ASM 2021 – Disrupted Medical Education – challenging the norms of medical education

ASM 2021 took place over 2 days – Thursday 8th and Friday 9th July 2021 on a virtual conference platform

Thursday 8th July 2021

Friday 9th July 2021

Plenary Sessions 

The teacher as the pinball wizard: high impact messages from education research with Prof Erik Driessen – Gold Medal Winner

Thursday 8th July – 1200-1245

Current health care education heavily relies on information transmission or content delivery to students. Yet educational research shows that delivery is only a minor part of learning. In this lecture, key areas of educational research are briefly reviewed. The pinball machine will be used as a metaphor to illustrate the directions education might take. In essence, it is about encouraging students to invest time in learning and use that time as effectively as possible. Assessment, goal-oriented learning and feedback are essential ingredients, and teachers are key figures.

Erik Driessen is Professor in the School of Health Profession Education at Maastricht University, the Netherlands. For the Journal Perspectives on Medical Education he is Editor in Chief. As a researcher, Dr. Driessen has developed a theoretical model for portfolio use, mentoring and a qualitative perspective on non-standardized assessment. Both the portfolio model and the perspective on assessment are highly influential on educational practice and on research. He has published > 100 peer-reviewed manuscripts and book chapters.  A part of his work is international: he mentors PHD students from diverse countries and he participates in a variety of international projects like consultancies and research projects in and outside of Europe. In 2016 he was appointed an Honorary Fellow of the Academy of Medical Educators in the United Kingdom. And since 2017 he is an Adjunct Professor of Medicine at the School of Medicine of the Uniformed Services, United States of America.

The continuing challenges for diversity and inclusion in medical education with Prof Nisha Dogra

Thursday 8th July – 1345-1430

Nisha will address the status of diversity education and some of the challenges in making and sustaining change. She will reflect on the reasons that change has been slow. She will consider how various international events over the last year increase the urgency to address diversity education in medical education. Nisha will also share her perspective on how some sociopolitical contexts complicate the situation and the leadership needed to navigate these challenges.

Nisha Dogra is Emeritus Professor of Psychiatry Education at the Greenwood Institute of Child Health, University of Leicester. She is an external lecturer on the MMedSci Medical Education Masters at the University of Nottingham. She was until her retirement working as a generic child and adolescent psychiatrist. Currently, her work in child mental health is focused on how young people see the relationship between mental health and social media. Throughout her career Nisha was been involved in the development and delivery of a wide variety of teaching and training events in undergraduate and postgraduate education, locally, nationally and internationally in both psychiatry and diversity.  Nisha has led innovations in how medical students can be taught diversity to ensure they deliver high quality care to a range of patients and understand how their own perspectives may influence the care they provide. This has extended to how educators ensure their practice is inclusive and the need for organisations to have transparent processes to implement equality, diversity and inclusion policies. She has advocated for faculty development and openness in discussing issues related to diversity. She was the Foundation Chair of Diversity in Medicine and Healthcare from 2014-2017 having informally chaired the network from 2011 and played a key role in its’ development. She has published widely including peer reviewed publications, edited and written books as well as contributing chapters to edited books related to psychiatry and education. She and a colleague wrote the chapter on diversity in Understanding Medical Education: Evidence, Theory and Practice edited by Swanwick, Forrest and O’Brien (2018). In 2011. Nisha was runner up for the Times Higher Education Award for Innovative Teacher of the Year. She was Associate Dean for Equality, Diversity and Inclusion for the Royal College of Psychiatrists from 2016-2019.

Communication in medical education with Dr Kishan Rees, Dr Bill Laughey, Dr Holly Vaughan, Rod Whiting, Farah Bouamra and Poppy Hadkinson

Thursday 8th July – 1630-1730

This panel discussion will consider communication in medical education, making information accessible and presenting a clear argument. The COVID-19 pandemic has been the catalyst for a situation where the generation of public content and interest around it has understandably been overwhelming. However a bit of a perfect storm has come into existence where in addition to their being an abundance of information from various sides of the debate there is also a significant portion of people across all sectors and professions who are unable to interpret scientific literature and all researching and our or unable to critically appraise things.

Dr Kishan Rees

Dr Kishan Rees is a Pharmaceutical Physician & Urgent Care Clinician consulting from The Hospital of St John & St Elizabeth in London, UK. Joining AstraZeneca in 2018, his interest in digital has shaped his work devising and delivering medical education resources and, seeking to transform clinical practice by putting science at the forefront of clinician’s minds, while also directly empowering patients with high quality education – such that they can engage as equals in consultation. Views he has championed as a health pundit for Sky News since 2016.

He has a love of cycling, sustaining a Traumatic Brain Injury along the way, and was diagnosed with dyslexia in 2017. When he is not falling off his bike he can be found at Watford FC.

Kishan’s primary medical qualification is from Leicester Medical School, holds a Master of Medical Sciences in Medical Education with Distinction, and an Executive Master of Business Administration with Merit – both from The University of Nottingham. As an honorary lecturer at Hull York Medical School he greatly enjoys training the next generation of tomorrow’s doctors. Where he is also reading for an MD researching ‘What is the impact of and interplay between social and mainstream media when it comes to global public health communication during a pandemic.’

Dr Bill Laughey

Bill Laughey – GP, Medical education and researcher HYMS, senior medical scientist, Reckitt

Bill is a GP and medical educator at HYMS. He also works as a senior medical scientist at Reckitt, researching pain. His medical education interests include PBL, PA education and Health Professions Education. He undertakes qualitative research in empathy and patient centred communication and is interested in how arts and humanities can be integrated into medical education.

Dr Holly Vaughan 

Holly Vaughan is a General practitioner, yet balances multiple roles; as a proud mum of two young children and running a small family business. The family, including Percy the pug, enjoy an active outdoor lifestyle.

Since qualifying as a GP in 2014, she has harnessed a passion for helping people make sustainable lifestyle changes. Holly firmly believes medicine is more than just treating the illness it is about communicating and connecting with the individual.

Her medical journey started at Leicester Medical School. She then went to the West Midlands for her specialist training (MRCGP). She has made her home at Weobley surgery, an outstanding practice which has allowed her to flourish. She has a diploma in family planning and sexual health and has additional roles in minor surgery and education; specialising in reproductive health and, training current and future clinicians.

Rod Whiting

Rod Whiting has more than thirty years experience within Broadcast and print media, having worked for ITN/IRN, Commercial and BBC local radio & regional Television, and the European Golf Tour.  Prior to that, Rod served in the military for fourteen years before spending several years in sales and marketing with blue chip companies including Barratt Homes and Halifax. Rod is a Masters graduate from the University of Lincoln where he lectured in Journalism for a number of years.  He now runs his own communications training company and presents a weekend breakfast show at the new national radio station: Boom Radio.

Farah Bouamra

Farah Bouamra is a qualified physician associate working in primary care.  After completing her BSc in biomedical science, she took several gap years before applying and completing her master’s in physician associate studies.

In her spare time, Farah runs a YouTube, Instagram and tiktok channel providing insight into her life as a student PA, registered PA and everything in between. She enjoys bingeing Netflix shows and kimchi.

Poppy Hadkinson

Poppy Hadkinson has been a severe asthma sufferer since the age of 11, and has had a great deal of experience as a patient within the healthcare system.

Today she is a TV Presenter, Certified Nutritional Therapist and advocate for asthma awareness. Poppy has previously spoken in Parliament to campaign for improvements in the patient journey and continues to work with AstraZeneca and AsthmaUK on numerous projects.

Outside of work, she is lover of music and is learning to play the saxophone, something she couldn’t have previously imagined possible with her health!

Trusting Judgements – a new approach to progression without a numeric scale with Prof Jacky Hayden, Prof Colin Melville and Dr Kim Walker

Friday 9th July – 1140-1240

The medical profession uses a competency-based model based on workplace assessments from a range of supervisors to decide whether a trainee is fit to progress to the next level of training or certified as fit for entry to the specialist or generalist register. Is it time to move away from a numeric approach and consider whether a qualitative approach based on the judgement of experienced professionals would offer a more sound alternative?

This interactive plenary, facilitated by three experienced educators, will explore how a framework of professional judgements and reflection might replace the current numeric assessment frameworks to determine progression in medical education.

Prof Jacky Hayden

Professor Jacky Hayden is the President of the Academy of Medical Educators and holds a number of non-executive roles including University Hospitals Plymouth and the Medical Practitioner Tribunal Service. She has a long standing career in medical education; she was the Postgraduate Medical Dean in the North West for 20 years and contributed to national policy in medical education through chairmanship and membership of national committees and working groups. Her clinical background is in general practice, and she served for many years on the RCGP Council. Her work was recognised by the award of the CBE in 2013.

Prof Colin Melville

Professor Colin Melville has a comprehensive background in medical education and senior NHS leadership including Clinical Director, Medical Director, Director of Medical Education and Foundation School Director.  He went on to senior academic leadership positions at HYMS, Warwick and Lancaster medical schools before joining the GMC as Medical Director and Director of Education and Standards.

His contributions have been recognised by Honorary Fellowship of the Academy of Medical Educators, and Honorary Professor of Medical Education at the University of Manchester.

He is currently leading reforms to support more agile and less bureaucratic training for the medical workforce.

Dr Kim Walker

Dr Kim Walker is the Director of Publications for the Association for the Study of Medical Education (ASME) and Senior Lecturer at the Centre for Health Education Research and Innovation (CHERI) at the University of Aberdeen. She has been involved in research for over 30 years, with significant experience in qualitative and quantitative data.  Her research portfolio includes selection and assessment, career destinations/choices, impact of generational issues, faculty development and doctor’s wellbeing.  Prior to this, Kim was Education Director at NHS Education for Scotland and Special Advisor (Recruitment) for United Kingdom Foundation Programme Office (UKFPO)

Widening participation – much more than “just” widening selection with Prof Julia Blitz 

Friday 9th July – 1340-1425

Julia will consider issues pertaining to selection for access and redress, as well as the implications that widened participation holds for undergraduate medical programmes, based on her work at Stellenbosch University in South Africa

Julia Blitz graduated with a BSc and then an MBBCh from the University of the Witwatersrand, Johannesburg, South Africa. After completing internship, she simultaneously began vocational training and a Masters degree in Family Medicine. This included a period working in a rural hospital. She subsequently became a “small town GP”, before moving into full-time academia while practicing at an urban district hospital. More recently, she spent time in Malaysia at an academic department of General Practice. She has served on the Council of the College of Family Physicians of South Africa and has been faculty on the Southern African FAIMER Regional Institute. She collaborated with UK GPs in providing Training the Trainers course across Southern Africa and in 2018 was awarded an Honorary FRCGP in recognition of contributions to education and training in Family Medicine.

Her move into academia resulted in the desire to explore medical education further; beginning with a Postgraduate Certificate in Higher Education and recently completing a PhD in Health Professions Education. Her research interests are in faculty development (particularly of clinical trainers) and selection into medical school; her teaching interest is assessment; she enjoys working with Masters in Health Professions Education students, particularly with their research assignments.

She has been participating in the International Network for Research in Selection into Healthcare (InReSH) and has regularly presented at AMEE conferences. She is currently the Vice-Dean: Learning and Teaching at Stellenbosch University, Faculty of Medicine and Health Sciences.

Writing for Publication session with The Clinical Teacher & Medical Education Journal Editors with Dr Aileen Barrett and Dr Kevin Eva

Friday 9th July – 1625-1725

Writing for publication in health professions education is an important skill, essential in developing an evidence base of practice, for broad dissemination of findings and raising the quality of healthcare education. Peer-review is a defining component of scholarly practice and proof of writing success is often a requirement for promotion when applying for funding and providing evidence of professional impact. However, for both novice and experts alike, writing for publication can be a challenging experience as competition for publication is fierce and the standards in the field continue to rise.

In this workshop journal editors share their knowledge of the field of publishing and tricks of the trade for maximizing the likelihood of publication success. They will aim to provide a glimpse of what goes on ‘behind the scenes’ of the publication process in an effort to unravel some of the mysteries of peer review and increase understanding of what it takes to publish in health professional education journals specifically relative to the broader scientific literature.

Dr Aileen Barrett 

Originally a physiotherapist, Aileen completed her PhD in medical education at University College Cork and has a special interest in feedback, workplace-based assessment, faculty development and clinical teaching in health professions. As an education specialist at the Royal College of Physicians of Ireland, she was responsible for the development and review of postgraduate training programme curricula and the design of continuing education programmes and workshops. In 2019 Aileen led the development of Entrustable Professional Activities (EPAs) for GP training in Ireland and the design of workplace-based assessment tools to support GP trainee learning. As a member of EXQUISITE, the European Center of Excellence in Qualitative Inquiry and Study in Training and Education (for health), Aileen has published a number of papers on qualitative research methods and is a research supervisor on the Masters of Health Sciences (Clinical Education) at NUI Galway. She was appointed as Editor-in-Chief of The Clinical Teacher in December 2020.

Dr Kevin Eva

Dr. Kevin Eva is Associate Director and Senior Scientist in the Centre for Health Education Scholarship, and Professor and Director of Educational Research and Scholarship in the Department of Medicine, at the University of British Columbia.  He completed his PhD in Cognitive Psychology (McMaster University) in 2001 and became Editor-in-Chief for the journal Medical Education in 2008.

Dr. Eva maintains a number of international appointments including Honorary Skou Professor at Aarhus University (Denmark), Honorary Professorial Fellow at the University of Melbourne (Australia), and visiting professor at the University of Bern (Switzerland).  He has consulted broadly around the globe including advisory roles for the National Board of Medical Examiners (US) and National Health Services Education (Scotland).  He co-founded the Maastricht-Canada Masters of Health Professional Education program and works extensively with the Medical Council of Canada and the College of Physicians and Surgeons of British Columbia.

Dr. Eva’s current research interests are broadly defined within the context of research into educational practices within the health professions. They include research into (1) The value and limits of subjectivity as a means of assessing performance, (2) The promotion and assessment of non-academic characteristics in professional practice, (3) The context specific nature of performance, (4) The conceptualization, nature, and use of self-assessment, (5) The psychological processes that impact upon one’s responsiveness to feedback, and (6) The nature of clinical expertise.

Awards for this work include an Honorary Fellowship from the Academy of Medical Educators (UK), MILES Award for Mentoring, Innovation, and Leadership in Education Scholarship (Singapore), the President’s Award for Exemplary National Leadership from the Association of Faculties of Medicine in Canada, the Outstanding Achievement Award from the Medical Council of Canada, the Ian Hart Award for Distinguished Contribution to Medical Education (Canada), and the John P. Hubbard award from the National Board of Medical Examiners (USA).

Education Research Committee (ERC)

ERC surgery: Support for budding researchers

Thursday 8th July – 1000-1045

with Alison Ledger and Frederick Speyer (ERC committee members)

Looking for some help, a place to discuss issues or get inspiration for a clinical education research project?

Experienced members of ASME’s Education Research Committee (ERC) are offering this surgery to provide support for new clinical education researchers, or those planning to try new directions or methods. You can bring specific questions or issues about your (intended) project to the session and discuss these with researchers and peers who have experience in different fields of educational research.  Only the main room will be recorded, break out rooms will not be recorded to allow for open discussion.

JASME

Bridging the Gap: Avoiding a Disrupted MedEd

Thursday 8th July – 1000-1045

with Ryan Devlin (JASME Co-Chair) & Abbie Tutt (JASME committee member)

The transition from the final year of medical school to becoming a doctor can be abrupt and stressful. Doctors can feel unprepared, lacking clinical skills and confidence. This session aims to facilitate discussion on how to best support students in becoming a doctor, tackle key issues, as well as identify how students can continue to be educators as they become FYs. The session is aimed at students, FYs, and educators involved in undergraduate and postgraduate teaching.

ASME Special Interest Group Sessions

Thursday 8th July – 1545-1630

1. Mental Wellbeing during the pandemic, a structured discussion  

MEDISS with Pam Hagan & Shirley Rigby (MEDISS Co-chairs), Beth Hill (University of Nottingham) and Pip Fisher (University of Manchester) 

The Covid Pandemic has disrupted the usual processes of supporting students and trainees. The physical separation of lockdown, together with the changes to teaching have meant that tutors have no longer been able to meet their students face to face. Virtual meetings have resulted in a different style of student support. Supporting students with virtual assessments has also been essential.

Some students and tutors report they have benefitted from the new ways of working. Many have found it to be less personal. This session will explore the benefits and disadvantages of support in a virtual world.

2. Setting the Agenda – this workshop has been cancelled due to illness, we’re sorry for any inconvenience caused

MEG with Sonia Bussey (MEG Chair) 

This session will offer an opportunity for attendees to contribute to setting priorities and creating an action plan for MEG.  It will also provide a forum for sharing ideas, networking, and becoming more involved with this new special interest group.

Prior to the session, we would welcome the perspectives of all attendees to the ASM.  Please consider completing our questionnaire at: https://forms.office.com/r/NMRG3pFjVM

3. Mindfulness Workshop

MiME with Michael Atkinson (MiME Chair) and Vidarshi Karunaratne (MiME Committee Member)

In this session you will get the opportunity to practice mindfulness meditation; a well-evidenced practice for reducing stress, improving focus and enhancing resilience and well-being.  The session will be experiential but will also involve some time for reflection and questions, as well as some discussion of the relevance and application of mindfulness within medical education and health-care more generally. The session is open to everyone with or without prior experience of mindfulness meditation.

4. Disrupted medical education: moving PG Clinical Education programmes online during the pandemic

PGTP with Maureen Brennan, Bee Macpherson (University of Leeds) and Ana Da Silva (Swansea University)

PG students have unique needs, we will discuss moving established PG Clinical Educations programmes online whilst continuing to foster academic communities and social and collaborative learning. We will share our experiences of the challenges, affordances and lessons learnt.

5. Dealing with disruption: surviving and innovating educational assessment during a pandemic

Psychometrics with Richard Fuller (SIG Co-Chair), John Cookson (SIG Co-Chair), Gerry Gormley (Queen’s University Belfast) and Phillip Gichuru (Aston University)

The previous 14 months have significantly challenged why, when and how we deliver assessment within health professions education. Many of the responses to these challenges pose an opportunity to reflect on a ‘stop, change, continue’ approach to our practices.

This session is designed to run an ‘assessment clinic’ with members of ASME’s Psychometric Special Interest Group. This provides an opportunity to bring your questions and queries, exchange and explore your recent practice and think about opportunities for research and wider dissemination. Delegates are also very welcome to ‘learn through lurking’!

6. Rethinking Methodologies

RMG with Anne-Marie Reid (RMG Chair), Eva Hennel, Michal Tombs & Lisi Gordon (RMG panel members)

This interactive session will allow discussion of how participants have experienced the challenges and opportunities of rethinking methodological approaches in response to the global pandemic. Examples will be used as a stimulus to the discussions including:

• Ethical considerations
• Data collection through remote processes in comparison to face-to-face methods
• New and emerging qualitative approaches to research

7. Socialisation and Engagement in Online Spaces

TEL with Clare Thomson (Ulster University) & Tim Vincent (TEL Committee Member) 

In online live (synchronous), teaching sessions, the aspect of socialisation and engagement can sometimes get lost in the practical focus of day to day teaching. However, dedicating time to community building can pay dividends to ensure equitable, inclusive and engaged teaching sessions.

This workshop will outline and demonstrate a range of exemplars, such as icebreakers, polling, hands on activities and group work. All activities discussed can be used equally effectively in traditional settings as well as online.

Educator Development Committee (EDC) – “What’s here to stay and what should go away? Learning from teaching in a pandemic” A room 101 panel discussion about teaching post pandemic

Friday 9th July – 0950-1035

with Catherine Bennett (EDC Deputy Chair), Simon Gay (EDC Chair) and Asha Venkatash (EDC Committee Member)

Altered curricula, disrupted educational delivery, and remote teaching and learning have all been forced by circumstances on us all in the last 18 months.

The new ways of working have brought both previously unforeseen benefits and new and difficult challenges.

In true room 101 fashion, and with inclusion of questions from the delegates in the audience, this panel discussion will explore which aspects of the new educational realities it might be good to keep and which it might be good to throw away.

TASME – Teaching Innovation and Excellence Prize Showcase 

Friday 9th July – 0950-1035

In this session the three highest scoring submissions to the 2021 TASME Teaching Innovation and Excellence Prize will present and a panel of judges will select the winner.

Finalists:

Dale Kirkwood, Emergency Medicine Trainees’ Association: Filling the Void: Conferencing & Lock-down

Yan Ning Neo, Moorfields Eye Hospital NHS Foundation Trust, London: “Stay Home and Simulate”- A novel home-based ophthalmic microsurgical simulation course

Christopher Smith, North West School of Intensive Care Medicine: The creation and evaluation of an innovative assessment strategy for a new curriculum in Intensive Care Medicine

IAMSE – Adapting Health Education to the Changing Times

Friday 9th July – 1540-1625

with Peter de Jong (Leiden University Medical Center, Leiden, The Netherlands) and Neil Osheroff (Vanderbilt University School of Medicine, Nashville, Tennessee, USA & IAMSE President) 

Health sciences education is always in motion as educators continuously apply best practices and innovative educational strategies and technologies to their teaching. Some of these innovative approaches to curriculum delivery appear to be a fluid and natural transition from one model to another, while other developments are perceived as being much more abrupt and disruptive. This breakout session will highlight two adaptations in health education and will discuss with the audience their impact on teaching and learning.

AoME – So you want to develop a career as a ‘good’ medical educator?

Friday 9th July – 1540-1625

with Jamie Read, Jamie Fisher, Lisa-Jayne Edwards and Ben Walters (AoME Developing Medical Education Group)

Whether you’re just getting started in med ed and want to get more involved or you’re established in your practice and wanting to embed medical education into your job plan, gaining formal recognition through adherence to Professional Standards, and linking with like-minded professionals can help you to find your way. This session will outline the benefits of recognition and resources available from the Academy of Medical Educators (AoME) before dividing into smaller groups based on level of experience to discuss how you can approach these next steps.

NACT – Leading education through and beyond the pandemic: troubleshooting, tips and planning ahead

Friday 9th July – 1540-1625

with Jo Szram (NACT Chair)

The COVID-19 pandemic has hugely challenged the norms of education delivery. Educational leadership offers both distinct challenges and unique rewards to healthcare professionals. Leadership theory is useful as a background to underpin personal and organisational development. The reality of translating this to good practice in education can be difficult, and influenced by cultural, organisational and external factors that aren’t in the educational leaders’ locus of control.

This workshop will use case-based group discussion to allow participants to consider their own practice, sharing tips and issues with others in similar roles, facilitated by experienced educational leaders.

Writing for publication

Friday 9th July – 1625-1725

with Dr Aileen Barrett (The Clinical Teacher Journal Editor) and Dr Kevin Eva (Medical Education Journal Editor) 

Writing for publication in health professions education is an important skill, essential in developing an evidence base of practice, for broad dissemination of findings and raising the quality of healthcare education. Peer-review is a defining component of scholarly practice and proof of writing success is often a requirement for promotion when applying for funding and providing evidence of professional impact. However, for both novice and experts alike, writing for publication can be a challenging experience as competition for publication is fierce and the standards in the field continue to rise.

In this workshop journal editors share their knowledge of the field of publishing and tricks of the trade for maximizing the likelihood of publication success. They will aim to provide a glimpse of what goes on ‘behind the scenes’ of the publication process in an effort to unravel some of the mysteries of peer review and increase understanding of what it takes to publish in health professional education journals specifically relative to the broader scientific literature.

ASME ERC Research Paper Award Finalists Session

Friday 9th July – 1625-1725

Finalists:

Megan Brown, Hull York Medical School: How do Longitudinal Integrated Clerkships work, and why should we care? : An international, qualitative analysis of identity performances within Longitudinal Integrated Clerkships

Matt Byrne, University of Oxford: Examining Medical Student Volunteering During COVID-19 As A Prosocial Behaviour

George Choa, UCL: Understanding impacts of accreditation on medical teachers and students: A systematic review and meta-ethnography

Please click below to access the ASM 2021 Conference Booklet and Abstracts book.

• ASM 2021 Conference booklet
• ASM 2021 Abstracts Book