5th Annual Northwest Medical Education Forum
Wednesday – 27th April 2022
9:45 am to 4:15pm
Faculty of Health, Social Care and Medicine. Edge Hill University, St Helens Road,Ormskirk L39 4QP
Free event. Registration required.
CPD points and attendance certificate.
Deadline for application: 13th March 2022
Numbers limited to each medical school. Please note that this event is open ONLY to members of staff of the organising universities.
REGISTRATION IS NOW CLOSED
The 5th Annual Northwest Medical Education Forum’ has been approved by the Federation of the Royal Colleges of Physicians of the United Kingdom for 5 category 1 (external) CPD credit(s).
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Click HERE to download the programme in PDF.
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Title: The challenge of differential attainment: how can we transform undergraduate medical education?”
Speaker: Dr Mumtaz Patel, Consultant Nephrologist, Manchester University Hospitals NHS Foundation Trust, Postgraduate Associate Dean, Health Education England; Global Vice President, Royal College of Physicians, London.
Dr Mumtaz Patel is a Consultant Nephrologist based at Manchester University Hospital NHS Foundation Trust (MFT). She is also a Postgraduate Associate Dean at Health Education England (HEE), Director for Conduct and Progress at the University of Liverpool and is the Global Vice President for the Royal College of Physicians (RCP), London.
Graduated from the University of Manchester, United Kingdom (UK) with a MBChB (Honours) degree in 1996. Attained MRCP UK in 2000 and FRCP, London in 2011. Specialised in Nephrology and undertook a Wellcome Trust funded PhD research project exploring the Genetics of Lupus Nephritis (2003-2006) at the University of Manchester. Specialist training undertaken at Yorkshire Deanery and obtained Specialist Registration in Nephrology in 2007. Appointed as Consultant Nephrologist at Manchester University Hospitals Foundation Trust (MFT) in 2007. Regional Lead for vasculitis and lupus service in the North-West of England.
Developed an increasing interest in Medical Education during her consultant post. She has held various educational roles including Renal Training Programme Director, RCP Regional Advisor for training and Clinical Lead for Quality for the Joint Royal College of Physicians Training Board (JRCPTB). She is currently Postgraduate Associate Dean at HEE and Vice President, Global for the RCP, London. Awarded MSc in Medical Education with Distinction in 2014. Educational research interests include Assessment, Doctors in Difficulty, Feedback, Quality Assurance and Differential Attainment. Published work in Medical Education and presented at national and international conferences.
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Maximum workshop size 50
Workshop 1a (1115-1200)
How can we help test anxious students?
Facilitated by: Chris Huntley, and Isobel Jenkins University of Liverpool
Test anxiety is associated with reduced test and academic performance, and poorer student health. The aim of this workshop will be to discuss what test anxiety is, its impact, and how we can identify and help test anxious students.
Workshop 1b (1115-1200)
Procedural Ultrasound – Making the Leap From Postgraduate to Undergraduate
Facilitated by: Cliff Shelton and Tom Markey, Lancaster University
In this workshop, we will be using ultrasound machines and ‘phantom’ models to explore the potential role of procedural ultrasound in undergraduate skills training, including the limitations of its use and assessment of competency,
Workshop 1c (1115-1200)
Obstacles To Student Progression – How These Might Be Overcome?
Facilitated by: Rachelle Donn and Isobel Braidman, Manchester University
Individuals who struggle to progress through their medical studies also struggle post-graduation, and this has significant implications for patients. Various indices and measures of behaviours, for example attendance, wellbeing and summative or formative assessment data are factors that influence student progression. It is essential that a holistic approach is used when attempting to intervene to help to manage problems with poor progression.
Workshop 2a (1350-1435)
Assessment of diversity and diversity in assessment
Facilitated by: Anthony Baynham and Andrew Corley, University of Liverpool
It is now recognised that there is a need for both explicit teaching on diversity within the undergraduate medical curricula, as well as the need for the entire curricula to be representative of diversity within the population. In this workshop we will focus on how current student learning on diversity is assessed how it is ensured that assessments of representative of diversity. We will then consider possible alternative approaches and strategies for future assessment planning, both at a practical and a strategic level. We would also like to consider the question of if we can meaningfully assess diversity, and if we can what does this mean in clinical practice?
Workshop 2b (1350-1435)
Handover – Communication skills
Facilitated by: Catja Schmitgen, UCLAN
We looked at different options for designing a handover session for final year students to foster an understanding which care interfaces will be encountered in their first years of clinical practice, and why different formats and communication skills are required in these circumstances.
Workshop 2c (1350-1435)
Near Peer Foundation Teachers: Preparing the next generation
Facilitated by: Harish Thampy, Mini Singh and Paul Baker, Manchester University
This interactive workshop will allow participants to gain an understanding of the literature in relation to near-peer teaching in medical education and hear about a pilot project led by The University of Manchester in delivering a ‘teach the teacher’ course for Foundation doctors.
Workshop 3a (1500-1545)
Understanding preferences and differences, for self-improvement and team development
Facilitated by: Charlotte Moen, Edge Hill University
This interactive and practical workshop will help you to understand your personality type and your impact on others. Understanding personality preferences particularly helps the individual to understand differences for example why others struggle with the tasks that we find so simple, or why a concept makes complete sense to the rest of the group but not to us. Why some people become upset when meetings don’t start on time. Why some people are uncomfortable with silence and others are good listeners.
Workshop 3b (1500-1545)
Implementation of communication skills into the psychiatry undergraduate curriculum
Facilitated by: Declan Hyland, University of Liverpool
This workshop will provide a rationale for the need to provide teaching on communication skills to medical undergraduates to enable them to feel more confident and less intimidated by the prospect of stepping on to the psychiatric ward and embracing opportunities to take histories from patients without anxiety over maintaining their safety in such situations.
Workshop 3c (1500-1545)
Someone deleted the event! Online large-scale chronic disease IPE simulation: Lessons learned
Facilitated by: Helen Miles, Abhi Jones and Amy Parkes, UCLAN
This workshop focuses on our experiences of creating a large-scale online interprofessional education (IPE) simulation, to explore Frailty. We delivered patient information using Thinglink, an online interactive image software, in which data can be embedded and explored. This novel approach to online collaborative learning involves students of mixed disciplines working through a simulated patient scenario, to complete an assessment. Each small group of students then works as a multidisciplinary team (MDT), to determine a goal-oriented patient management plan. Careful thought was given to team reflexivity and the need for structuring pre-action, in-action and post-action opportunities to reflect and debrief.
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