By the end of the workshop, participants will have a greater understanding about:

• the definition of web 2.0
• the role of web 2.0 and social media in learning
• differentiating social media and web 2.0 from static one-way media
• the types of social media such as publishing, sharing, discussing, networking and location

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

• search, register and create an online presence on a Web 2.0 website (e.g. Twitter, Delicious, Wordpress)
• disseminate information about online educational resources using social media
• facilitate collaborative discussion using a web log or ‘blog’
• construct an aggregation of Web 2.0 resources for a module on a teaching course

During the workshop, participants will have the opportunity to:

• consider the attitudes of teachers and learners to social media
• discuss the views of patients about social media
• debate the ethical issues associated with social media and health professions education
• reflect over the governance issues associated with social media from the perspective of the university, the NHS trust and the GMC

Educational Methods:

Participants interested in attending the workshop are advised to bring a laptop computer or tablet device to help support their participation in the various activities that will be undertaken. 

10. Optional, desirable or essential? The inclusion of global health in the core curriculum

Facilitators: Ann Wylie Kings College London, Adrian Hastings, Leicester University & Yuko Takeda, Kings College London

Workshop Objectives:

By the end of the workshop participants will:

• Be aware of definitions of global health in relation to medical undergraduate education
• Be familiar with published global health core themes 1,2
• Have explored these in relation to curriculum development in their School, sharing experiences with other participants
• Considered the relationship between global health in the core curriculum and the elective experience
• Discussed possibilities for collaborative working and research

 Educational Methods:

The approach will be mixed with some didactic presentations, small group work and discussion.

11. Evidence Informed Health Professional Education: Value, Utility & Participation

Facilitators: Marilyn Hammick, Consultant to Best Evidence Medical Education & Jan Illing, Durham University

Workshop Objectives:

Evidence based practice, systematic review research and the critical appraisal of research studies are key components of optimal clinical practice. This workshop looks at the generation and use of evidence from pedagogic research to inform decisions in health professional education. It will draw upon the latest work of the Best Evidence Medical Education Collaboration and other key organisations that support the interpretation and synthesis of research in education to inform best practice and assist with policy decisions.

Educational Methods:

Participants will work in small groups to consider issues relating to the secondary analysis of educational research and the critical appraisal of research from diverse paradigms.  This will be followed by group work to reflect on the development of good practice in using evidence from systematic reviews to inform decisions about personal and institutional education practice development. The workshop is relevant to faculty at all levels: those wishing to embark upon an education  systematic review, the teacher or practitioner wishing to evaluate a single paper to inform their own practice and senior managers planning to base future changes in educational policy on evidence.

12. Presenting skills for new presenters - a personal development opportunity for the novice presenter

Facilitator: Liz Spencer, Clinical Tutor, Gloucestershire

Effective oral communication is a crucial skill for professionals. However, it is often overlooked and under-rehearsed in the scientific environment where presenters and their supervisors are concentrating on the content of the presentation rather than the method of delivery. Presenting to a large audience at a national conference is challenging particularly for first time presenters who are anxious about their presentation skills and also about handling any questions posed by the “expert” audience. Very few people have outstanding presentation skills as a natural talent. However practice and receiving specific feedback can improve performance. This workshop is aimed at those presenting this year at the ASM in Brighton who would like the opportunity to rehearse their presentation ahead of time.

Workshop Objectives

• Receive specific feedback and encouragement to enhance the “real” presentation.
• Learn how your voice, physical presence and behaviour are received by the audience
• Improve confidence with audience interaction

Educational Methods

Participants are invited to contact the workshop organiser prior to the ASM with their abstract and request for a presentation slot This email address is being protected from spambots. You need JavaScript enabled to view it. . A total of 12 people will be selected to attend, some of whom will not be allocated a personal slot but will be able to sit-in and learn from those presenting and listen to their feedback. Each presenter will be allocated a total of 15 minutes for presentation and feedback from the panel and from peers. Written feedback will also be provided. Priority will be given to first time presenters.

13. JASME: ‘So how can I get involved with medical education as a student?’

Facilitators: JASME committee members & Jennifer Cleland, University of Aberdeen

Workshop Objectives:

To provide an introduction to medical education for new students.

Students who have come to the ASME conference for the first time will have a better grasp of the various facets of medical education as well as an appreciation of its relevance to students.  

Educational Methods:

Workshop will be discussion based with short presentations from each of the leaders.

Extra Sessions

9.30am – 12pm

The Educator Development Group’s “What’s hot in learning and teaching innovations in medical education?”

This session will be a showcase for innovations in learning and teaching in medical education.  The format will be short presentations (6 in total), with a Q&A session at the end of each presentation.   Two presentations will be chosen from the abstracts submitted to the ASM; two will be invited from journal articles featured in recent issues of Medical Education and The Clinical Teacher and two presentations will be the recipients of the EDG’s Educator Innovation Awards.

11.35am – 12.45pm

Writing for publication Journal Clinic

Sorry but this session is now fully booked.

Need some advice on your manuscript? Wondering how besttoapproach writing up your research? Stuck on your introduction? Could do with a second opinion on your Abstract?  Or just need an experttocast a quick eye over your draft paper?

The Editors of Medical Educationand The Clinical Teacher will be available for 20 minute one-to-one sessions at the ‘Writing for publication’ Clinic between 11.35am and 12.45pm on Wednesday 18^th July for some advice and a chat. Places are by limited and by appointment only. Places will be allocated on a first come first served basis.

To book an appointment email your details to  This email address is being protected from spambots. You need JavaScript enabled to view it. " data-mce-href="mailto: This email address is being protected from spambots. You need JavaScript enabled to view it. "> This email address is being protected from spambots. You need JavaScript enabled to view it.  and select this option on the registration form. NB: Draft papers must be sent in advance

(If demand is high a further session may be available)

Thursday

Thursday 19^th July 2.45-4.45pm

1. Underperformance in students: towards more effective approaches to identification and remediation

Facilitators: Jennifer Cleland, University of Aberdeen, Manual Joao Costa, University of Minho, Portugal, Rakesh Patel, University of Leicester, John Sandars, Leeds University & Kalman Winston, Ross University, Dominica

Sorry but this workshop is now full.

Workshop Objectives:

This symposium will critically explore why current approaches to remediation may be ineffective in achieving long-term change in performance and propose a number of theory-driven developments that may have greater potential for success. The panel will present research which discusses underperformance within the framework of self-regulation; correlates pre-university and early medical-school performance data to produce risk scores and underpin underperformance decision-tools; use theory-driven educational interventions focusing on learning for students in difficulty; supports medical educators identify underperformance during clinical placements and give effective feedback for developing effective self-regulation. This data will be used to frame small group discussion and activities.

Educational Methods:

The workshop will combine short didactic sessions presenting concepts and data to scaffold small group discussion and activities.

2. Using personal construct psychology methods to identify & measure the skills, competencies & values needed by Medical Educators

Facilitators: Jean McKendree, Hull York Medical School, Nick Reed, University of Hertfordshire & Patricia McGettigan, Queen Mary University London.

Sorry but this workshop is now full.

Workshop Objectives:

Learning Objectives: by the end of the workshop participants will:

1. have gained a basic understanding of how Personal Construct Psychology method be applied to identifying the core skills, competencies and values required by medical educators and have personally experienced a practical exercises in eliciting and categorising them.
2. appreciate the potential of Personal Construct Psychology in understanding the behaviours and functioning of individuals and groups.
3. have used a "Professional Development Repertory Grid” to measure their present and required levels of the key skills, competencies and values as actually identified by participants themselves in the workshop.

Educational Methods:

Participants will work together in pairs and small groups using Personal Construct Psychology methods in order to experience how they can be used to identify the key skills, competencies and values that are specifically relevant and important for medical educators. Participants will elicit these key skills, competencies and values in the form of "bipolar personal constructs" and explore the sophisticated meanings behind the verbal labels given to them. Using the group as a data source, a "Professional Development Repertory Grid" will be designed and then completed by participants, so that participants can measure their current levels of those key skills, competencies and values. Participants will also be given guidance on action planning to help them improve their levels of the skills, competencies and values.

3. Professional delivery of problem based learning

Facilitators: Janine Henderson & Anna Hammond, Hull York Medical School

Sorry but this workshop is now full.

Workshop Objectives:

• Participants will learn about practical and professional challenges in the delivery of PBL
• Participants will reflect on the organic role of PBL within a medical school curriculum
• Participants will develop a framework for addressing the challenges that arise in the delivery of PBL at both a personal and organisational level

Educational Methods:

• Small group discussion including SWOT analysis of PBL challenges for participants
• Case study of a challenge in workshop leaders' organisation
• Small group work addressing challenges in case vignettes and identifying potential solutions to these

4. Teaching and assessing value based practice

Facilitators: Ed Peile & Bill Fulford, Warwick Medical School

Sorry but this workshop is now full.

Workshop Objectives:

Understanding of the point, premise, and processes of values based practice and how to teach and assess these

Educational Methods:

• Handouts on point, premise and processes.
• Some demonstration cases to illustrate these, then working with participant experience to demonstrate VBP contribution to bedside teaching and to design example assessments. Spontaneity rather than preparation required of audience.

5. Leadership and management: visioning for the future, preparing student doctors

Facilitators: Pirashanthie Vivekananda-Schmidt, Michelle Marshall & Nigel Bax, University of Sheffield

Sorry but this workshop is now full.

Workshop Objectives:

To consider current evidence for leadership theories; to explore the development and integration of leadership and management skills into undergraduate education.

Educational Methods:

Process: Keynotes on global perspective and styles and theories of leadership; participants will then explore the following through activities:

1. How are we delivering such opportunities at present focusing on developing the current leadership programmes in medical schools?
2. The role of the future doctor: what developments are needed so that learning and practising leadership skills relevant to medical practice occur in an appropriate context
3. How to assess the knowledge and skills base of leadership and management?

6. Motivating medical students with Keele Basic Bites

Facilitator: Russell Crawford, Keele University

Workshop Objectives:

We hope that participants will gain a greater appreciation of how video-based guided study can be used to address medical student motivation.

Educational Methods:

This workshop will aim to task the participants to come up (under guidance) with ideas, plan, story-board and then film a short audio-visual motivation "bite", which we will showcase on our website after the conference.

7. Defining purposes of teaching evaluation to foster improvement of teaching & satisfy you quality management needs

Facilitator: Martin Mueller, Brighton and Sussex Medical School

Sorry but this workshop is now full.

Workshop Objectives:

By the end of the workshop participants will have learned to

1. recognise transformational leadership
2. contrast three current evaluation models
3. categorise purposes of teaching evaluations
4. discuss conflicting meanings for concept of quality
5. choose source for evaluation data
6. apply appropriate evaluation method to match purpose
7. identify basic aspects of questionnaire design
8. describe common pitfalls analysing evaluation data
9. formulate proposal for evaluating teaching at home institution

Educational Methods:

1. Short presentation introducing and linking workshop activities
2. Nominal Group Technique exercise defining purposes of evaluation (in groups of 3th)
3. Small group work helping participants to teaching evaluation for their own institution

8. Enhancing OSCE examiner performance and harmonizing inter-rater scores by interactive video training

Facilitators: Clive Gibson & Sheena Gibson, Keele University School of Medicine

Sorry but this workshop is now full.

Workshop Objectives:

By the end of the workshop participants will:

• learn the principles of OSCE examiner training and by interacting with each other
• understand some of the pitfalls and common mistakes made by examiners;

By reflecting upon and understanding examiner behaviour will be able to:

• formulate plans for implementing OSCE training as part of a staff development programme within their own institutions.

Educational Methods:

Following a short presentation, video clips of high stakes OSCE stations will be marked by participants using an electronic voting system. Interactively, participants will then justify and through discussion moderate the scores.

9. ‘Deconstructing Mabel’ – A time to reflect

Facilitators: Susan Law & Kevin McConville, University of Dundee

Sorry but this workshop is now full.

Workshop Objectives:

• To use a model of reflection to facilitate exploration of a short story
• To identify key themes from the narrative that relate to their own experience and to that of their students (ethics, professionalism, patient centred medicine)
• To discuss the use of reflection upon narratives in teaching challenging topics such as professionalism and ethical issues.
• To develop a plan to undertake a similar exercise within their own context
• To develop an understanding of where this exercise fits with the objectives of Tomorrows Doctors 2009

Educational Methods:

• Prior to (or at the start of) the workshop participants will read the story.(5 sides of A4)
• During the workshop participants analyse the story based upon a reflective model. Other models of reflection will be briefly discussed
• Working in small groups, participants will discuss the impact of the reading upon their own thinking and beliefs
• Groups will move on to link key themes with professionalism and Tommorrow's Doctors 2009
• The challenges and opportunities involved in this type of teaching will be discussed
• Participants will then work together to develop a teaching exercise appropriate to their own context

10. Medical Student early clinical experience: fit for purpose?

Facilitators: Richard Knox, University of Nottingham Medical School, Harriet Williamson, NHS, Sophie Park & Tamar Koch, University College London

Sorry but this workshop is now full.

Workshop Objectives:

• Increased awareness of the scope of early clinical experience for medical students nationally and internationally
• Engagement in critical appraisal of the purpose of early clinical experience
• Shared understanding of the advantages and disadvantages of early clinical experience within a medical programme
• Shared understanding of the challenges faced in delivering early clinical experience
• Development of research strategies to evaluate and augment early clinical experience

Educational Methods:

Short didactic presentations introducing different topic area, which will provide the focus for small round-table discussions. Salient points from the discussions will be fed-back in plenary session.

11. Teaching sustainable healthcare? A holistic approach to the medical curriculum

Facilitators: Stefi Barna Norwich Medical School, Trevor Thompson, Bristol University, & David Pearson, Hull York Medical School

Workshop Objectives:

Participants will understand how the sustainable healthcare learning objectives for undergraduate medical students relate to the Tomorrow’s Doctors learning outcomes, to the curriculum at their own medical schools, and to their clinical specialties.

Participants will recognise opportunities for a more holistic approach to medical training offered by ‘systems-thinking’ and ‘sustainability perspectives’, without adding to the curricular load, and without the need for new expertise on their part.

Educational Methods:

Participants will be introduced to a series of lively, interactive teaching resources (video clips, learning activities, student projects, authentic assessments) in order to model reflective, discussion-based, hands-on, student-led, and non-didactic approaches to teaching and learning.

12. FAIRness and improving teaching on the clinical attachment

Facilitator: Philip Chan, University of Sheffield

Sorry but this workshop is now full.

Workshop Objectives:

This workshop is intended to encourage reflections and exchange ideas on the current shortcomings and future challenges of the clinical attachment as a learning experience; to share innovative approaches to problems with clinical teaching and to consider a model of improvement, based on the underlying concept of FAIRness.

Educational Methods:

The workshop is presented largely by student facilitators, who use real clinical work examples with participants in groups to re-create the actual learning sessions that are used in our model.

13. JASME: Setting up a research project in medical education

Facilitators: JASME committee members, Patsy Stark, ASME Director of Strategic Development, Steve Trumble, Editor of The Clinical Teacher & Sarah Yardley, Keele University

Sorry but this workshop is now full.

Workshop Objectives:

To provide an introduction to research in medical education. It is primarily targeted at first time researchers but all are welcome. Novice researchers will have more confidence and will be equipped with the tools to produced research of a high standard.

Educational Methods:

Workshop will be led by Professor Stark who will encourage some small group discussion throughout the session.

Downloads:

• Setting up a research project (.pptx presentation, 3mb)

Extra Sessions

10.20am – 11.20am

Institutional Members Forum

The aim of this forum is to connect with institutional members to establish what ASME can provide for them in addition to what is provided at the moment.  This will be an excellent opportunity to network with other institutional representatives nationally and internationally.  ASME’s Director of Strategic Development, ProfessorPatsy Stark, will lead this session.

1.30-4.45pm

The Academy of Medical Educators (AoME) - Professional Standards and the Medical Educator

Workshop with the Academy of Medical Educators

Chair – Diana Wood, Chair -  AoME Education Committee

1. Update on the Academy and the relationship with ASME    (Sean Hilton)
2. Academy achievements
3. Interactive sessions led by Vimmi Passi, Jamie Read, Ian Curran & Judy McKimm
   1. Excellence in Medical Education
   2. Early Careers in Medical Education
   3. Professional standards: including individual role specifications
   4. Course accreditation
4. Response from the patient / public perspective: the Training for patient care angle. 
5. Wrap up.

2.45-4.45pm

The Educator Development Group’s extended meeting & World café session

An ASME Educator Development Group (EDG) extended meeting will be held at the 2012 ASM. The meeting will once again take the form of a “world café”, this format received excellent feedback from last year.

Attendance numbers for the meeting are limited to 32 delegates. The format consists of four tables, each of which hosts a different theme and an EDG group member acting as facilitator, groups of 8 attendees will rotate around tables, spending 10-15 minutes debating the theme at each table.

After each group has rotated through all the tables the facilitators draw together the conclusions from each table and report these to the entire group. The purpose of the meeting is to give guidance to the EDG on topics that ASME members wish to see developed in future by the EDG e.g. one day conference themes, masterclasses etc and to cover these in EDG business planning for the 2012-13 year.

Friday

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.