ASME Annual Scientific Meeting 13-15 July 2011 RCPE, Edinburgh, UK

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Diversity in an age of standardisation

Held on 13 - 15 July 2011 at The Royal College of Physicians, Edinburgh, UK. 

To download the conference map, please click here


The ASME Annual Scientific Meeting encompasses the continuum of education, from undergraduate through postgraduate and continuing medical education.  The conference will include the usual excellent opportunities for delegates to discuss innovations in medical and healthcare education.

Opportunities to network with colleagues

The conference is a forum for all medical and healthcare educators with undergraduate, postgraduate or CPD responsibilities and interests.  It is an opportunity to report and discuss themes, research and initiatives with international colleagues and will be of interest to all those involved in medical and healthcare education and training.

Conference format

The conference programme includes:

  • Pre and intra conference workshops
  • Large group sessions/plenaries
  • The Lord Cohen Lecture
  • Presentation and discussion papers and members' abstracts presented in parallel sessions
  • JASME events
  • The Educator Development Group's "What's hot in learning and teaching in medical education" session 
  • Institutional members' forum
  • Presentation of the New Researcher Award
  • Presentation of the Sir John Ellis Student Prize
  • Policy Fora
  • Poster display and poster competition.
  • Annual General Meeting
  • Presentation of the Richard Farrow Gold Medal for outstanding contribution to medical education
  • Presentation of the President's Award for outstanding contribution to ASME
  • Commercial and academic exhibitions relevant to all aspects of medical and healthcare education
  • Social programme

To view the Members' Abstracts from the conference please click here

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Wednesday Programme



Setting up of Posters and Exhibits

The Queen Mother Conference Centre

Cullen Suite & Great Hall

9.30 – 12.00

Educator Development Group

What’s Hot in Learning and Teaching Innovations in Medical Education?


Session Chair: Dr Gill Doody, Educator Development Group Lead



Pre-Conference Workshops

  1. Peer feedback as an aid to learning
  2. Beyond the medical record - creative writing as burn out prevention
  3. Publishing descriptions of education innovation
  4. Mind works for working minds
  5. Writing abstracts for conferences and publication
  6. 3D stereoscopic visualization
  7. How space impacts on learning
  8. JASME: ‘So how can I get involved with medical education as a student?’


11.00 -12.00

Extended Education Research Group Meeting (open to all)


Main Lecture Theatre


Lunch, viewing of posters and exhibits

Lunch supported by Wiley-Blackwell


The Conference Centre Foyer, Great Hall & Cullen Suite


JASME Orientation – a guide on how to get the most out of the ASM 



Welcome: Sir Graeme Catto, ASME President


Main Lecture Theatre


The Lord Cohen Lecture

'In divers manners': Exploring diversity in medical education, Professor Chris McManus , University College London, UK

Question & Answer session

Session Chair: Professor Trudie Roberts, Chair of ASME Council

Main Lecture Theatre

1.30 -1.55

Refreshments and viewing of posters and exhibits

The Conference Centre Foyer, Great Hall & Cullen Suite

1.55 - 6.00

Members’ Papers in parallel sessions

See parallel session timetable


ASME Council Meeting

Council Chamber



Full Journal Board of Management meeting (closed meeting)

The Board Room, Royal College of Paediatrics & Child Health,
12 Queen Street


Welcome Reception

Refreshments and canapés


Supported by Wiley-Blackwell




Dovecot Studios,
10 Infirmary Street, Edinburgh

Thursday Programme


What is the future of medical education?


Carol Herbert , Professor, Department of Family Medicine, cross-appointed to Pathology, and former dean, Schulich School of Medicine & Dentistry at The University of Western Ontario in London, Canada 


Question & Answer session

Session Chair: Professor Patsy Stark, Director of Strategic Development, ASME  

Main Lecture Theatre






New Researcher Award 2011


The Experience of Medical students Classified as Unsatisfactory at Finals (EMCUF) study

Dr Rakesh Patel, Specialist Registrar in Nephrology/Honorary Clinical Education Fellow, Leicester General Hospital


Question & Answer session

Session Chair: Dr Jennifer Cleland, Chair of ASME’s Education Research Group

Main Lecture Theatre


Refreshments, viewing of posters and exhibits

The Conference Centre Foyer, Great Hall & Cullen Suite


Concurrent sessions:  



Intra conference workshops

1. Medically unexplained symptoms

2. FAIRness and improving education on clinical placement

3. Underperformance in medical students: different problems, different solutions?

4. Embedding patient safety within postgraduate training

5. Transferring debriefing skills from the simulation suite to the healthcare environment

6. Teaching undergraduates using live clinical information systems: How to ensure you are delivering TD 19

7. Non-technical skills and selection into specialty training programmes

8. Start class- design your own intensive introduction programme

9. Matrix system assessment in simulation-based medical education

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




Special Interest Group Meeting:

Educator Development Group extended meeting and World Café session (open to all interested in attending)




Lunch, viewing of posters and exhibits

The Conference Centre Foyer, Great Hall, & Cullen Suite


Concurrent sessions:

Safe prescribing for Junior Doctors: Educational Implications from Research. What are your views? (Working lunch)




Poster Session


The Cullen Suite




2.20- 6.05



Special Interest Group Meeting: Institutional Members’ Opinion Forum

Members’ papers in parallel sessions


BMA Council Chamber

See parallel session timetable



ASME AGM - open to ASME members and others who wish to attend

Council Chamber



Annual Dinner
Pre-dinner drinks from 7.30pm 

Playfair Library Hall, Old College, South Bridge, Edinburgh

Friday Programme


Presentation of The 2010 Richard Farrow Gold Medal


David Swanson , Vice President, Assessment Programs, NBME, USA


Question and Answer session

Session Chair: Dr Kathy Boursicot, ASME Treasurer


Main Lecture Theatre















Concurrent sessions:

Intra-conference workshops

1. Feedback – from theory to practice

2. Working with words – approaches to working with textual data

3. What’s working in faculty development?

4. Triaging the transition: a simple model for prioritizing different careers support needs

5. The assessment of professional attitudes

6. Using NICE and NHSEvidence in undergraduate teaching – sharing the experience

7. What’s in the box? Designing an e-portfolio toolkit

8. Respecting diversity in our student populations with a focus on sexuality and gender identity

9. Social media & networks in medical education

10. JASME: Teaching toolkit for medical students

ERG Research Stream – Workplace Learning

See parallel session timetable







The Conference Centre Foyer & Great Hll


JASME Brainstorming Session with members of the Education Research Group followed by JASME Committee Elections


Council Chamber BMA


Members’ Papers in parallel sessions


See parallel session timetable



Sir John Ellis Student Prize Winner Presentation


Traditional posterboard ITA versus an E-learning approach: A comparative study of students’ satisfaction

Robert McMillan, University of Dundee, UK


Question & Answer session

Session Chair: Dr Vince Cooper, JASME Liaison Lead

Main Lecture Theatre



Closing Plenary: Does Diversity Matter?


Professor Mona Siddiqui , Professor of Islamic Studies,  Glasgow University, UK  


Question & Answer session 

Session Chair: Sir Graeme Catto, ASME President

Main Lecture Theatre


Announcement of Poster Prize Winner(s)
Professor Trudie Roberts, ASME Chair


Main Lecture Theatre


Lunch and Close of conference

The Conference Centre Foyer  &  Great Hall

Limbs & Things

Wednesday Thursday Friday

Pre-Conference Workshops (Wednesday)

For downloadable workshop details click here

Wednesday 13th July 2011 10am – 12pm

1. Peer feedback as an aid to learning

Facilitator(s): Olwyn Westwood & Annie Cushing, Barts & The London School of Medicine and Dentistry, London

With 360o appraisals integral to professional life, learning how to give constructive feedback is an essential generic skill. This workshop will be used to discuss ways of training students in giving effective feedback, and in particular the use of a formative OSCE for acquisition of these skills. This will be a hands-on workshop whereby participants will not only learn the methodologies we have employed successfully in the inter-professional setting at Barts and the London, but also contribute their experiences in this vital area for life-long learning.

2. Beyond the medical record – creative writing as burnout prevention

Facilitator(s): Hilton Koppe, Lennox Head Medical Centre, NSW, Australia

As doctors we are involved in writing ‘stories’ every day. The medical record is our interpretation of our patients’ stories (history) and a summary of our response to this (examination and management plan). The medical record does not allow for much creativity on the part of the writer, and is very limited in its ability to assist the doctor in making sense of what has gone on for them at a personal level. This workshop will allow participants an opportunity to experience the use of stories and writing as a means of helping them to make better sense of what it means to be a doctor. Practical writing exercises will guide participants through a series of creative tasks which assist them in reflecting on the effect the practice of medicine has on their lives with the goal of increasing their enjoyment of medicine and life in general.

3. Publishing Descriptions of Education Innovation

Facilitator(s): David J Solomon, Michigan State University, Sonia Crandall, Wake Forest University Baptists Medical Center, N.C. USA

Educators often fail to disseminate what they have learned from developing innovative educational programs or have difficulty publishing manuscripts describing their innovations in peer-reviewed journals.

The goal of the workshop is to provide attendees with strategies for getting descriptions of educational innovations published. The workshop is designed for educators with little experience publishing descriptions of educational innovations. Lecture/discussion - Understanding the publication process – (Scientific approach to innovation, selecting a journal, article forms, elements to include in a description of a curriculum innovation)

Writing tips – (Audience, style, organization, proofing/ revision, addressing writer’s block)

Common mistakes (sloppy writing/reporting, lack of objectivity, focus, lack of evaluation data, incorporation the literature, generalizability) Navigating the review and revision processs- (Preparing the submission, resubmitting and addressing reviewer/editor feedback.)

Interactive small group activity - groups of 4 participants will discuss each other’s plans for publishing their educational innovations guided by a handout. Presenters will circulate among the groups. The workshop has received very positive feedback in previous sessions. The presenters are long-time journal editors and editorial board members.

4. Mind Works for Working Minds

Facilitator: Pierce O'Carroll, University of Liverpool

Medical training puts students in multiple learning and assessment settings that make great demands on their knowledge and skills abilities (Learning Working Minds). Demands are also made on their abilities to manage distressing emotions (e.g. anxiety); problem thinking (e.g. worry) and; problem behaviors (e.g. avoidance) (Coping Working Minds). However, little curriculum time is given to psychological skills training in managing these kinds of experience (Mind Works). Professional values and fitness to practice requirements stipulate that students be aware of, and appropriately manage their health (including their psychological health).

The University of Liverpool has been researching medical students’ anxiety, worry and avoidance in the OSCE. A pilot workshop introducing medical students to evidence based psychological coping strategies (Mind Works) was presented in 2010. This workshop provides an overview of this work.

By the end of the workshops participants should:

  • Have a clear overview of the theoretical and practical framework for the Mind Works workshop
  • Have some experiential learning and reflection on the usefulness of these strategies
  • Be able to consider ways in which these strategies can be integrated into the mainstream curriculum

5. Writing abstracts for conferences and publication

Facilitator(s): Kevin Eva, Editor, Medical Education; Lynn Monrouxe, University of Cardiff; Charlotte Rees, University of Dundee & Sue Symons, Medical Education

Though they are the shortest components of most academic works, the title and abstract are simultaneously the most important components. Pre-submission, they focus and define the author’s thoughts and, as a result, should have a major impact on the writing process whether completed before or after writing the rest of the paper. Post-submission, the title and abstract convey massive amounts of information to reviewers and editors regarding the likelihood that the paper will contain important, relevant, timely, and clear information in addition to setting their expectations regarding what types of methodological issues are most likely to arise. Post-publication, the title and abstract serve as the trailer to the movie that is the article itself. They strongly influence whether or not a potential reader’s attention is captured enough to lead them to read the full paper, thus serving as a fundamental determinant of the paper’s impact. This workshop will be aimed at providing guidance to new and junior medical education researchers regarding how to write abstracts well through group discussion, plenary presentations, and hands on activities.

6. 3D stereoscopic visualization

Facilitators: Neil Hamilton, Phil Lavery & Alan Denison, Medical School, University of Aberdeen

3D seems to be everywhere at the moment, 3D movies, 3D tv, 3D projectors... but how is this relevant to medical teaching?

Over the last few years, Aberdeen Medical School and the Digital Learning Foundation have been collaborating on the creation of a new medical teaching and presentation tool, that takes full advantage of the new low cost stereo visualisation technologies and enables the development and use of fully interactive 3D presentations.

The Joint Medical Visualisation Project (JMVP) has focused on the addition of volume rendering to Present3D, the open source project already used by the DLF with over 25,000 students of all ages. The benefit of this approach is that real patient scans (CT, MRI) can now be displayed as fully interactive 3D volumes and combined with other supporting 3D stereo or mono data, to create a complete learning experience.This workshop will demonstrate the use of this software in a passive stereo visualisation environment and give you an introduction to the benefits of teaching in 3D. Aberdeen's medical school is believed to be the first in the UK to use this particular 3D software which can transform a CT or MRI Scan into a 3D image suitable for teaching within seconds.

A variety of other 3D systems will be discussed and Phil Lavery from the Digital Learning Foundation will be on hand to answer your 3D questions.

More information can be found here :

7. How Space Impacts on Learning

Facilitator: Jonas Norquist, Karolinska Institutet, Sweden

The way we construct learning spaces in our medical schools have a tendency to look the same as it did some 50-100 years ago. Technology, lighting, color, ventilation etc have all of course changed over time, but the basic way we create the spaces seem to look the same; lecture theaters, seminar rooms and group rooms.The teaching and learning activities we use, the way we assess and the way students learn has changed quite a bit over the last 20 years. We also spend a great deal of time discussing best evidence medical education, but how well aligned are our teaching and learning strategies with the physical learning spaces we use and construct today? This workshop will address these issues. The workshop is based on a large project called “How Space Impacts on Learning” at Karolinska Institutet in Sweden. The aim of this project is to create future learning environments over the entire KI Campus including all affiliated teaching hospitals. This includes both the formal learning environments (“Classrooms / lecture theaters”) and the informal spaces. The unique aspect of this project is that it is run by educators ( and the result of the project is intended to become normative for all facility and real estate development in the future.

8. JASME Workshop: “So, how can I get involved with medical education as a student?”

Facilitators: Emily Bate, Helen Fry and JASME committee plus guests including ASME’s New Researcher 2010, Dr Sarah Yardley, Keele University

Intended audience: Predominantly medical students but it is open to anyone who has an interest in how students can get involved with medical education. Medical education is a big arena with lots of opportunity for student involvement, but these areas are not always easily identifiable to those new to the field. The session will begin with a brain storm addressing ‘what actually is medical education?’

This will be followed by brief talks with students who are already involved, such as clinical demonstrators on the academic foundation programme and student PBL facilitators. The session will be relaxed with plenty of opportunity for discussion and questions. The concept of a teaching portfolio will be introduced to enable attendees to effectively record their experiences in medical education.

Wednesday Thursday Friday

Intra-Conference Workshops (Thursday)

Thursday 14th July 2011 10.45am – 12.45pm

1. Medically Unexplained Symptoms

Facilitator(s): Adrian Hastings, Leicester and Marta Buszewicz, UCL

Between one third and one half of consultations in primary and secondary care concern medically unexplained symptoms (MUS) which, after investigation are not attributable to biological disease. Repeated investigation and referral result in significant morbidity and waste health service resources. This has implication for education in undergraduate and postgraduate settings, as all doctors will encounter this problem during their working lives.


  • To exchange experiences of teaching about assessment and treatment of patients with MUS
  • To formulate ideas for core principles for teaching about this topic in undergraduate and postgraduate settings


  • Teachers of medical students, doctors in training and those responsible for continuing professional development


  • Interactive presentation about the impact on individuals and the delivery of health care. We will briefly summarise a survey of current teaching on this topic by UK medical schools
  • Small group discussion about obstacles to teaching MUS in the settings of the participants, with feedback to the whole group
  • Small group discussion about potential solutions which can be taken back to participants’ work settings
  • Synthesis - Agreement of core principles for teaching on MUS in all settings

2. FAIRness and improving education on clinical placement

Facilitator: Philip Chan,  University of Sheffield

Student learning on clinical attachments is highly variable, and does not usually take into account students' learning needs. Teaching traditionally takes the form of a bedside interrogation, or, as groups increase in size, a classroom presentation. Students' own work and performance are not often scrutinised, and opportunities for improvement therefore pass by unused. The clinical attachment faces many challenges; including increased student numbers, increased clinical specialisation and lack of "general" clinical experience, changing roles, work patterns and attitudes of hospital junior staff and consultant teachers, and increasing expectations of students. Over many years, we have evolved a clinical attachment based on the principles of FAIRness (Harden); which are feedback, active learning, individualisation and relevance. This workshop is intended to encourage reflections and exchange ideas on the current shortcomings and future challenges of learning on the clinical attachment, to share innovative approaches to problems and to consider a model of improvement, based on the underlying concept of FAIRness.

3. Underperformance in medical students: different problems, different solutions?

Facilitator(s): Jen Cleland, University of Aberdeen;  Manuel Costa, University of Minho, Portugal; Rakesh Patel, University of Leicester

One of the key issues for providing effective remediation for struggling medical students is to identify reasons, academic and non-academic, for poor performance. Lack of guidance around identifying, and then supporting, underperforming medical students may contribute to weaker students struggling through medical school with little guidance or intervention, then graduating and becoming weak doctors. Research to date suggests the reasons for poor performance are many and varied, and hence may require different mechanisms to identify students, and different institutional intervention programs to address the issues. This workshop aims to explore common problems leading to underperformance, and potential solutions to remediating specific problems. Following a brief didactic introduction, including an overview of recent evidence, the workshop will be interactive and participant-centered. Case studies will be used to facilitate discussion around common causes for underperformance. Discussion will focus on issues associated with prediction, detection and remediation of underperformance. Participants will be encouraged to generate methods for ‘prediction-detection-remediation’ interventions in ways which enable their impact to be measured and compared.

4. Embedding Patient Safety within Postgraduate Training

Facilitator(s): Maria Ahmed, Imperial College London; Paul Baker, NWPGMD & Nick Sevdalis, Imperial College London, Steph Tiew, Manchester Royal Infirmary

Patient Safety is high on the healthcare agenda and recent high-profile reports have called for Patient Safety to be better integrated into both undergraduate and postgraduate medical training. This workshop aims to i) introduce the policy context of Patient Safety and the need for education and training; ii) share our experience of implementing innovative safety training across the North Western Foundation School ‘Lessons Learnt: Building a Safer Foundation’ iii) provide hands-on experience of facilitating small-group analysis of patient safety incidents (PSIs - unintended or unexpected incidents that could have or did lead to patient harm) and iv) stimulate further innovation in the field of Safety training.
This workshop is based on the ‘Lessons Learnt Facilitator Training’ which was successfully delivered to over 50 senior clinical educators working with over 1000 Foundation trainees across the North West.  

5. Transferring debriefing skills from the simulation suite to the healthcare environment

Facilitator(s): Libby Thomas, Peter Jaye, Louise Welsh – Guys & St Thomas’ NHS Foundation Trust, Kings Health Partners, London

This workshop explores the description, analysis, application debriefing technique that is used in clinical simulation environments and how we can apply this to our daily clinical work environment during bed-side teaching, post a specific event and as part of the clinical supervisor role. Pendleton's rules are commonly used in clinical environments but were originally designed for primary school teaching - this is a more modern and suitable technique. During the first half of the workshop, working in small groups we will explore techniques for clinical debriefing and share our experiences with the group.

The second half of the workshop will incorporate abstract exercises, involving the participants debriefing each other using the description, analysis, application format.

The session will conclude with a summary of the groups’ experiences from the exercises and their thoughts on how they may apply this back in their own work place.

6. Teaching Undergraduates using live clinical information systems: How to ensure you are delivering TD 19

Facilitator(s): Jane Kirkby, Mary Law, David Pearson, Owen Johnson, Susan Clamp & Mark Hawker, University of  Leeds

Tomorrow’s Doctors outcome 19 (TD 19) states that doctors should make effective use of computers and information systems, understand confidentiality and data protection and apply the principle of health informatics to medical practice1. At the University of Leeds we have developed a tool in conjunction with the SHA and local PCTs using a live clinical information system (CIS) to help meet this outcome. We use this live system to deliver ‘hands on’ interactive teaching sessions covering topics such as chronic disease management, information governance, patient record keeping and the consultation.

Workshop participants will be able to:

  • Consider how they currently address TD19
  • Review ways of implementing CIS teaching in their own working environment
  • Explore how CIS teaching is delivered in Leeds
  • Consider how to improve CIS teaching in their own institution

7. Non-technical Skills and Selection into Specialty Training Programmes

Facilitator(s): Thomas Gale, Paul Sice, Ian Anderson, Plymouth Hospitals NHS Trust; Martin Roberts, Peninsular Medical School, Plymouth


  • Familiarise attendees with the use of Non-technical skills (NTS) frameworks which can be used for assessment in selection centres• Increase understanding of how simulation can be used for selection
  • Understand differences in using checklist scores and global ratings of NTS

The workshop will introduce the concepts of NTS assessment at a selection centre including the evidence base supporting:

  • Use of multi-station interviews at both undergraduate and postgraduate levels
  • Work done to date using simulation for assessment in multiple specialties
  • The reliability and usability of NTS frameworks for assessment.

Participants will be familiarised with a variety of scoring tools and a simulation station will be demonstrated using high fidelity simulation incorporating a mobile simulated manikin, two nurses and an applicant for specialty training (in role play).

During the simulation scenario, participants will have the opportunity to score the applicant using both checklist and global rating scores. Participants will be asked to consider the advantages / disadvantages of each scoring method in small groups at the conclusion of the scenario. The facilitators will then lead a discussion on the potential merits of selection centres utilising simulation and the assessment of NTS, plus the potential pitfalls.

8. Start Class – design your own Intensive Introduction Programme

Facilitator(s): Judith M. Wagter & Jolanda de Koning, Foreest Medical School, Alkmaar, The The Netherlands

Background: Introducing new residents to the clinic, the culture, each other and the hospital protocols rapidly provides them with the necessary tools to feel welcome and work safely. Since 2007 all residents at the Medical Centre Alkmaar (MCA) start with a two-day interactive introduction programme “Start Class” (SC). After the programme, residents can mainly focus on patient care. This increases patient safety and residents’ own safety and work pleasure. Also the SC contributes to the prevention of burn-out.

Results: Residents mark the SC as useful. Providing every resident with the same information, procedures, rules reduces the time-investment in every single resident and forms a new network of colleagues. The programme is now used as an example for introductory programmes throughout the country. This workshop was accepted in 2010 as a preconference workshop for the Dutch-Flemish Conference on Medical Education (NVMO).

Workshop: In this workshop we will provide attendants with some necessary background information about the necessity of introductory programmes. After this the main part of the workshop focuses on actively working on their own ‘interactive Start Class’. We use an educational model (De Galan, 2008) to help attendants design the outline for their own introductory programme, that fits the culture and needs in their own hospital or ward. Different types of interactive methods will be presented, such as ‘Meet the expert’; integrated BLS (+AED) with hospital specific knowledge; residents’ presentations; workshop “Work in progress”: on prevention of burn-out; and ‘gaming’ with workplace related values and norms.

After two hours of actively participating in the workshop, people will leave the room with a draft of their own Start Class programme. Participants are free to call for advice after participating in the workshop.

9. Matrix system assessment in Simulation-based Medical Education

Facilitator(s): Mike Davis, Mark Pimblett, Royal Preston Hospital, Tim Pattison, University Hospital, South Manchester & Morgan Sherwood, Lancaster Royal Infirmary

The Simulation Centre at Lancashire Teaching Hospitals NHS Foundation Trust has developed an electronic system of capturing and assessing individual or team performance in simulated scenarios using video recording and software systems developed for sports performance analysis. This workshop will explore these developments using packages designed to tag, capture and code performance for subsequent review by facilitators and peers or by assessors.

The workshop will demonstrate the software packages and give participants hands-on experience of assessment of both clinical and non-clinical (human factors) performance of both individuals and groups, and will be introduced to appropriate debriefing strategies.

10. JASME Workshop: Setting up a Research Project in Medical Education

Facilitator: Professor Patsy Stark, Director of Strategic Development, ASME

Intended audience: Predominantly medical students but it is open to anyone who has an interest in how a novice may approach research within the medical education sphere.

Starting out as a researcher can be a daunting task. This workshop will discuss different approaches to setting up a “project” within medical education. Practical advice will be given on various issues ranging from how to develop a research question to methodology and analysing data. The workshop will be interactive and there will be many opportunities for discussion and questions.

Wednesday Thursday Friday

Intra-Conference Workshops (Friday)

Friday 15th July 2011 9.30am – 11.30am

1. Feedback – From Theory to Practise

Facilitator(s): Penny Lockwood and Susan Law, Unviersity of Dundee

Theory suggests that effective, constructive feedback is a key element in helping students identify their learning needs and to change their behaviour. Despite valuing good feedback highly learners in medicine rarely describe episodes of effective feedback.

The aim of the workshop is to give tutors an opportunity to discuss the principles and challenges of giving feedback, and to put theory into practice. A short presentation will review the literature regarding the components of good feedback.

The rest of the workshop will be an interactive session during which the participants will have an opportunity to develop their skills of giving feedback. The session will involve a DVD clip of a doctor consulting with a patient or a colleague. The participants will be asked to provide feedback which will be given via one of the facilitators to an actor playing the doctor. They will feedback to the participants whether he has understood how he can improve on his performance. They will also give suggestions to help refine the feedback.

2. Working with Words - approaches to working with textual data

Facilitator(s): Ann Griffin, Deborah Gill & Sophie Park, University College London

The aim of the workshop will be to introduce participants to novel ways of working with textual data and to explore the variety of approaches which can be employed to gain meaning from the written word.

This workshop will illustrate two contrasting methodologies of approaching textual data. Both methodologies have been used to understand ‘professionalism’ within a medical education context. We will showcase a widely available popular technology, Tag Clouds that can be used in medical education research. In particular, we will explore how medical policy documents can be rapidly analysed to demonstrate a changing professional discourse over time. Performative Narrative Analysis as a way of understanding meaning-making of professional identity within the context of undergraduate General Practice placements is the second contrasting example. A discussion around the variety of ways in which text can be interrogated will then be followed by hands-on experience of analysing a topical piece of political text. The workshop will conclude with a discussion around the issues raised and possible application to participants own research work.

3. What's working in Faculty Development?

Facilitator(s): Claire Morris, Bedfordshire & Jane MacDougall, Addenbrookes, Cambridge

It is rapidly becoming a ‘given’ that doctors should be selected and developed for their educational roles and responsibilities. However, affecting the necessary ‘culture change’, often with very limited resources, is not without its challenges. A key challenge for many is finding approaches to faculty development that are a good fit for the contexts in which they take place; borrowing established approaches from academic medicine or general practice may not be the best solution in secondary care contexts, for example. Interestingly, an informal exploration of UK deanery websites suggests that faculty development approaches being adopted for secondary care, go beyond those reported in the literatures. For example, in the East of England, we have developed a ‘cascade model’ of faculty development, which focuses on building faculty development capability and capacity within and across Trusts.

In this workshop we aim to explore and critique emerging approaches to faculty development, drawing on our own, and others’, experiences of working within and with deaneries, NHS Trusts and medical school settings. Whilst the focus will be medical, we bring broader experiences from dentistry, veterinary medicine and health and would welcome participants from these disciplines. This will be a highly interactive session, with the intended output being a shared ‘map’ of emerging and established practices.

4.  Triaging the Transition: A simple model for prioritising different careers support needs

Facilitator(s): Caroline Elton & Andrew Long, The London Deanery

With the introduction of the Modernising Medical Careers reforms in 2005, junior doctors have to make significant career decisions less than 18 months after leaving medical school. The London Deanery Careers Unit was established in 2008 and it is already apparent that some trainees need much more intensive careers support than others. Within the medical education literature there are no published accounts of models that have attempted to ‘triage’ the careers support needs of different trainees as they approach the significant transition of post-foundation specialty choice. However, based on their work within a university careers service, Sampson et al (2000) have outlined an elegant two dimensional model which they use to screen all enquiries and in turn to allocate students to different careers support activities. The two dimensions are Capability (the cognitive and affective capacity of an individual to engage in effective career decision making) and Complexity (external factors that make it more difficult to make a career decision). Using case-studies of trainees who have received support from the Careers Unit, this interactive workshop will describe how Sampson et al’s model has been implemented (and adapted) in order to provide a differentiated careers support services to London Deanery trainees.

5. The assessment of professional attitudes

Facilitator(s): Val Wass, Keele University & Jo Hart, University of Manchester

Developing appropriate attitudes is an essential part of professional conduct. Yet debate continues on whether attitudes should be (a) used in selection processes (b) taught to students or left to independent learning in the hidden curriculum (c) assessed. In addition, focus is usually on negative attitudes in the form of fitness to practice with less focus on positive attitudes. The workshop will provide opportunity for discussion of national and international developments in attitudinal measurement. Attendees will work in small groups to debate issues and develop their own ideas on attitudinal measurement. Both facilitators are medical educators with backgrounds in assessment and professional development. The workshop will interest all involved, or interested in, the teaching, learning and assessment of professional attitudes. It will suit any level of expertise.

6. Using NICE and NHSEvidence in undergraduate teaching – sharing the experience

Facilitator(s): Alaster Rutherford, NICE & Anne Weist from NHSEvidence

Based on teaching at selected medical schools the session will break into two components-
NHS Evidence (, provided by NICE, offers free access to accredited and selected guidelines, research and publications across health and social care. This session will use interactive group work to demonstrate

  • Optimal use from the first year of medical studies
  • Personalisation of content and search results
  • Free access to licenced databases, full-text journals and e-books when on placement
  • Peer support through “student champions”
  • Key learning from NICE/NHSEvidence teaching at medical schools
  • Response to user research – new developments

NICE provides a range of resources, including “Pathways” (launch May 2011) which are suitable for incorporation across the learning journey. Participants will be encouraged to identify innovative ways to incorporate key components, such as clinical case scenarios and podcasts, into teaching and opportunities for engagement.
NICE Quality Standards will form the cornerstone of commissioning for services in England from 2013 and the workshop will also use selected examples to demonstrate the link from research, through evidence and guidance to standards and how these will then impact upon front-line clinicians.

7. What’s in the box? Designing an e-Portfolio toolkit

Facilitator: Joel Smith, NHS Education for Scotland, Edinburgh

This workshop will discuss the range of educational tools available for use in healthcare education electronic portfolios of evidence (e-Portfolios) and the diverse inherent benefits and functionality of these tools, specifically those used in the NHS Education for Scotland (NES) ePortfolio.This web-based system supports summative assessment, reflective practice and competency development for a rapidly expanding range of health professionals across the NHS (doctors, dentists, nurses, midwives and pharmacists).

This workshop will cover the following topics:

  • What learning tools are available in the 20+ different e-Portfolio systems that are provided by the NES ePortfolio team
  • How these different tools may be used by people with different learning styles and the diversity of educational opportunities within an e-Portfolio system

During the workshop participants will have an opportunity to explore and discuss the implications of matching a standard set of learning tools in an e-Portfolio with a varied group of learners. It will also discuss the influential factors behind what drives different leaning activities and use of particular tools by different users, for example the individual nature of the learner or the influence of a particular supervisor or local set of guidelines.

8. Respecting diversity in our student populations with a focus on sexuality and gender identity

Facilitator(s): Susie Schofield, Centre for Medical Education, Dundee & Sue Rankin, Equality Network

Paragraph 7 of Good Medical Practice states that doctors must treat patients with respect irrespective of views about a patient's age, colour, culture, disability, ethnic or national origin, gender, lifestyle, marital or parental status, race, religion or beliefs, sex, sexual orientation, or social or economic status. Key legislation in the area includes the Equality Act (2010), Human Rights Act (1998), Civil Partnership Act (2004) and the Gender Recognition Act (2004). These same duties are incumbent on how faculty treat their own students. This workshop looks specifically at the strands relating to the student’s sexuality and gender identity.

Through group discussion we will examine examples of current practice, including student LGBT (lesbian, gay, bisexual and trans) societies, staff LGBT networks (both within universities and the NHS), HEA guidelines, diversity training, and impact assessment. Guided by the knowledge and needs of the attendees, by the end of the workshop, participants will be familiar with:

  • student diversity and the surrounding issues
  • current legislation and legal duties
  • the challenges of gathering data for monitoring and impact assessment

9. Social Media and Networks in Medical Education

Facilitator(s): Anne Marie Cunningham, Cardiff University, Natalie Lafferty & Annalisa Manca, Dundee University

Facebook, YouTube and Twitter have seen exceptional growth in users in the past 5 years. But how can these and other social media tools benefit medical education? The facilitators of this workshop will share their experiences of working with students to introduce these tools to undergraduate medical courses in Cardiff and Dundee. In this workshop we will talk about what worked and what could have worked better. We will give you the opportunity to explore ideas for new ways of learning with students. There will be time for discussion on issues such as :

  • Is a Wordpress blog more useful than a Blackboard module?
  • How social is social bookmarking?
  • Will VLEs be replaced by PLEs?
  • How can social media help medical education researchers?
  • How can we manage and develop our own digital identity?

Our aim is to develop a network of educators and students who want to collaborate and share learning on the use of social media in medical education. We will develop public areas to support dissemination of best practice, and also work to establish a research agenda in this new area.

10. JASME Workshop: JASME Teaching Toolkit for Medical Students

Facilitators: Ashley Newton and JASME committee, small group facilitators who are experienced clinical teachers.

Intended audience: Medical and healthcare students (N.B. this is a practical workshop designed to give students feedback on their teaching skills and is therefore not suitable for faculty members or other senior staff with significant teaching experience)

Teaching is an important part of being a doctor, so it important for medical student to have a chance to learn teaching skills. This informal, interactive session offers a very brief introduction to basic teaching theory, followed by small group sessions. Each student will teach a basic skill to the other members in their group and receive feedback from their peers and experienced teachers who will facilitate the groups. The session uses a variety of skills, making this interesting workshop an excellent opportunity to practice and receive extensive feedback on your teaching. All feedback is constructive and will help to improve your skills as well as confidence.




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RME Registrations now open!

Researching Medical Education 2017 conference is now open to registrations.

Join us on the 15th of November at Friends House, Euston Road, London for this one-day conference for all those interested in medical or clinical education research as an academic discipline. 

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