Inspire... and be inspired!

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1 2015 AN INTERNATIONAL ASSOCIATION FOR MEDICAL EDUCATION Scottish Exhibition and Conference Centre Glasgow, Scotland, United Kingdom 4-9 September SDMEG Scottish Deans Medical Education Group Royal College of General Practitioners Scotland West SCSN Scottish Clinical Skills Network Medical and Dental Defence Union of Scotland Inspire... and be inspired! Cover photo is an original stained glass in the style of Charles Rennie Mackintosh done by Carol Arnold

2 Why you should attend 2015 The Conference is widely recognized as the key annual medical and healthcare professions education venue, regularly attended by 3,500 participants from around the globe. Join in stimulating, thought-provoking, interactive sessions: Plenaries, symposia, short communications, preconference and conference workshops, posters and eposters, Fringe sessions, meet the expert and so much more Choose content of particular relevance to your needs: Undergraduate, postgraduate and continuing education are well-represented in the exciting programme, with sessions for teachers, researchers, deans, course directors, administrators and of course students, not only in medicine but in all the healthcare professions Sign up for one or more of the 45 practical preconference workshops: Get hands-on experience from experts on a wide range of topics Join in visits to nearby centres of excellence: See state-of-the-art simulation centres in Glasgow or Dundee, virtual microscopy in action, or the Small Animal Hospital at Glasgow Veterinary School Participate in the /Royal College of Physicians and Surgeons of Glasgow Assessment Day: Hear presentations from leaders in assessment and take part in discussions Take one of the Essential Skills in Medical Education (ESME) courses for teachers: Choose from the general ESME course, the Research ESME, the ESME Assessment or the ESME CPD Courses. There are also Advanced Research Courses, Masterclasses in Essential Skills in Computer-Enhanced Learning, Simulation-based Healthcare, and Demystifying simulation design, and ASME Leadership courses Network with leaders in medical and healthcare professions education: Hear what the experts have to say on topical issues Meet others who may be struggling with the same issues as you: Share problems and potential solutions, swap contact details, and start mutually beneficial collaborations Participate as you wish: Just listen to what others have to say, express your views in discussions, or share your own work with others by submitting an abstract There s so much to choose from! We hope you enjoy browsing through this Provisional Programme and that we will see you in Glasgow for Executive Committee and Management Staff President: Professor Trudie Roberts, Leeds, UK; General Secretary/ Treasurer: Professor Ronald Harden, Dundee, UK. Committee Members: Professor Deborah Murdoch Eaton, Sheffield, UK; Dr Janusz Janczukowicz, Lodz, Poland; A/Prof Gary Rogers, Gold Coast, Australia; Dr Steven Durning, Bethesda, USA; Professor Olle ten Cate, Utrecht, The Netherlands; Professor Peter Dieter, Dresden, Germany; Coopted member: Professor Davinder Sandhu, Bristol, UK. Ex officio Members: Past-President: Professor Madalena Patrício, Lisbon, Portugal; President of WFME: Professor Stefan Lindgren, World Federation for Medical Education, Copenhagen, Denmark. Student Representatives: Ms Stijntje Dijk (IFMSA Representative); Ms Kristina Filipova (EMSA Representative). Junior Doctor Representative: Dr Rille Pihlak Staff: Mrs Pat Lilley (Operations Director); Mrs Tracey Thomson (Administration Executive); Professor Trevor Gibbs (Development Officer); Dr John Dent (International Liaison Officer) Local Organising Committee University of Glasgow: Matthew Walters, Joanne Burke, Jill Morrison, Susan Jamieson, Carol Ditchfield, Brian Stewart, John Paul Leach, William Dunn, Jim Anderson, Hazel Scott, Jennifer Hammond, Vince Bissell, Viv Binnie, Ann Marie Rice, Lindsey Pope, Aileen Linn, Helen Lloyd. : Ronald Harden, Pat Lilley, Tracey Thomson 2

3 General information Glasgow is Scotland s largest city and is renowned for its culture, style and the friendliness of its people. Glasgow is the gateway to the Trossachs, the beautiful West Coast and the Highlands of Scotland. The city offers a blend of internationally-acclaimed museums and galleries, stunning architecture, vibrant nightlife, fantastic shopping and a diverse array of restaurants and bars. Glasgow was crowned European City of Culture in 1990 and awarded the UK s City of Architecture and Design in The city centre has many impressive Victorian structures and several unique masterpieces of one of the city s most celebrated sons, the legendary architect and designer Charles Rennie Mackintosh. One of his trademark stained glass designs is featured at the bottom of each page (RDW Glass and the front cover image is in the style of Rennie Macintosh. Useful advance information Getting to Glasgow: Glasgow is served by three international airports with direct flights from over 150 destinations: Glasgow International (15 mins from City); Glasgow Prestwick (45 mins direct train link to city); Edinburgh Airport (55 mins using the new direct bus link to the city). Further details: hotels-tours/travel. Entry to Glasgow and Travel Visas: Please check with the British Embassy or Consulate in your country to find out whether you need a visa, and if so, the documentation that must be supplied. You can apply for a Business Visitor visa if you re from outside the European Economic Area (EEA) and Switzerland. For more information visit: business-visitor-visa. If you need to supply a letter of invitation to support your application please contact amee@worldspan.co.uk a minimum of 2 weeks before submitting your application. Before a letter can be issued you should formally register for the conference. Pre-Conference Programme Assessment Symposium in conjunction with Royal College of Physicians and Surgeons of Glasgow (RCPSG): Friday 4 September: The Assessment of Clinical Competence: Practical Applications from Undergraduate Education to Continuing Professional Development - A joint /RCPSG symposium in collaboration with 2015 (page 5). elearning Symposium: Saturday 5 and Sunday 6 September: Shaping the future of Technology-Enhanced Learning (page 6). Pre-Conference Workshops: Saturday 5 and Sunday 6 September: A selection of 45 half-day and full-day workshops on a range of practical topics offered by experts in the area. Off-site visits to Centres of note in both Glasgow and Dundee are included (pages 10-19). ESME Courses, accredited by : Essential Skills in Medical Education (ESME): An introduction to the basic competencies required of the medical and healthcare professions teacher (page 7). Essential Skills in Medical Education Assessment (ESMEA): An introduction to fundamental principles of assessment (page 7). Research Essential Skills in Medical Education (RESME): An introduction to the essential principles and methods of conducting research in medical education (page 7). Currency: British Pound, GBP,, Sterling. Credit cards are widely accepted and Automated Teller Machines (ATMs) or cash machines can be found throughout the city. For current exchange rates visit: www. xe.com Weather: September is one of the best months to visit Scotland, with about 14 hours of daylight. The weather can be somewhat unpredictable, so remember to pack a jacket and umbrella just in case. For an up-to-date weather forecast, please visit: weather/ About the conference Conference Venues: 2015 will take place at the Scottish Exhibition and Conference Centre (SECC) and the adjoining Crowne Plaza Hotel, with wonderful views of the River Clyde. The SECC is centrally located in Glasgow with 4 hotels conveniently located on-site. The venue is within walking distance of the city s principal hotel district and the city centre and SECC is only two stops (3 minute journey) from Glasgow Central Station. A local travel ticket will be provided for those registered for the main conference. Language: All conference sessions will be conducted in English. CME Accreditation: Credits are being requested from the UK Royal Colleges for full attendance at the main conference (7-9 September). Children: Registered participants may take children into all conference sessions except workshops if it is not possible to make alternative arrangements for their care. Children must be accompanied at all times, and participants are kindly asked to take them out of sessions if they become disruptive. A restaurant is available for purchase of lunches and refreshments in the public area of SECC for friends and family of conference participants. Insurance: It is strongly recommended that you take out insurance to cover any potential loss of registration fees, travel and accommodation costs that might result from any medical condition or accident that may preclude your attendance at the conference, or cause you to seek medical advice during your stay in the UK. Essential Skills in Continuing Education Professional Development (ESCEPD): Designing, implementing and evaluating a CEPD innovation (page 7). Research Advanced Skills in Medical Education (RASME): Three one day courses offered on Sunday 6 September: experimental research; epidemiological research; qualitative research (page 8). Masterclasses: Masterclasses in Computer Enhanced Learning, Simulation (page 8) and Communication Matters: demystifying simulation design, debriefing and facilitation practice (page 9). Fundamentals of Leadership and Management in Education (FLAME) Course: accredited by the Association for the Study of Medical Education (ASME): An introduction to key aspects of leadership and management for healthcare educators (page 9). CALM Course: accredited by the Association for the Study of Medical Education (ASME): A follow-up to FLAME for healthcare educators who wish to develop a deeper understanding of leadership and management theory (page 9). Global Alliance for Medical Education (GAME): Pre-conference workshops and a one-day pre-conference meeting to enhance the profile of continuing professional development in the programme (page 5). 3

4 Main Conference Programme Plenaries: Four plenary sessions, with stimulating and challenging presentations. The first plenary will be held at 1730 hrs on Sunday 6 September, the second at 0830 hrs on Monday 7 September, the third at 0830 hrs on Tuesday 8 September and the final plenary at 1030 hrs on Wednesday 9 September. Symposia: Short presentations by panellists on issues that are topical, and may be controversial, to stimulate debate and discussion with the audience. Some symposia will be held in round table format to promote discussion. Short communications: Themed sessions selected from submitted abstracts (see page 28 for information on submitting abstracts). Research papers: Presentations of a single original research study selected from submitted abstracts. Some research papers will be presented in a flipped classroom mode (page 28). PhD Reports: Presentations based on the participant s PhD thesis/ dissertation that has been completed a maximum of two years before the submission deadline. The Conference allows PhD candidates to showcase their PhD thesis and demonstrate how their work can contribute to new knowledge and understanding of health professions education. Presentations are selected from submitted abstracts (page 28). Presentation with Poster/Presentation with Electronic Poster: Presented in themed sessions, posters are selected from submitted abstracts. Those selected to be presented as paper posters and those as electronic posters will be decided by the Selection Committee (page 28). Presentation with Poster/Exhibit - Curriculum Innovations: In addition to being presented in a themed poster session, submitters of abstracts selected in the Curriculum Innovations category will be provided with a poster board and table in the exhibition on one day of the conference. They can then demonstrate their innovation at coffee and lunchtime. Fringe sessions: And now for something completely different... the Fringe provides presenters and the audience with an opportunity to step outside the mainstream conference and experience provocative and idiosyncratic performances on issues in healthcare professions education. Presentations are selected from submitted abstracts (page 28). Workshops: A range of practical, hands-on sessions, some aimed at beginner/intermediate level, and others more advanced (page 28). Meet the Experts: An opportunity to talk with one of our plenary presenters and to ask questions on a one-to-one basis or in a small group. A list of experts and times will be included in the final programme. Orientation session: If you are new to Conferences, this session on Sunday 6 September from hrs will give you a few hints as to how to make the most of your conference experience, and also offers the opportunity to meet the Executive Committee at the reception that follows. Private meetings: If your group would like to request a room to meet privately, opportunities exist on Monday or Tuesday. Room allocations are on a first come-first served basis. A meeting request form is available from the website conferences/amee-2015 Exhibition: Both academic institutions and commercial organisations have the opportunity to present their products and services to a worldwide audience. For more information please see the Exhibitor Prospectus on the website ( Conferences/-2015/Exhibition), or contact exhibitions@ worldspan.co.uk Outline programme FRIDAY 4 th SATURDAY 5 th SUNDAY 6 th MONDAY 7 th TUESDAY 8 th WEDNESDAY 9 th Morning Assessment Symp elearning Symp Hackathon ESME Course ESMEA Course ESCEPD Course ESCEL Course RESME Course FLAME Course Pre-Conference Workshops Masterclass elearning Symp Hackathon ESME Course ESMEA Course RASME Courses CALM Course Pre-Conference Workshops Masterclass GAME Meeting Plenary 2 Symposia Short Communications Research Papers Posters/ePosters Workshops Exhibition Open Plenary 3 Symposia Short Communications Research Papers Posters/ePosters Workshops Exhibition Open Symposia Short Communications Research Papers Posters/ePosters Workshops Plenary 4 Exhibition Open Close of Conference 1300hrs Lunch ESME Course RESME Course FLAME Course CALM Course Exhibition Open AGM ESME Course RESME Course FLAME Course CALM Course Exhibition Open ESME Course Afternoon Assessment Symp elearning Symp Hackathon ESME Course ESMEA Course ESCEPD Course RESME Course FLAME Course Pre-Conference Workshops Masterclass elearning Symp Hackathon ESME Course ESCEL Course RASME Courses CALM Course Pre-Conference Workshops Masterclass GAME Meeting Orientation Symposia Short Communications Research Papers Posters/ePosters Workshops Fringe PhD Reports Exhibition Open Symposia Short Communications Research Papers Posters/ePosters Workshops Fringe PhD Reports ESMEA Course RESME Course ESCEPD Course AMSE Meeting Exhibition Open Evening Assessment Symp Reception elearning Symposium Reception Plenary 1 Opening Ceremony Reception Exhibition Open Private Meetings Gala Evening at Merchant Square Private Meetings 4

5 Friday 4 September Friday 4 September /RCPSG Symposium The Assessment of Clinical Competence: Practical Applications from Undergraduate Education to Continuing Professional Development A joint /Royal College of Physicians and Surgeons of Glasgow (RCPSG) Symposium in collaboration with 2015 This symposium will focus on the assessment of clinical competence an issue fundamental to the practice of all medical educators in all healthcare professions. Delegates will have the opportunity to hear from, question and network with the world s leading experts on current issues in the assessment of clinical competence who are present in Glasgow for At all times the focus of this symposium will be on the practical application of the concepts discussed. The event includes an evening reception hosted by RCPSG where you have the opportunity to meet with famous figures (portrayed by actors!) from the field of medicine such as Joseph Lister, the father of modern surgery, and Maister Peter Lowe, College Founder. Why attend? The assessment of competence is of fundamental importance to all involved in medical education from those assessing students, trainees and colleagues in practice, to undergraduate and postgraduate deans and licensing bodies. Glasgow has the honour of hosting 2015 and as such we are in the fortunate position to have several of the world s leading experts in the assessment of clinical competence present in the city together. This unique opportunity will allow delegates to deepen their understanding of the assessment of clinical competence principles and practice using the expertise of our eminent faculty. Who should attend? All medical healthcare professionals involved in assessment of students, postgraduate trainees and practitioners; non-medically qualified educators involved or interested in assessment; healthcare professions students interested in medical education assessment. Confirmed speakers (Other speakers will be added, please see for updates) Katherine Boursicot (Nanyang Technological University, Singapore) Richard Fuller (University of Leeds, UK) Ronald Harden (Dundee, UK) Trudie Roberts (University of Leeds, UK) Cees van der Vleuten (Maastricht University, Netherlands) How to register Register to attend online at This is a stand-alone event and it is not necessary to register for Registration fees Symposium alone: 180 ( 200 from 16 May) If also registering for 2015: 170 ( 190 from 16 May) Registration includes coffee, lunch and evening reception with supper and entertainment. Saturday 5 September to Sunday 6 September GAME sessions are open to all participants. Register for GAME full day meeting (Sunday) as a standalone event or in addition to the main 2015 Conference and receive a discount on GAME attendance. Saturday 5 September Pre-conference workshops (Optional extra, 65) PCW 11: Informatics: The new competency for healthcare students, residents and clinicians PCW 12: Planning and achieving desired inter-professional education outcomes with active learning modules PCW 13: Achieving Higher Level Outcomes: Supporting the development of the skills of a Master Adaptive Learner PCW 14: Point-of-care learning: Integrating an app into your curriculum for healthcare professionals Sunday 6 September 5 Special Interest Groups breakfast discussions ( ) GAME Full Day Meeting ( ) Programme and topics to be announced Tuesday 8 September Symposium - Faculty Interprofessional Education: Creating Alignment across the learning and clinical environments In-Conference Workshops Outcomes-based education and training: Essential considerations for CPD Professionals Evaluating the Quality and Value of a Complex Educational Intervention in a Complex Clinical Environment: Impacts of a Morbidity, Mortality and Improvement Conference How to register Register to attend online at This is a stand-alone even and it is not necessary to register for Registration fees Pre-Conference Workshops: 65 each (in addition to GAME Meeting registration or main conference registration) GAME Meeting Sunday 6 Sept only: 180 ( 200 from 16 May) GAME Meeting Sunday 6 Sept if also attending 2015: 160 ( 180 from 16 May) 5

6 e-learning Symposium 5-6 September Shaping the future of technology-enhanced learning An exciting opportunity to take part in a two-day Symposium to challenge current thinking and to consider the future of technology in learning Organised by elearning Committee: Peter GM de Jong (chair) (Netherlands), David A Cook (USA), Poh Sun Goh (Singapore), Kati Hakkarainen (Finland), John E Sandars (UK), Natalie Lafferty (UK), Rakesh Patel (UK), Moira Maley (Australia), Ken Masters (Oman) s include plenaries, panel discussions, workshops, oral presentations, PechaKucha sessions, electronic posters and a show and tell session. A Hackathon will run in parallel with the event. Programme Saturday Plenary 1 The impact of emerging technologies on educating the future healthcare professional In this first plenary session, our focus as medical educators is considered alongside the impact of emerging technologies in educating the reflective practitioner of the future. How will the role of the educator and the student change? Will the same pedagogies be better served by technology? What will the landscape of technology and learning look like in the health professions? Sunday Plenary 2 The MOOC Ecosystem Stephen Downes (Program leader for the National Research Council of Canada s Learning and Performance Support Systems research program, Canada) The initial rush to create and join massive open online courses (MOOCs) has faded a bit and now many providers offer courses, videos and other learning resources. So what now? The next iteration of MOOC technology will be to develop an ecosystem of learning technology and services to enhance the student experience and help them gain the most out of these courses. For example, people want to be able to earn credit for their MOOC experience and amass course credits to obtain degrees or certification. Additionally, third party applications such as social networks and discussion boards want to be able to support interactivity outside the MOOC environment, for example, in a social network or in local community Meetups. What will this new MOOC ecosystem look like, how will it operate and how will it be designed? In this presentation Stephen Downes will draw on his experience building MOOC-based networks to offer suggestions for current applications and predictions about the sort of network we will see in the future. Closing Debate Is the emperor wearing clothes? A debate on hype vs reality in e-learning Natalie Lafferty (University of Dundee, UK) and David A Cook (Mayo Clinic College of Medicine, USA) The promise that online learning could revolutionise education has captured many educators attention. Is this truly the future of education, or simply an unclothed emperor parading through town? In this session, two experienced online educators will debate the value of educational technologies. As they contrast hype vs reality they will consider questions such as: How well do these technologies measure up to expectations? How expensive are they, and are they worth the added cost? Will these new technologies turn out to be a disruptive innovation with lasting benefits, or a flash in the pan? You ll have to attend to find out the answers! How to contribute to the programme Submit an abstract on a topic related to the use of technology enhanced learning in one of the following formats: Short communication: 10 minute presentation followed by 5 minutes for questions and discussion; PechaKucha 20 x 20: 20 slides which advance automatically after 20 seconds ( Three minutes is allocated after the slides have finished for discussion; eposters: Two minutes to convey the key messages of your poster on an interactive board, followed by three minutes for discussion. No need to bring a paper poster with you! Abstracts should be submitted through the online abstract submission process by 15 February If a short communication or eposter submission cannot be fitted into the elearning Symposium programme, you have the option to ask for it to be considered in the main Conference abstract submission. Show and tell: The conference offers a unique one hour-long open session for all participants to showcase their own technology projects and developments to others. Just bring your own device and show and tell colleagues who are interested in your work! Power outlets and wireless internet will be available. Those interested in demonstrating their projects are asked to submit the title of the application and the name of the presenter to amee@dundee.ac.uk by 31 May so that it can be listed in the programme. ELS! If you are unable to attend the Symposium, you have the opportunity to sign up for ELS! You can or tweet your questions and comments and to take part in the MedEdWorld forums. You have the option of watching alone or as part of a group, either live or at a later date. Recordings are available for a minimum of one year after the event. Hackathon: A medical education hackathon will be run in parallel with the elearning Symposium. The hackathon provides an exciting opportunity to bring together medical educators and developers in computing to problem solve and take forward innovative ideas to enhance medical education. The hackathon is open to educators, students, developers and designers. If you have an idea to improve any aspect of medical education come along and team up with others to take your idea forward. This event is also open to virtual participation. Places for this event are strictly limited. Registration will open in March through the website For further information contact amee@dundee.ac.uk. Registration Symposium participants will receive a discount on attendance at elearning Symposium only 250 ( 300 from 16 May) If also registering for ( 275 from 16 May) Students and special rate countries (see page 30) 195 ( 225 from 16 May) streaming of elearning Symposium: 50 (for one login) Register for elearning Symposium at ehome/ Register for the Hackathon at hackathon. Register for ELS! at and not on the main Conference registration website. For more information visit elearning-symposium. 6

7 professions, for those new to teaching and also for teachers with some experience who would like a greater understanding of the basic PLEASE NOTE: -ESME Courses ucation al Ed in Medic ls il k S l ia nt ESCEPD Esse ESME Development should be of interest to those who are currently involved in the planning, and the range of teaching, learning and assessment methods and learning and assessment can be organized in the curriculum. and those at an intermediary point in their CEPD careers. Facilitators: Ruy Souza (Federal University of Roraima, Brazil), Regina Petroni Mennin (Federal University of Sao Paulo, Brazil) Jane Tipping, Lee Manchul, Maria Bystrin, Suzan Schneeweiss (University of Toronto, Canada). Course facilitators to be announced. s: Saturday ( hrs); Sunday ( hrs); Monday ( hrs); Tuesday ( hrs); Wednesday ( hrs) Venue: Crowne Plaza Hotel (walkway from SECC) Venue: Crowne Plaza Hotel (walkway from SECC) s: Saturday ( hrs); Tuesday ( hrs) Cost: Post-course report: Cost: Post-course report: RESME ESMEA course is aimed at people new to assessment who wish to gain a thorough concepts in assessment and familiarity with the principles for their Facilitators: Facilitators: Katharine Boursicot (Lee Kong Chian School of Medicine, Singapore), Brownie Anderson (NBME, USA), Richard Fuller (Leeds, UK), Kathy Holtzman (ABMS, USA), John Norcini (FAIMER, USA), Trudie Roberts (Leeds, UK), Dave Swanson (NBME, USA), Sydney Smee (Medical Council of Canada) Albert Scherpbier (Maastricht University, Netherlands) s: Saturday ( hrs); Sunday ( hrs); Tuesday ( hrs) related pre-conference workshops or one of the RASME sessions scheduled for Sunday 6 September (see page 8). The cost of these is NOT included in the RESME course fee. Venue: Crowne Plaza Hotel (walkway from SECC) Cost: Post-course report: s: Saturday ( hrs); Monday ( ), Tuesday ( and ) Related pre-conference workshops: Venue: Crowne Plaza Hotel (walkway from SECC) Cost: Post-course report: and principles covered in the RESME Course, leading to award of the 7

8 -ESME Courses Offered and accredited by One-day Research Advanced Skills in Medical Education (RASME) s These one-day RASME courses offer the chance to look at an area of research in medical education at intermediate or advanced level. Whilst some participants may find it beneficial to complete the RESME three-day course first, this is not a requirement and a RASME one-day course may be taken separately from RESME. Venues: Crowne Plaza Hotel (walkway from SECC) or SECC Cost: GBP 180 (includes coffee and lunch) Experimental Studies in Medical Education: From theory to practice Experimental research in medical education involves studies that aim to verify, refute or expand on the validity of hypotheses. This type of research is paramount for developing and refining theory and advancing the field of medical education. However, experimental studies in the medical education research literature often lack the methodological rigor that characterizes research conducted within traditional disciplines (e.g., psychology, biomedicine), affecting the trustworthiness of the evidence produced. Furthermore, many medical education researchers struggle when using theory to construct research questions, to choose experimental designs and data analyses, and to integrate their findings with existing theoretical frameworks. Working with experts in experimental research, participants will learn about relevant research methodologies and ways to incorporate theory into the design and reporting of experimental studies. Using a mix of short presentations and interactive small-group sessions, the experienced scientists will guide participants to refine their own research proposals and research programs. Facilitators: Martin G. Tolsgaard (University of Copenhagen, Denmark); Vicki LeBlanc, Ryan Brydges (Wilson Centre, University of Toronto, Canada) : Sunday 6 September ( ) Epidemiologic Studies in Medical Education: The observational and clinical effectiveness studies Medical education is producing a number of innovative changes. It is increasingly necessary to understand the outcomes of these innovations as well as the mechanisms: i.e. what works, how, why, and for whom. Epidemiologic observational studies and clinical effectiveness studies can address these issues but are underused by the field. This advanced RESME course will explore theoretical and practical components of these research approaches: Cohort, case-control and associational studies, as well as practical clinical trials using a broad range of outcomes. Using their own research proposals and examples from the literature, participants will engage in: 1) Reviewing the types of questions addressed by these research approaches; 2) Considerations regarding selection of specific designs; 3) Defining and selecting appropriate outcomes surveys of attitudes, measures of performance, education data bases, practice measures, and patient outcomes; 4) Strategies for analysing data accordingly; 5) Challenges of result interpretation and logistical issues with these designs. Facilitators: Kulamakan Mahan Kulasegaram (University of Toronto, Canada); Geoff Norman (McMaster University, Canada); Charlotte Ringsted (University of Aarhus, Denmark) : Sunday 6 September ( ) Qualitative Research Methodologies: Embracing Methodological Flexibility As qualitative methodologies and methods are employed with increasing frequency, particular conceptions of certain methodologies have been embraced to the exclusion of others. The implication of such practices in qualitative research should be considered and evaluated. To that end, in this RASME workshop we will describe three approaches for encouraging methodological flexibility in qualitative research: (1) methodological borrowing, (2) methodological shifting, and (3) methodological importing. These approaches are some of the means through which qualitative researchers have made space for their work in the health professions community. We will define each approach and explore their use by analyzing their application to specific qualitative methodologies. Using their own research proposals and examples from the literature, participants will gain an understanding of how to develop a qualitative study that flexibly employs qualitative methodologies, while also maintaining appropriate markers of qualitative rigor. Facilitators: Maria Mylopoulos (University of Toronto, Canada); Lara Varpio (Uniform Services University, USA); Tina Martimianakis, Elise Paradis (University of Toronto, Canada) : Sunday 6 September ( ) ESME Masterclass s ESCEL Essential Skills in Computer-Enhanced Learning Whether using a desktop computer, tablet, smartphone, or other device, effective computer-assisted learning requires a skilful alignment of learner and program needs, learning context, instructional design, assessment, and technology. The ESCEL Masterclass will prepare participants to develop, deliver, and evaluate computer-enhanced learning activities using sound educational principles and a range of creative technologies. The highly-interactive course will employ a series of short presentations, problem-focused small group activities, and group discussion. Extensive computer experience is NOT required. Note that hands-on training in specific development tools is beyond the scope of this course. Facilitators: David A Cook (Mayo Clinic, USA), Rachel Ellaway (Northern Ontario School of Medicine, Canada) and John Sandars (University of Sheffield, UK) : Saturday 5 September ( ); Sunday 6 September ( ) ESMESim Essential Skills in Simulation-based Healthcare Instruction This one-day Masterclass session provides an introduction to essential skills for delivering simulation-based healthcare education through a variety of techniques and technologies. The full-day session emphasizes guided interactive learning to maximize simulation-based instruction skill acquisition. The session is open to all healthcare professionals who are interested in improving their simulation-based instructional skills. Overall learning outcomes include: 1. Review methods of simulation, simulation technologies and simulation environments; 2. Identify and incorporate evidencebased features that lead to effective simulation-based learning; 3. Review basic design and development elements for constructing a simulation scenario activity; 4. Identify the elements necessary to use simulation for assessment and debriefing. Facilitators: Ross Scalese (Gordon Center for Research in Medical Education, University of Miami Miller School of Medicine, USA), Luke Devine (University of Toronto, Canada) : Saturday 5 September ( ) 8

9 ASME Courses Accredited by the Association for the Study of Medical Education (ASME) FLAME Fundamentals of Leadership and Management in Education Introductory workshop This Course provides an introduction to key aspects of leadership and management for healthcare educators who wish to develop a deeper understanding of leadership and management theory and gain an evidence base to help them become more effective leaders. The Course and its linked lunchtime sessions comprise interactive group activities, short presentations, and individual exercises aimed towards gaining insight into the impact of leadership styles and approaches on the structure and function of educational organisations. Core topics include leadership/management theory and practice; challenges and opportunities; the impact of policy and strategy; leading teams; emotional intelligence, setting personal goals and action planning. Participants may be interested to note that CALM (Change, Adaptability, Leadership and Management, FLAME 2) is also offered at Facilitators: Judy McKimm, Gillian Needham, Paul Jones (Association for the Study of Medical Education (ASME), UK) s: Saturday ( hrs); Monday ( hrs), Tuesday ( hrs) Venue: Crowne Plaza Hotel (walkway from SECC) Cost: GBP 500 (includes course and optional post-course report) Post-course assessment report: Participants who wish to submit a post course assessment report will receive an ASME certificate of completion. CALM Change, Adaptability, Leadership and Management Workshop A follow-up to FLAME or a standalone Course as part of the ASME FLAME (Fundamentals of Leadership and Management in Education) series This one day workshop provides an introduction to the key concepts of change and adaptability for healthcare educators who wish to develop a deeper understanding of leadership and management theory, how to manage change and gain an evidence base to help them become more effective leaders. The Course and its linked lunchtime sessions comprise interactive group activities, short presentations, and individual exercises aimed towards gaining insight into how change can be planned for, managed and led from personal, interpersonal and organisational perspectives. Core topics include the leader as an agent of change; psychological responses to change; models of change management; leading teams through change; change in complex organisations and contexts; setting personal goals and action planning. Facilitators: Judy McKimm, Gillian Needham, Paul Jones (Association for the Study of Medical Education (ASME), UK) s: Sunday ( hrs); Monday ( hrs), Tuesday ( hrs) Venue: Crowne Plaza Hotel (walkway from SECC) Cost: GBP 500 (includes course and optional post-course report) For more information contact info@asme.org.uk Masterclass MC1: Communication Matters: Demystifying simulation design, debriefing and facilitation practice Skills in simulation design, debriefing and facilitation are critical components for an educator s repertoire that are broadly applicable across teaching modalities and practical learning contexts. Rational and experiential objectives within simulation-based education are prerequisites for robust learning. Similarly, cultivating a safe learning climate is a central design consideration to promote learner engagement. Small group learning process is more challenging than many assume; any number of issues, clinical and theoretical, arise within experiential learning contexts that require acknowledgement and discussion. Challenging learners behavior, attitudes and diverse perspectives present opportunities for faculty educators to develop and consolidate this repertoire of skills to optimize the debriefing experience. Strong communication, awareness of personal and professional group dynamics, and understanding the many facets of debriefing and feedback are critical for an effective facilitation process. As such, the how of well-designed simulation-based education works in concert to enhance the what. Facilitators: Kerry Knickle (Standardized Patient Program, Faculty of Medicine, University of Toronto, Canada); Nancy McNaughton, Diana Tabak) University of Toronto, Centre for Research in Education, Standardized Patient Program, Canada); Walter Eppich (Ann & Robert H. Lurie Children s Hospital of Chicago/Northwestern University Feinberg School of Medicine, USA) : Saturday 5 September ( hrs) Venue: SECC Cost: GBP 180 (includes coffee and lunch) Level: Introductory to Advanced Note: Masterclass participants must also register for 2015 and pay the appropriate registration fee. ASPIRE-to-Excellence If your medical, dental or veterinary school is considering submitting an application for ASPIRE recognition, the following sessions may be of interest: PCW 4: Assessing assessment: Best practice approaches in assessment and tips for submitting a successful ASPIRE Award application in this area (Facilitators: Southern Illinois University School of Medicine, USA winners of ASPIRE award in three areas) PCW 18: Paths to student engagement in medical schools: Key ingredients among multiple paths (Facilitators: ASPIRE excellence in student engagement (SE) award winners from Asia, Australia, Europe and USA) Symposium 5B: Faculty Development in the Health Professions: Best Practices and Future Trends (Facilitators: Yvonne Steinert and David Irby). Faculty Development is to be added to the ASPIRE areas for recognition in Symposium 10A: The Student-Teacher Relationship: Consumer of education or partner-in-learning? (Facilitators: ASPIRE Student Engagement Panel members) Other ASPIRE sessions may be added in the main conference programme For more information on ASPIRE see or contact aspire@dundee.ac.uk 9

10 Saturday 5 September Saturday 5 September Pre-Conference workshops Cost: Half-day workshops: GBP 65 (includes coffee only); Full-day workshops (PCW 6, 27, 31): GBP 130 (includes coffee only; lunch may be purchased from SECC); Full-day workshops (PCW 1, 24) for students/ junior doctors: GBP 35 (includes coffee and lunch): Full-day workshops (PCW 9 and 10): GBP 180 (includes coffee, lunch and transport to and from venue) Venues: Most workshops will be held in SECC or the adjoining Crowne Plaza Hotel. PCW 9 will be held in the Clinical Skills Anatomy Centre (CASC) at the University of Glasgow; PCW 10 at the Clinical/Surgical Skills Unit, Ninewells Hospital, Dundee; PCW 15 at Glasgow Small Animal Hospital; PCW 23 at the University of Glasgow Dental School; and PCW 36 at the South Glasgow University Hospital. PLEASE NOTE: Pre-conference workshop participants must also register for 2015 and pay the appropriate registration fee (except PCW 11, 12, 13 and 14, for which participants may instead register and pay to attend the GAME Meeting on Sunday). Participants attending PCW 27 may register for this only or in addition to PCW 1: An introduction to medical education students workshop Duration: Level of workshop: Introductory Facilitators: Sofia Ribeiro (Institute of Preventive Medicine, Faculty of Medicine, University of Lisbon, Portugal); Kristina Filipova (European Medical Students Association); Jannis Papazoglou (University of Wurzburg, Germany); Rok Hrzic (University of Maribor, Slovenia); Olga Rostkowska (Medical University of Warsaw, Poland); Jorune Suipyte (Lithuanian University of Health Sciences, Lithuania); Madalena Patrício (Past-President and Executive Committee Member, ); António Vaz Carneiro (Board Member of Best Evidence Medical Education Collaboration) Welcome to the fascinating world of medical education! For students who are unfamiliar with medical education and want a comprehensive yet practical and interactive introduction to the topic before the conference, this is the ideal workshop. We will start from the definition of medical education, describe the work of and introduce different activities and platforms for students. We will also look at international projects carried out by student organisations and show how to start a career in medical education. We guarantee participants will leave with plenty of ideas for their future in medical education. Furthermore, we will have two experienced guests covering hot topics: introduction to medical education and and evidence based medical education. We will stimulate the curiosity and critical thinking of participants in medical education and brainstorm on what their next actions could be, both during the conference and back home. PCW 2: Expanding the SP Role: Training SPs to teach clinicalreasoning-based physical examination Level of workshop: Advanced Facilitators: Jennifer Owens, Benjamin Blatt (The George Washington School of Medicine and Health Sciences, USA) SP-Instructors (SP-Is) are a proven resource for teaching students basic physical examination. Using SP-Is in Core + Clusters, a new clinical reasoning-based approach to teaching physical examination, expands the scope of practice for SP-Is in exciting ways. Participants will be able to train SPs to use Cluster algorithms to teach students clinical reasoning-based physical examination. SP Educators, trainers, curriculum developers are invited to attend this workshop. PCW 3: Scholarship and Innovation in Medical Education: A practical workshop to guide the development of an educational project for peer review and dissemination Level of workshop: Introductory-Intermediate Facilitators: Jocelyn Lockyer (Canadian Association for Medical Education); Carol Hodgson (University of Alberta, Canada), Brent Kvern (University of Manitoba, Canada), Karen Mann (Dalhousie University, Canada), Christina St-Onge (University of Sherbrooke, Canada) Educational scholarship encompasses research, evaluation and innovation but may also include products and resources (e.g., guidelines, teaching tools, assessment tools, questionnaires, web-resources) that have been developed for educational purposes and successfully peer-reviewed, publicly disseminated and provide a platform for use by others. This workshop will benefit medical educators and teachers who are planning or implementing innovative educational work by taking participants through a six step development process that includes setting goals, preparation, effective methods, obtaining meaningful results, effective presentation and reflective critique. Brief presentations of the steps involved in educational project development will be interspersed with small group work in which participants create and discuss their project plans. Participants will be provided with a worksheet prior to to conceptualize their project and a workbook during the workshop to facilitate project development and discussion. This workshop was developed under the auspices of the Canadian Association for Medical Education. PCW 4: Assessing assessment: Best practice approaches in assessment and tips for submitting a successful ASPIRE Award application in this area Level of workshop: Introductory Facilitators: Debra Klamen, Anna Cianciolo, Heeyoung Han, Reed Williams (Southern Illinois University School of Medicine, USA) As the inaugural winner of the ASPIRE excellence in assessment award, and the only school to have won an ASPIRE award in all three categories, SIU faculty will discuss what is meant by assessment excellence and present its key ingredients. Participants in small groups will discuss challenges and innovations in effective practical assessment at their home institutions, and then SIU will present examples from our own institution for comparison. Tips for writing the ASPIRE application in the area of assessment will be presented, with a focus on the quality of evidence successful applicants must achieve. On completion of the workshop participants will be able to: 1) Appreciate the key ingredients of assessment in institutions exhibiting excellence; 2) Identify challenges 10

11 Saturday 5 September and best practices from their and other institutions; 3) Understand what convincing evidence is needed for a successful ASPIRE application; 4) Better prepare for the ASPIRE application writing process PCW 5: Leading change to address today s wicked problems Level of workshop: All levels Facilitators: Anita Glicken (University of Colorado Health Sciences Center, USA); M. Brownell Anderson (National Board of Medical Examiners (NBME), USA) Some problems are so complex that you have to be highly intelligent and well informed just to be undecided about them. In 1973, Rittel and Webber first identified a type of problem that failed to respond to traditional problemsolving approaches. Drawing on complexity theory, these wicked problems force us to reframe our notions about problems and solutions, including our expectations for strategic and long term planning. These issues call for greater transparency, efficiency and distributed decision-making; solutions often involve interdependence across health systems that increasingly rely on interprofessional models of education and practice. This interactive workshop increases participant understanding of wicked problems and the change process, discussing emerging theories and strategies that address the complexity of today s challenges. Using appreciative inquiry participants will identify characteristics of successful change efforts. They will also consider how they can harness the power of collective impact to implement change at their home institution. PCW 6: Beyond Numbers: Observational and qualitative methods for medical education researchers Duration: Level of workshop: Introductory-Advanced Facilitators: Subha Ramani, Antoinette Peters (Harvard Medical School, USA); Karen Mann (Dalhousie University School of Medicine, Canada); Daniel Pratt (University of British Columbia, Canada) These interactive workshops (parts A and B) aim to provide an understanding of the key principles of qualitative research in medical education. Through brief didactic presentations, small and large group interactions and exercises for skills practice, we will discuss with participants major qualitative approaches such as ethnography, phenomenology, case study and grounded theory, and outline key steps involved in using these approaches. We will also address development of appropriate research questions, methods of data collection and different sampling strategies. Qualitative and quantitative research methods will be compared and contrasted. Participants will have the opportunity to practise observation techniques using video clips; analyse a brief transcript and generate codes and categories. They will be able to explore the fit between qualitative design and their own research, and will be challenged to develop study questions and corresponding qualitative study designs. We will conclude with a discussion of techniques to ensure the quality and rigour of qualitative research. PCW 7: Culture matters: Feedback in health profession education for diverse learners in international settings Level of workshop: Introductory-Intermediate Facilitators: Chaoyan Dong, Chay-Hoon Tan (National University of Singapore, Singapore); Elizabeth Kachur (Medical Education Development, USA); Che-Wei, Thomas Lin (Taipei Medical University, Taiwan); Monica van de Ridder (Department of Education Albert Schweitzer Hospital, The Netherlands) Feedback is the key for healthcare providers to improve clinical skills. Medical trainees come from diverse cultural backgrounds which can be defined by languages, socioeconomic status and religions, and the pace of globalization makes understanding this diversity urgent. We must explore how to provide culturallysensitive feedback to optimize learning, as current models are rooted in European and North American cultures. For example, emphasis in Asian medical training on hierarchy, authority, and the top-down style, differs considerably from practices in Western countries. We will use culture models by Edward Hall and Geert Hofstede to identify major differences between Asia and western medical education, and to discuss strategies for giving feedback appropriate for different settings. Video vignettes from the Netherlands, Singapore, USA, and Taiwan will be shared and discussed. The workshop will raise participants awareness of cultural differences in giving feedback, and help them to identify and implement culturally-sensitive strategies. PCW 8: Design and implementation of Entrustable Professional Activities for translating competency-based education into practice Level of workshop: Intermediate Facilitators: Harm Peters, Asja Maaz, Ylva Holzhausen (Charité Medical University of Berlin, Germany); H. Carrie Chen (University of California, San Francisco, USA); Olle ten Cate, Nienke Wisman- Zwarter, Reinier Hoff (University Medical Center Utrecht, the Netherlands) Entrustable Professional Activities (EPAs) have emerged as a meaningful concept to structure and assess the learning progress in competency-based medical education (CBME). The increasing employment of EPAs in various specialties of postgraduate and more recently in undergraduate medical training has experienced successes, challenges and pitfalls. The goal is to provide the attendees with an update on the concept of EPAs in CBME and to create an opportunity for attendees to share and reflect on their own ideas and approaches for employing EPAs in their medical training programs. Following a brief introduction to the EPA concept, small groups will discuss actual conceptual and structural challenges in the design, implementation and assessment of EPAs in various settings. Potential specific EPAs will be formulated and discussed. Focus will be on the appropriateness of the presented EPAs for different stages of training and on how the EPA concept can contribute to the continuum of clinical education. PCW 9: Simulation in Practice Practical Skills to Improve Learning Duration: (Coach departs SECC at 0845 and arrives back at SECC approx 1700) Level of workshop: All levels Facilitators: Faculty of the Royal College of Physicians & Surgeons of Glasgow This full-day workshop will take place in the state-of-the-art Clinical Anatomy Skills Centre (CASC) a joint venture between the University of Glasgow and the Royal College of Physicians & Surgeons of Glasgow. The aim of the workshop will be to develop skills in the practical aspects of teaching procedural skills within the simulated environment including models of teaching in the simulated environment, formative and summative assessment and new developments in simulation-based teaching. 11

12 Saturday 5 September PCW10: Visit to University of Dundee Clinical and Surgical Skills Centre. Developing a simulation center: Setting up a simulation learning environment - A simulator in a room to a full simulation center Duration: (Coach departs SECC 0845 and arrives back at SECC approx 1730) Level of workshop: Introductory-Intermediate Facilitators: Kristian Krogh (Aarhus University, Denmark); Jean Ker (University of Dundee, UK); Bryn Baxendale (Nottingham University Hospitals NHS Trust, UK); Lars Konge (University of Copenhagen, Denmark) This workshop is intended to provide a broad overview of the process of setting up a simulated learning environment drawing from the literature and our colleagues experiences. Pitfalls, challenges and successful tips will be highlighted in an attempt to ease the design and implementation of a new, re-established or extended simulated learning facility. Planning and running a simulation facility of any size requires pre-determined goals related to the education and training requirements of potential user groups and their institutions. The planning and implementation process will be the main foci of the workshop. Examples will range from small, relatively inexpensive setups to large multimillion dollar facilities. Participants will consider their own requirements for simulation based learning and identify challenges related to this context. Throughout the session participants will exchange suggestions and applicable solutions gathered will be presented to all as a first step of planning their simulation environment. PCW 11: Informatics: The new competency for healthcare students, residents and clinicians Level of Workshop: Intermediate Facilitator: Jeffrey J. Williamson (American Medical Informatics Association (AMIA), USA) The interprofessional nature of biomedical and health informatics creates a complex learning environment that affects the training requirements, core competencies, and curriculum for diverse groups of health specialties. AMIA is actively engaged in two credentialing programs that address the growing need for informatics competency and integration in healthcare care delivery and communication. Since health professionals interested in this credential include biomedical and health informaticians and scientists, physicians, nurses, dentists, public health professionals, this two pronged approach provides a standardized competencybased approach to this growing field. These two pathways are: 1) an ABMS approved subspecialty credential in Clinical Informatics and 2) an Advanced Interprofessional Informatics Certification (AIIC). This session describes the rationale, history, current development and future directions for the emerging specialty of clinical Informatics. There will be a discussion of challenges and opportunities faced by educators and clinicians to incorporate clinical informatics training for learners (students, residents, clinicians) in the healthcare environment. PCW 12: Planning and achieving desired interprofessional education outcomes with Active Learning Modules Level of Workshop: Intermediate Facilitators: Lisa Sullivan (In Vivo Academy Limited a not-for-profit accredited provider to the Royal Australian College of General Practitioners); Sean Hayes (AXDEV Group, Brossard, Canada) This workshop will provide details of a structured continuous professional development (CPD) programme known as the Active Learning Module (ALM), an accredited activity framework adopted by the Royal Australian College of General Practitioners (RACGP) that takes the adult learner through a learning cycle involving self-reflection, planning, action and review. Central to the ALM framework is a (1) Predisposing Activity which involves reflection of learning needs, (2) a six-hour interactive Structured Learning Activity, followed by (3) a Reinforcing Activity which consolidates learning. Participants will learn how to design a comprehensive learning and change programme using this trifecta approach. An overview of an Independent, Inter-professional education ALM MOTIVATE (Medication Overuse headache: education in diagnosis, prevention, management and patient Education) will be given. An outcomes assessment analysis, taken from both qualitative and quantitative surveys among general practitioners and pharmacists who participated in the MOTIVATE programme, will be presented to examine the effectiveness of this approach to adult learning and improved patient outcomes. PCW 13: Achieving Higher Level Outcomes: Supporting the Development of the Skills of a Master Adaptive Learner Level of Workshop: Intermediate Facilitators: Jann T. Balmer (Global Alliance for Medical Education/University of Virginia School of Medicine, USA); Don Moore (Vanderbilt University, Nashville, USA); Maureen Doyle-Scharff (Pfizer, Inc. USA) This session will focus on the projects initiated by colleagues across the globe. It is part of a year-long collaboration to create a community engagement in reframing the education continuum to foster adaptive learning and practice. The discussion will review the use of scaffolding as a core educational and learning design approach, the value of discussion and feedback in the adaptive learning process. This workshop is the culmination of educational initiatives over the past 12 months which actively applied and implemented the theoretical framework of a Master Adaptive Learner in a Complex Adaptive System. It will include discussion of challenges in healthcare systems and the need for clinicians to integrate innovation and critical thinking into CPD activities, a review and analysis of the characteristics of adaptive learners and the needs of healthcare systems and patients that can drive new approaches to CPD. PCW 14: Point-of-care learning: Integrating an app into your curriculum for healthcare professionals Level of workshop: Intermediate-Advanced Facilitators: Michael Cunningham (AO Foundation AO Education Institute, Switzerland/Member of the Board of Directors of GAME); Urs Rüetschi (AO Education Institute, Switzerland) Leveraging two case studies from our experiences in successfully developing and integrating apps that are used by more than 100,000 trauma surgeons worldwide, this workshop provides a forum for participants to develop or enhance their own plan for a potential or existing educational app. Group work is organized around the key steps of curriculum development including needs assessment, expert faculty, settings objectives, instructional design, implementation (from pilot to launch), and evaluation. In addition, key issues related to resourcing, technical considerations and communication/marketing are integrated. Participants are expected to prepare an app idea or bring existing documentation from an existing project to 12

13 Saturday 5 September share experiences and gather feedback from the groups. If the level of development of the projects that participants bring is advanced enough, the final part of the workshop will include an exercise to develop an exemplar logic model for one lucky participant s app as a case study. PCW 15: Tour of the Small Animal Hospital at the University of Glasgow School of Veterinary Medicine Duration: (Coach leaves SECC at 1340, arriving back at SECC 1720) Level of Workshop: All The Small Animal Hospital (a part of Glasgow University School of Veterinary Medicine), provides state of the art services for animal owners and referring practitioners and accommodates a variety of teaching and learning opportunities for undergraduate and postgraduate students. The building contains a host of facilities, including a diagnostic suite complete with both MRI and CT scanners, a radioactive iodine unit for cats, an underwater treadmill and a pain and rehabilitation centre, all of which are focused around the light and airy central treatment area. Designed by Archial Architects, the building has won a variety of prestigious architectural awards. The tour will be led by staff and students and will offer a behind the scenes view of this remarkable teaching hospital. NOTE: Participants may also be interested in PCW 27 on Sunday. PCW 16: Creating a SP Case - Reality to the Classroom Duration: Level of workshop: All Levels Facilitators: Henrike Hoelzer (Charité Universitaetsmedizin, Berlin, Germany); Carine Layat Burn (Haute Ecole Arc Santé University of Applied Sciences, Neuchatel, Switzerland), Jim Blatt (Washington University, USA); Melih Elcin (Hacettepe University, Turkey); Cathy Smith (University of Toronto, Canada) Creating scenarios for simulation asks for a learning experience as close to reality as possible with maximum support for the learners at the same time. This is a difficult task for SP Educators, SP-Trainers as well as curriculum developers. Writing a simulated patient (SP) case is the first step in creating a simulated clinical experience for a health care student and a prerequisite to efficiently training SPs to portray the case. This workshop is designed to improve your SP case development skills whether you are inexperienced or experienced in SP methodology. During the workshop, you will use the Association of Standardized Patient Educators (ASPE) template to create a SP case. As a part of this process, you will explore different strategies in case development and discuss the benefits and challenges of each approach with colleagues. PCW 17: The theory of grounding your phenomenon: methodologies in qualitative research Duration: Level of workshop: Intermediate Facilitators: Esther Helmich (Center for Evidence- Based Education, University of Amsterdam, The Netherlands); Renée Stalmeijer (Maastricht University, The Netherlands) The aim of this workshop is to give participants insight into grounded theory and phenomenology as two different methodologies within qualitative research. We will start with an exercise around some core principles in qualitative research, followed by a general introduction into the two methodologies (principles and rationale of grounded theory and phenomenology). Next, participants will be asked to analyse several papers in order to determine the differences in approach, the influence on research questions, study design, sampling, data collection and data analysis. This will ultimately result in a visual overview which will serve as the starting point for a group discussion. We will focus on the implications and possibilities of the different methodologies for qualitative research. PCW 18: Paths to student engagement in medical schools: key ingredients among multiple paths Duration: Level of workshop: Introductory Facilitators: Marko Zdravkovic (University Medical Centre Maribor, Slovenia); Tony Celenza (University of Western Australia, Australia); Manuel João Costa (School of Health Sciences, University of Minho, Portugal); Debra Klamen (Southern Illinois University School of Medicine, USA); Shelley Parr (University of Southampton, UK); Kew Siang Tong (International Medical University, Malaysia); Kulsoom Ghias (Aga Khan University, Pakistan) As the winners of ASPIRE excellence in student engagement (SE) awards from Asia, Australia, Europe and USA, we will engage participants in a reflective workshop considering multiple paths to achieve SE in medical schools. The exploration of our own contexts will provide a unique opportunity to understand the key ingredients about combining local contexts with international principles to achieve SE. Following an introduction we will define SE in a large group and present the key ingredients. We will then divide the participants into small groups for identifying challenges and good practices for SE in their contexts. This will be followed by presentations of our institutional/national contexts (including the procedures in our institutions to achieve SE with examples). We will also discuss tips for writing the ASPIRE application for recognition of excellence in SE and further focus on the quality of evidence of student engagement. PCW 19: Workplace-based Assessment: Measuring Clinical Reasoning and Record Keeping using Chart-Stimulated Recall (Case-based Discussion) Duration: Level of workshop: Introductory Facilitators: John Norcini (FAIMER, USA); Ara Tekian (University of Illinois at Chicago, USA) Chart Stimulated Recall (CSR), also referred to as Case-Based Discussion (CBD), is a method that was originally developed to test the record-keeping skills and clinical reasoning of practicing doctors. Its successful use as part of a recertification process yielded supportive data on reliability and validity. More recently, it has been used for formative assessment as part of undergraduate and postgraduate training. This workshop will focus on how to use CSR in a variety of different settings. Specifically, its goals are to 1) describe how a CSR session is conducted, 2) understand which aspects of competence can be assessed with this method, 3) briefly review the research supporting the use of CSR, and 4) present a model for faculty development. Active participation will be encouraged throughout and small group activities will concentrate on developing a faculty consensus on assessment methods and standards. PCW 20: Feedback Seeking: How to give Feedback to the Activated Learner Duration: Level of workshop: Intermediate-Advanced Facilitators: J.M.Monica van de Ridder (Department of Education, Albert Schweitzer Hospital, Dordrecht, The Netherlands); Benjamin Blatt (George Washington University, Washington DC, USA); Elizabeth Krajic Kachur (Medical Education Development, New York, USA); Carol Capello (Weill Cornell Medical College, New York, USA); Bas Verhoeven (Radboud University Medical Center, Nijmegen, The Netherlands) Feedback reception is an important part of the feedback process. When feedback is not well received, it may not be accepted and may not be applied to practice. The first part of this workshop will focus on how participants can change a passive listener into an activated learner who seeks feedback. Theory on feedback seeking, and assets for a healthy feedback culture, will be presented followed by practice opportunities guided by 13

14 Saturday 5 September an evidence-based checklist. The second part of the workshop will focus on approaches that are most effective in giving feedback once the learner has been activated to receive it. Approaches will include motivational interviewing and participants will be given ample role play practice opportunities, guided by feedback from the workshop leaders. Participants will leave the workshop with a feedback-seeking checklist, strategies to create a feedback culture, and other evidencebased materials to guide their practice in their home institutions. PCW 21: Residents as Teachers: a CanMEDS Scholar Role Workshop Duration: Level of workshop: Intermediate Facilitators: Anna Oswald (University of Alberta/ Royal College of Physicians & Surgeons of Canada); Farhan Bhanji, Linda Snell, Ming-Ka Chan (University of Manitoba/ Royal College of Physicians & Surgeons of Canada) Postgraduate medical trainees are important teachers of junior colleagues and medical students yet few are assessed in this role and even fewer Residents as Teachers programs are evaluated regarding their effectiveness. This workshop will build on previous experience of participants using a highly interactive workshop. We will begin with a brief review of key steps for setting up a Residents as Teachers program followed by interactive sessions on the assessment of residents teaching skills, focusing on the need for authentic, programmatic assessment that supports teaching development. We will then introduce a program evaluation framework in small groups where participants will be encouraged to apply the framework to their local setting. Strategies to build organizational capacity and education scholarship will then be discussed. The intended audience includes medical educators, residency program directors, (chief) residents and faculty developers with an interest in developing Resident as Teacher programs. PCW 22: Accreditation of trainers: an alternative to compliance training Duration: Level of workshop: Intermediate Facilitators: Claire MacRae (School of Medicine, University of Dundee, UK); Gillian Needham (NHS Education for Scotland, Scotland Deanery North, Aberdeen, UK); Jayne Scott (NHS Education for Scotland, Central Offices, UK); Susan Jamieson (School of Medicine, University of Glasgow, UK) Worldwide there has been a trend towards increased regulation, accreditation and standardisation of medical education. Teachers and trainers are increasingly expected to demonstrate that they have achieved external standards, often through compliance with mandatory training and assessment requirements. In Scotland we carried out extensive consultation with our trainers prior to the introduction of new regulatory guidance. Key messages were that trainers should have the flexibility to plan their own professional development, that attendance at mandatory training did not provide evidence of competence, and that bureaucracy and form-filling should be kept to a minimum. In this workshop, participants will use case study material to explore alternative approaches to accreditation of teachers and trainers. PCW 23: Teaching with Virtual Microscopy (VM) Duration: (Coach leaves SECC at 1310 and arrives back at SECC at 1700) Level of workshop: All levels Facilitators: J Carlos Miguel, Ziad Al-Ani, Zayneb Makki, Alan Jardine, Mathew Walters, SSC students (University of Glasgow, UK); Jason Swedlow (University of Dundee, UK) Recently, the teaching of biomedical sciences for health professionals has been changing and time allocated to biomedical sciences is constrained. In addition, the current biomedical science learning settings face challenges in adapting facilities to cope with the trend of increasing class sizes for students of the health professions. Virtual microscopy (VM) has been suggested as a way to improve the delivery of this content. Glasgow Dental School has developed a state-of-the-art facility that supports digital learning, with virtual microscopy (VM) accessed via online tablet PCs in place of traditional light microscopy. The objective of this workshop is to share and discuss the diverse VM teaching approaches used by the lecturers from the College of MVLS and to identify ways of facilitating learning. We will identify the limitations of VM teaching and possible ways to overcome them. We will also highlight characteristics for an ideal educational VM platform. The aim is to provide the tools for participants to design a VM learning session using the University of Glasgow virtual learning environment. 14

15 Sunday 6 September Sunday 6 September Pre-Conference workshops Cost: Half-day workshops: GBP 65 (includes coffee only); Full-day workshops (PCW 6, 27, 31): GBP 130 (includes coffee only; lunch may be purchased from SECC); Full-day workshops (PCW 1, 24) for students/ junior doctors: GBP 35 (includes coffee and lunch): Full-day workshops (PCW 9 and 10): GBP 180 (includes coffee, lunch and transport to and from venue) Venues: Most workshops will be held in SECC or the adjoining Crowne Plaza Hotel. PCW 9 will be held in the Clinical Skills Anatomy Centre (CASC) at the University of Glasgow; PCW 10 at the Clinical/Surgical Skills Unit, Ninewells Hospital, Dundee; PCW 15 at Glasgow Small Animal Hospital; PCW 23 at the University of Glasgow Dental School; and PCW 36 at the South Glasgow University Hospital. PLEASE NOTE: Pre-conference workshop participants must also register for 2015 and pay the appropriate registration fee (except PCW 11, 12, 13 and 14, for which participants may instead register and pay to attend the GAME Meeting on Sunday). Participants attending PCW 27 may register for this only or in addition to PCW 24: Developing and sustaining your passion in medical education Duration: Level of workshop: Advanced Facilitators: Matthew Stull (University of Cincinnati College of Medicine, USA); Emily Bate (University of Aberdeen, UK); Rille Pihlak (University of Tartu, Estonia); Robbert Duvivier (University of Newcastle, Australia) Defining pathways for a career in medical education as a junior physician can be difficult as support and resources are often limited. This workshop will provide practical ways to prepare for and sustain a career in medical education, aiming to combine young educators unbridled passion with effective professional development skills. Discussions and small group activities will focus on ways to sustain, support and promote oneself throughout the early portion of a career in medical education. Specific topics to be addressed include: mentorship, collaboration, maintaining balance among conflicting clinical and educational priorities, and deriving academic credit for medical education initiatives. Participants will leave this workshop having set short and long term career goals and will have the skills and tools to formulate their own individual professional development plan to accomplish these goals, starting with optimizing the experiences afforded by the conference itself. PCW 25: Self-Awareness, Reflection, and Meaning-Making: Introducing Mind-Body Medicine and reflective writing for preventing burnout and promoting resiliency Level of workshop: Introductory-Intermediate Facilitators: Hedy S. Wald (Warren Alpert Medical School of Brown University, Providence, USA); Aviad Haramati (Georgetown University School of Medicine, Washington, DC, USA) Faculty and care providers in academic health centers experience significant stress that can lead to negative consequences such as burnout, attrition, and erosion of empathy. These manifestations can result in decreased career satisfaction, negative attitudes toward and suboptimal relationships with students and colleagues (within and between professions), and/or increased risk to patient safety. Our workshop aims to inoculate participants to effects of chronic stress with an introductory, experiential format for boosting resiliency and reducing or preventing burnout, thus providing a protective skill set ( professional toolkit ) for use throughout one s career. Participants will experience a synergistic approach of mindbody medicine skills and reflective writing (with some foundational didactic) given documented efficacy of such modalities for promoting self-awareness, self-discovery, mindfulness, reflection, and meaning-making. These resilience-enhancing qualities are linked to stress reduction, connecting to self and colleagues, improved self-care and well-being, and promotion of empathic and humanistic practices within patient care and education CONFERENCE CONNECT Don t wait until you arrive in Glasgow to start communicating about the exciting sessions in the programme! Twitter and use hashtag #amee2015 to tweet about sessions in the programme, and to start networking with others. Facebook Keep up to date with all news by liking our Facebook page: InternationalAssociationfor MedicalEducation Not everyone can find the funds, or the time, to attend 2015 so we re offering the option of registering for You can watch the plenaries, some of the symposia, and hear live interviews from speakers and participants (see page 26). If you re attending 2015 in person, you will also have free access to the streams, so you can take part in one of the other sessions and catch up on the symposia later. MedEdWorld forums All registered participants can join in any of the MedEdForums to discuss topics of particular interest, and to set up collaborations before the Conference. Why not visit www. mededworld.org to see what it can offer? Conference App Accessible on all mobile devices, you will be able to see the full programme and abstracts, and build your own schedule. 15

16 Sunday 6 September PCW 26: Principles and practice of Case-Based Clinical Reasoning education, a method for pre-clinical students Level of workshop: Intermediate Facilitators: Olle ten Cate (University Medical Center Utrecht, the Netherlands); Maria van Loon (Leiden University Medical Center, the Netherlands); Gaiane Simonia (Tbilisi State Medical University, Georgia) CBCR is an educational method, used successfully since the early 1990s at several Dutch and other medical schools. Distinct from PBL, the method is highly studentcentered and employs peer teaching. CBCR education aims to have students build illness scripts and acquire the habit of diagnostic reasoning, stimulating the combination of pattern recognition and analytic reasoning approaches to clinical problem solving. In a recent EU-funded project the method was introduced in Eastern European countries to trigger more general modernization of undergraduate medical education. This stimulated us to describe the method and its background in detail in a book that is currently being reviewed for publication in the Springer series of Innovation and Change in Professional Education. We aim to present the book at this workshop. Theoretical backgrounds, experience and practice details of CBCR will be explained, demonstrated and practised. PCW 27: Faculty Development in Veterinary Education Duration: Level of workshop: Introductory-Intermediate Facilitators: G.I. Anderson (University of Surrey, UK); A. Silva-Fletcher (LIVE centre, The Royal Veterinary College, UK); C. Bell (Royal (Dick) School of Veterinary Studies, University of Edinburgh, UK); A. Spruijt (Faculty of Health, Medicine and Life Sciences, Maastricht University, The Netherlands) This workshop for Veterinarians in Education Worldwide will focus on Faculty Development. We will exchange ideas on what training is needed for Veterinary Faculty, on the experiences with different faculty development programs that are used in the diverse veterinary curricula and the difficulties we encounter on this topic as teachers and curriculum developers. Questions we would like to discuss with the participants are: How do we make student-centred learning the primary focus of our teaching methods and assessment? How to optimally use feedback on teaching performance? How to best engage faculty members with online materials and the use of electronic voting systems for formative and summative assessment? How to engage the colleagues who are less enthusiastic about teaching and learning? This interactive day will provide a forum for discussion and benchmarking amongst international colleagues. This workshop is intended for colleagues involved in veterinary education, and forms part of the annual Veterinary Education Worldwide (ViEW) programme, however, colleagues from other disciplines are welcome to attend if they wish. NOTE: Participants may also be intersted in PCW 15 on Saturday. PCW 28: An online management information system for objective structured clinical examinations (OSCE) Level of workshop: Introductory Facilitators: Predrag Bjelogrlic, Elizabeth Sinclair (University of St Andrews; School of Medicine, UK); Liam Griffin (Qpercom Ltd; spinoff of School of Medicine, Medical Informatics & Medical Education. National University of Ireland Galway) Objective Structured Clinical Examinations (OSCE) are adopted for high stakes assessment in medical education. Students pass through a series of timed stations demonstrating specific skills. Examiners observe and rate students using predetermined criteria. In most OSCEs low level technology is used to capture, analyse and produce results. We demonstrate an OSCE Management Information System (OMIS) to streamline the OSCE process and improve quality assurance as it is used in St Andrews University. OMIS captures OSCE data in real time using a Web 2.0 platform. OMIS identifies incompetent students based upon standard setting by Borderline Regression Analysis. After this workshop you will be able to use OMIS for station design, OSCE planning, marking and instant results analysis. Delegates are invited to bring some of their own OSCE forms (to be used in OMIS) to put into OMIS. We will mark, analyse and discuss the results outcome of a few prerecorded stations that delegates will mark within the context of this workshop. Note: Participants should bring with them a laptop or a tablet. PCW 29: The artist inside us all: Creative tools for reflection on personal growth towards professionalism Level of workshop: Introductory-Intermediate Facilitators: Veronica Selleger (VU University Medical Center, Amsterdam, Netherlands); Bryan Vernon (Newcastle University, UK); Benno Bonke (Erasmus Medical Centre, Rotterdam, Netherlands) Doctors personalities influence their professional behaviour. Therefore, medical students and residents must reflect on their personal styles, strengths, and weaknesses to develop as competent and compassionate professionals: however many consider reflection vague, irrelevant and/or scary, or are put off by rigid reflection methods that focus on intellectual analyses of problems. What are the alternatives? In this hands on workshop participants will familiarise themselves with creative easy-to-use reflection tools for different educational settings. Working with various art forms students and doctors safely touch upon inner feelings and motivators, an experience that can be both revealing and entertaining. Reflection on (small) successes, motivation, career choice, and passion and not just problems may thus blossom in a novel way. Participants will learn how to create a safe and inspiring setting for reflection and how to choose the right tool or method at the right time. No artistic expertise is required. PCW 30: Milestones and EPAs Useful Frameworks for CBME and Assessment Level of workshop: Intermediate Facilitators: Eric S. Holmboe (Accreditation Council for Graduate Medical Education (ACGME), USA); Jamiu Busari (Maastricht University, Netherlands); Nicholas Glasgow (ANU, Australia); Shelley Ross (University of Alberta, Canada); Peter Harris (University New South Wales, Australia) Competency-based medical education has taken strong root globally, but implementation has been challenging. One reason is the lack of robust developmental blueprints and roadmaps, especially for newer competencies. Milestones and entrustable professional activities (EPAs), developed in several countries as more descriptive frameworks, are designed to address this gap and better guide and integrate curriculum and assessment. This highly interactive workshop will first provide an overview of theory and concepts of Milestones and EPAs for use in a CBME system. The initial experience from several countries, notably Canada, The Netherlands and the United States will be shared and a bibliography provided. Participants will work together in multiple small group activities to explore how using Milestones and EPAs can guide and improve curriculum and assessment in their local context. Examples of Milestones and EPAs in use from the three countries will be provided as examples. 16

17 Sunday 6 September PCW 31: Developing formative and summative Workplace Based Assessment Duration: Level of workshop: Intermediate Facilitators: Kichu Nair (University of Newcastle NSW and Hunter New England Health, Australia); Brian Jolly (University of Newcastle, Australia); John Togno (Australian College of Remote and Rural Medicine, Australia); Mary Lawson (Australasian College for Emergency Medicine, Australia) The facilitators for this workshop have extensive experience in introducing WBA, at both undergraduate and postgraduate levels. They have been involved with three of the programmes developed by the Australian Medical Council for the workplace assessment pathway for International Medical Graduates, and implementation of WBA as a new framework in a specialty college. They have done considerable new and as yet unpublished research on strategies to improve WBA in its formative and summative capacities. After the workshop participants will be able to: Describe the themes and rationales for WBA at both UG and PG level; Evaluate the frameworks and training structures needed to implement WBA; Identify the resource base needed for WBA; Describe the suite of methods available for WBA; Outline a number of innovative and reliable approaches to gather assessment data in distributed locations; Explain the economic and educational benefits and limitations of WBA; Evaluate the most effective forms and scales for use in WBA initiatives. PCW 32: Debriefing as learning conversations in experiential learning settings and in clinical education Level of workshop: Introductory Facilitators: Peter Dieckmann (Danish Institute for Medical Simulation (DIMS), Denmark); Walter Eppich (Northwestern University Feinberg School of Medicine, USA); Gabriel Reedy (Simulation and Interactive Learning (SaIL) Centre, King s College London); Debra Nestel (HealthPEER, School of Rural Health, Monash University, Melbourne, Australia); Doris Østergaard (Danish Institute for Medical Simulation (DIMS), Denmark) Debriefing can be conceptualized as learning conversations that take place within experiential learning settings as well as in clinical practice. Facilitators use a variety of techniques to create learning opportunities for the participants. Keeping the learning goals of the encounter in mind, they adapt their procedures to the learners as much as possible. After the workshop participants will be able to use debriefings in simulation and clinical settings including: (1) Conducting a structured debriefing of a regular experiential learning situation, addressing specified learning goals; (2) Describing their role and responsibilities during a debriefing. The workshop will use a mix of plenary presentations, discussions and exercises with feedback. The exercises include a debriefing of a video sequence, where role players take the roles of people seen in the video. They are debriefed by a team of two participants, who take the role of the debriefers. PCW 33: Objective Structured Teaching Encounters (OSTEs) for Educators Deliberate Practice Level of workshop: Intermediate Facilitators: Alice Fornari (Hofstra Northshore-LIJ School of Medicine, USA); H. Barrett Fromme (University of Chicago, USA); Deborah Simpson (Aurora Health Care, USA); Elizabeth Kachur (Medical Education Development, USA); Krista Johnson (University of Iowa, USA) Good teaching supports active learning, yet most teachers receive neither teaching skills training nor observation-based feedback, despite accreditation mandates for teacher development. A key component to improve any complex skills, like teaching, is deliberate practice: sequenced task repetition with timely and behaviour-specific feedback. OSTEs are performance-based teaching encounters, which use scripted standardized learners to portray common/difficult educational scenarios. They can also provide medical education leaders with program evaluation and teaching effectiveness measures. Presenters will describe diverse OSTE methodologies. Survey data on the current status of OSTEs in the medical education community will be shared. In facilitated small groups, participants will (a) systematically develop OSTE scenarios and checklists and (b) enact and debrief their new OSTE stations. A general discussion will include the use of OSTEs in faculty recruitment, assessment and teacher development, the value of role-playing as a standardized learner, and opportunities for sharing OSTE cases for future collaboration. PCW 34: Use of a functional framework to develop and assess interprofessional collaboration in health care Level of workshop: Intermediate Facilitators: Cathy Smith (Pharmacy Examining Board of Canada; University of Toronto, Canada); Carol O Byrne, John Pugsley (Pharmacy Examining Board of Canada, Canada); Susan Simosko (Susan Simosko Associates, Canada) A great deal of current research and practical experience is focused on interprofessional collaboration as a professional competency. Few models, however, include well-defined, measurable indicators to guide observations, professional development, assessments, or licensing examinations. Because of this, the Pharmacy Examining Board of Canada, working with physicians, nurses, physical therapists, pharmacists and educators, developed a functional framework for interprofessional collaboration in health care. This framework contains clear performance indicators to enable individuals, teams, organizations and collaborative partners evaluate the effectiveness of their collaborative practice, provide useful feedback, and promote on-going professional and organizational development and assessment. This workshop will feature discussions, simulations, and small group activities. At the end of the session, participants will be able to describe the framework, apply the framework through practice using interactive role-play and explore applications relevant to their contexts. PCW 35: BEME Workshop series: Devising a BEME protocol Duration: * Level of workshop: Intermediate Facilitators: Morris Gordon, Cathy Jackson (University of Central Lancashire, UK); Antonio Vaz Carneiro, Madalena Patricio (Faculty of Medicine of the University of Lisbon, Portugal BEME is playing an important role in supporting synthesis of evidence to inform teaching, with BEME reviews frequently cited after publication. Whilst an evidence synthesis project is a significant undertaking, designing a pragmatic, achievable protocol that is matched to the questions being asked is pivotal. In this workshop, we will support participants in developing their own protocol for a BEME systematic review. This will cover setting appropriate and relevant objectives, choice of context for included studies, designing a search strategy and finally selecting a method for synthesis of data in a comprehensive and coherent way, taking into account the ultimate aim of the review should be the transference of results into practice. Participants will be guided to apply the material discussed to their own review protocol, with time given for one to one review of protocol elements and a question time to allow participants to deal with any outstanding barriers to successfully completing their own protocol. *NOTE the longer duration of this workshop 17

18 Sunday 6 September PCW 36: Surviving Surgery: Running a ward based surgical simulation programme for junior doctors Duration: (Coach departs SECC at 0845 and arrives back at SECC approx 1300) Level of workshop: All levels Facilitators: Vivienne Blackhall, Mahua Chakrabarti, Alexis Riddell, Andrew Renwick, Mark Vella (University of Glasgow, UK) The workshop takes place at the newly opened Teaching and Learning Centre at South Glasgow University Hospital, a state-of-the-art facility that provides a training environment for the clinical years of the undergraduate medical degree (MBChB), and postgraduate training facilities for medical staff and other healthcare professionals. The workshop provides an introduction to running a surgical ward based simulation programme designed for junior doctors and senior medical students. The session will involve a mixture of lectures and live simulated scenarios. Although the scenarios are of a surgical nature, the principles of a running ward based simulation programme apply to other medical specialties. PCW 37: Improving your OSCE: Measurement, recognition and remediation of station level problems Duration: Level of workshop: Intermediate Facilitators: Richard Fuller, Godfrey Pell, Jennifer Hallam, Matthew Homer (Leeds Institute of Medical Education, University of Leeds, UK) This highly interactive workshop overviews the use of borderline methods of standard setting in OSCEs, and discusses the use and interpretation of a variety of whole exam and station level psychometric indicators. A range of diagnostic exercises will allow participants to gain confidence in interpreting station level metrics and identifying problems that range across station/checklist design issues, errors in OSCE delivery and the impact of assessor behaviour. Participants will then focus on treatments proposing solutions and carrying out subsequent monitoring that can be applied to their own OSCE assessments. PCW 38: How to set up a medical programme in another country - The London-Cyprus experience after four years Duration: Level of workshop: Intermediate Facilitators: Peter McCrorie (St George s University of London, London, UK/University of Nicosia Medical School, Nicosia, Cyprus); Stella A. Nicolaou (University of Nicosia Medical School, Nicosia, Cyprus); Shehla Baig (St George s University of London, London, UK); Sean Hilton (University of Nicosia Medical School, London, UK) Setting up a medical programme in another country may present a multitude of issues including structural, cultural, legal and curricular among others. As such, identifying and planning for any potential issues in advance is fundamental if the venture is to be a successful one. Drawing from the experience of setting up a franchised MBBS graduate entry medical programme from St George s University of London to the University of Nicosia in Cyprus (including clinical sites in three different countries), this workshop aims to highlight areas that require attention as well as provide suggestions for the management of those areas. Participants will benefit from the workshop in that they will (a) identify areas to consider, which will pave the way for effective planning and (b) formulate potential solutions. This workshop is useful for medical educators that are planning or are currently involved in setting up a medical programme in another country. PCW 39: Operational Issues in Accreditation System Design and Management: International perspectives Duration: Level of workshop: Introductory Facilitators: Barbara Barzansky, Dan Hunt (Liaison Committee on Medical Education, American Medical Association, USA); Ducksun Ahn (Korean Institute of Medical Education and Evaluation (KIMEE), Korea) This workshop is designed for participants from countries setting up or expanding an accreditation system. Through case discussions with international examples, the workshop will cover important issues in accreditation system design and implementation, including: 1) the impact of regulatory issues, such as whether accreditation is governmental or private sector and required or optional, on accreditation system design, standards, and processes; 2) the selection and training of reviewers and decision-makers; 3) processes for decision-making about accreditation status; and 4) mechanisms for follow-up to problem areas identified in accreditation reviews to support accreditation as a continuous quality improvement process. The cases and discussion will address international differences in how accreditation systems are mandated, designed, and managed, and will provide opportunities for the participant to apply the information to his or her own national setting. PCW 40: How to utilize Remote Standardized Patients (RSPs) with teleconferencing systems Duration: Level of workshop: Introductory-Intermediate Facilitators: Elizabeth Kachur (Medical Education Development, USA); Jeanne Sandella (National Board of Osteopathic Medical Examiners, Conshohocken, PA, USA); Chaoyan Dong (National University of Singapore, Singapore); Yoon Kang (Weill Cornell Medical College, New York, NY, USA); Ina Treadwell, Louise Schweickerdt-Alker (University of Limpopo, Medunsa, South Africa); Jackie Ruggerio Klevan (Jefferson University, USA); Dot Horber (National Board of Osteopathic Medical Examiners, Conshohocken, PA, USA); Erik Langenau (Pennsylvania College of Osteopathic Medicine, Philadelphia, PA, USA) Whether it is for training or assessment, getting learners and Standardized Patients to the same location at the same time can sometimes be difficult. To overcome geographic and scheduling challenges one can use Remote Standardized Patients (RSPs) and teleconferencing software (e.g., Skype). As telemedicine is advancing we need to explore ways to use similar technologies in educational endeavours. This workshop will describe several RSP programs at various training levels, and demonstrate the technique by connecting with RSPs in the US, Singapore and South Africa. After exploring the learner role by engaging in various encounters with RSPs, participants will discuss how to identify learning opportunities and challenges inherent in remote encounters, create RSP encounter scenarios, address cultural factors that can play a role when crossing local boundaries, and describe the logistical and technological issues related to SP encounters via Skype or other telecommunication software. PCW 41: Use of Generalizability Theory in designing and analyzing performance-based tests Duration: Level of workshop: Intermediate Facilitator: David B Swanson (National Board of Medical Examiners, Philadelphia, USA) Performance-based testing methods (eg, OSCEs, oral exams, workplace-based assessments) are commonly used in health professions education. Because these methods involve multiple sources of measurement error (eg, examiner stringency/agreement, case/ task difficulty, content specificity), classical reliability theory does not furnish the tools needed to investigate their measurement characteristics. Generalizability theory (g-theory) provides the necessary tools for estimation of reproducibility (reliability, precision) of scores and evaluating alternate approaches to test design. At the conclusion 18

19 Sunday 6 September of this interactive, seminar-style workshop participants will be able to: 1. Identify advantages of g-theory over classical test theory; 2. View assessment situations from a g-theory perspective; 3. Describe statistical procedures/software for conducting generalizability analyses; 4. Interpret commonly used indices of reproducibility. The intended audience is health professions faculty involved in designing/implementing assessment procedures. The workshop does not assume familiarity with generalizability theory; however, participants should be comfortable with analysis of variance. PCW 42: Creating and sharing interactive digital content - mobile learning strategies in Amsterdam, The Netherlands and Manchester, UK Duration: Level of workshop: Intermediate Facilitators: J H Bretschneider (VU University Medical Center School of Medical Science, Amsterdam, The Netherlands); Colin J Lumsden (University of Manchester Medical School, Manchester, UK) In 2013 the VUmc School of Medical Science Amsterdam chose a mobile strategy to optimize and share their own study content. ibooks, itunes U courses and the ipad are the keywords of this change. Within 2 years more than 20 itunes U courses and more than 100 ibooks were produced by a team of seven medical students and one surgeon. The content is shared in itunes U as part of an open education strategy. The workshop will highlight some important aspects in short presentations and discussion rounds (copyright questions, necessary digital tools and skills, acceptance etc.). As a hands-on activity, all participants will create their own interactive ibook in Anatomy with digital items that will be provided for free use (anatomical drawings, video- and text fragments). Participants will be able to share their ibook immediately in their own itunes U course. Medical Education Fellowship Awards invites applications for a new Medical Education Fellowship Award. Three awards will be funded, each of 6,000. Successful applicants may use the funds to visit an institution or organisation, complete an -ESME online or face-to-face course, or participate in an international conference in medical education. Further information at awards-prizes Closing date for applications: 14 March 2015 PCW 43: Whose Professionalism are we Teaching? Exploring Professionalism at the Interface of individual and organizations Duration: Level of workshop: All levels Facilitators: Frederic W. Hafferty (Mayo Clinic, USA); Susan Lieff (Centre for Faculty Development, Faculty of Medicine, University of Toronto, Canada) There is an emerging awareness that professionalism must be addressed at both the behavioural and systems level to effect meaningful change in medical training. Trainees and faculty often are exposed to conflicting messages about professionalism that emanate from the variety of contexts in which they train and work. These contexts often reflect different organizational subcultures that may reflect competing notions of professionalism. In this workshop, participants will first map the culture of their academic environment and then explore an eight-type model of individual professionalism to examine alignment between personal orientations and organizational context. The goal is to help educators identify the multiplicities of professionalisms that exist within their organizational milieus and the potential pitfalls for alignment between individuals and their work environments. Discussions will focus on the tensions that can emerge when individual and organizational values collide. Particular attention will be devoted to helping faculty optimally process and reconcile the maelstrom of messages about professionalism they do encounter, a clamour that now includes an intensifying focus on bureaucratic concerns around managing work and managerial concerns about fiscal well-being. PCW 44: The Flipped Classroom: Using TBL to enhance the learning within your course Duration: Level of workshop: Introductory Facilitators: Sandy Cook (Duke-NUS Graduate Medical School, Singapore); Ruth Levine (University of Texas Medical Branch, USA) This workshop is designed to introduce participants to the concepts of a flipped classroom, how Team-based Learning (TBL) is a structured, efficient, and effective way of doing a flipped classroom, and to inspire them to consider using TBL in their curricula. It will be delivered in a TBL format, so that the learners can appreciate how TBL works, thus it will require some preparatory work. The objectives of the workshop are that by the end of this workshop, the participants will be able to describe the fundamental principles that foster active learning in small groups; Identify the key elements of TBL sessions; appreciate the value of the backward design; define the 4-S s of effective applications; identify barriers to implementation and strategize solutions. PCW 45: Express Personalised Postexam Feedback Duration: Level of workshop: Intermediate Facilitators: Anna Ryan (The University of Melbourne, Australia) Provision of individualised feedback after paper-based examinations is a challenge for many in medical education. Presenters will draw on three years of experience using technology to deliver personalised post-exam feedback to medical students. Participants will develop a practical plan for implementation of a post-test feedback program in their own institution. Participants will be invited to bring along a written examination from their institution which allows answers to be compiled in scannable MCQ answer sheets. Suitable examples include tests of single best answer multiple choice questions, true false, extended match questions, situational judgement tests etc., but not exams with long answer styles such as short answer questions. Participants will learn how they can use item coding, free source rapid application development tools, Excel and software in combination with scannable multiple choice answer sheet data to provide students with ed feedback reports (within hours) after paper based examinations. Orientation Sunday 6 September ( ) Hall 2, SECC If you are a first-time attendee at an conference, come to hear some suggestions of how to get the most from the Conference, and meet the Executive Committee and other firsttimers over a drink afterwards (included in the registration fee, but please register for this session). 19

20 Sunday 6 September Conference Programme SESSION 1 Note: Registered guests are welcome to accompany participants to the first plenary session, or may enter the Auditorium during the break from Chair: Ronald Harden (UK) Welcome to 2015 President and Local Representatives Introduction to 2015 Programme Ronald Harden, General Secretary/Treasurer, Plenary 1: Mindfulness as an antidote to chronic stress and burnout: Do we have the courage? Center, USA) Aviad Haramati, Ph.D. (Director, Center for Innovation and Leadership in Education, Professor of Integrative Physiology, Department of Biochemistry and Molecular & Cellular Biology, Georgetown University Medical Reports from various sources suggest that chronic stress and burnout is prevalent in the medical profession, affecting close to half of primary care practitioners. This trend may begin earlier with the observed decline in empathy during medical student training and alarming rates of burnout in medical and other students in the health professions. In this plenary presentation, Aviad Haramati will review published outcomes on interventions using mindfulness approaches to reduce stress and burnout and improve wellbeing. A physiologic framework will be provided to explain why mindfulness appears to be effective. He will also share his perspective on why it is essential to incorporate mind-body techniques into the training curriculum for all health professionals something that will require both skill and courage. Aviad (Adi) Haramati PhD is Professor of Integrative Physiology at Georgetown University Medical Center. His research focus was on regulation of kidney and electrolyte physiology during growth and in pathophysiological states such as heart failure. Currently his activities are centered on medical education and rethinking how health professionals are trained. His first love is teaching, and he has been recognized with many awards. Dr. Haramati received NIH support to fund a broad educational initiative aimed at incorporating complementary, alternative (CAM) and integrative medicine into the medical curriculum at Georgetown University. He has a deep interest in improving medical education across the globe, especially with regard to the intersection of science, mind-body medicine and professionalism. In 2013 Dr Haramati was appointed Inaugural Director of the Center for Innovation and Leadership in Education (CENTILE), at Georgetown University Medical Center Questions Miriam Friedman Ben-David New Educator 2015 Award Presentation Break Opening Entertainment - Clyde Auditorium, SECC Our Master of Ceremonies will welcome guests to the evening and will introduce our exciting evening s entertainment programme which includes performances by a local group of Highland Dancers, traditional singing and the grand finale will feature a performance by Scotland s own Red Hot Chilli Pipers Opening Reception - Hall 4, SECC Enjoy some local food and wine and take the opportunity to renew acquaintances and make new friends, as well as the chance to visit the exhibition stands. Fee: included in the registration fee for registered participants. Guest tickets available at GBP

21 Monday 7 September Monday 7 September SESSION 2 Chair: Peter de Jong (the Netherlands) Plenary 2A: Personal Learning in the Workplace Stephen Downes (Program leader for the National Research Council of Canada s Learning and Performance Support Systems research program, Canada) In increasingly dynamic and technical workplaces, including medical environments, continuous learning is a requirement. The objective of learning in such cases is not merely to ensure regulatory compliance or to sit through training sessions, but to transfer actual and relevant new knowledge into practice. Hence the need is not only for systems that deliver and assess learning, but additionally, to project that capability into the working environment, both in order to provide performance support, but also to identify and recommend training needs. In this talk Stephen Downes will outline the development of the technology behind the Learning and Performance Support Systems program, a set of applications that create a personal learning environment that can track individual performance, support personal learning, and integrate learning resources from a range of providers, applications and services into a single integrated learning platform. Stephen Downes is the program leader for the National Research Council of Canada s Learning and Performance Support Systems research program. With 13 years experience at the NRC, and fifteen years experience developing and using online learning technologies before that, Downes is now recognized as one of the leading researchers in the field. He is known as a proponent of open and personal learning, active learning and engagement, personal learning and network theories of learning. His work includes the development of a learning management system in 1998, the application of syndication to learning and podcasting in 2003, the development of a pedagogy of learning networks, or connectivism, in 2004, and the development of the world s first MOOC in His newsletter, OLDaily, is one of the most widely read in the field, and he has given hundreds of talks in dozens of countries on six continents. See for more Questions ASPIRE-to-Excellence Award Presentations COFFEE BREAK SESSION Simultaneous sessions Symposium 3A: Medical specialty choice and workforce Contributors: Lokke Gennissen, Karen Stegers-Jager, Sophie Velthuis, Jacqueline Bustraan (Erasmus Medical Center Rotterdam and Leiden University Medical Center, the Netherlands); Jennifer Cleland (University of Aberdeen, UK); Marc Soethout (VU University Medical Center Amsterdam, the Netherlands) Medical workforce training and planning is in crisis across the world. We are failing to produce sufficient doctors who are trained and fully ready for work across countries, specialties and localities required to meet patient and societal need. The reasons for this are complex, associated with individuals (e.g., burnout, preferences), systems and other macro-factors (e.g., generational expectations, inflexible training pathways). The presenters are well-known for their work on this topic. They are drawn from a number of countries, each with different selection and training systems, but yet facing similar problems with workforce planning. In this symposium, novel research perspectives on the issues associated with medical careers decision making will be discussed. Symposium 3B: Revisiting Miller s Pyramid from What we know to who we are Contributors: Yvonne Steinert, Richard Cruess, Sylvia Cruess (Canada); Lambert Schuwirth (Australia); John Norcini (USA) For almost 25 years, Miller s pyramid has been invoked to support theories and approaches to assessment and clinical competence in medical education. Miller proposed a hierarchy of learning whose base is Knows and then proceeds to Knows How, Shows How and Does. Recognizing the importance of professional identity formation in the health professions, we would like to propose that a fifth layer be added to the apex of the triangle: Is. The goal of this symposium is to revisit Miller s pyramid and discuss the possibility of adding another layer related to professional identity formation. To achieve this objective, we will review Miller s pyramid and how it has been used; discuss the addition of Is by linking it with professional identity formation; describe ways of incorporating identity formation into an educational framework; and discuss methods of assessing progress towards a professional identity, moving from what our learners know to who they are. Symposium 3C: Clinical Clerkships: Does the Emperor have no clothes? Contributors: Debra Klamen, Heeyoung Han, Reed Williams, Anna Cianciolo, Ashley Satorius (Southern Illinois University School of Medicine, USA) Published critiques of clinical teaching highlight the opportunistic, idiosyncratic nature of what medical students learn. Curricular innovations to improve clinical teaching would benefit from theory on how complex, practical skills are learned. This theory suggests that deliberate practice and expert-novice mentoring provide a roadmap for success and that the current clinical milieu in the US is at odds with the learning needs of medical students. Our panel will discuss a new, theory-based clinical curriculum model funded by the Josiah Macy Foundation to address these problems. This new curriculum features a range of instructional strategies that optimize learning while embracing the reality of current clinical workplace environments. Aspects of curriculum design, implementation and evaluation will be discussed. Concurrent short communications, research papers, posters, eposters, workshops, exhibition LUNCH BREAK (includes Committee Open Meetings) 21

22 Monday 7 September SESSION Simultaneous sessions Symposium 4A: The perfect Postgraduate Training Program (PGTP) - how far are we? An Postgraduate Committee Symposium Contributors: Rille Pihlak (European Junior Doctors, University of Tartu, Estonia); Jason Frank (University of Ottawa & RCPSC, Ottawa, Canada); Linda Snell (McGill University & RCPSC, Centre for Medical Education, Montreal, Canada); Juliana Sa (Faculty of Health Sciences University of Beira Interior, Portugal); Lawrence Sherman (Educational Strategy at Prova Education, USA) The heterogeneity of PGTPs in the world has created a belief that there could never be a perfect global programme and although that might be true we want to emphasize the possibility of getting very close to the ideal. During our symposium we will be discussing the idea of a perfect PG curriculum through different viewpoints - the developer (university), the participant (resident), the funder (country) and the facilitator (programme supervisor). The aim of our symposium is to openly discuss the pitfalls of making or changing a PGTP and to give great examples of the amazing work that has been done in this field. Participants will learn about the current state of PGT curriculums around the world and be encouraged to openly debate on the possibility of creating an ideal one. Symposium 4B: Shaping the Future of Technology Enhanced Learning: Takehome messages from the elearning Symposium Contributors: Stephen Downes (Program leader for the National Research Council of Canada s Learning and Performance Support Systems research program, Canada); elearning Committee Members If you were not able to join in the elearning Symposium, or even if you were, here s a chance to catch up on and discuss the key take-home messages from the Symposium. Some of the questions that will be addressed are: What will be the impact of emerging technologies in educating the reflective practitioner of the future? How will the role of the educator and the student change? Will the same pedagogies be better served by technology? What will the landscape of technology and learning look like in the health professions? Are MOOCs set to continue as an important medium for delivering learning? What is the role of social media in learning? These are issues that no educator can ignore. Come and ask questions of the panel and share your views with the audience in this lively, interactive session. Symposium 4C: Interprofessional Education in the Basic Science Curriculum Contributors: Jennifer McBride (Cleveland Clinic Lerner College of Medicine, USA); Wojciech Pawlina (Mayo Clinic College of Medicine, USA); Richard Shields (University of Iowa, USA); Bruce Wainman (McMaster University, Canada); Claire Smith (University of Southampton, UK); Anja Bӧckers (Ulm University, Germany) Over the last several years, interprofessional education (IPE) has received increased attention in the clinical and student education setting. Originally described in the 1960s, the premise of IPE is to improve collaboration between healthcare providers with the outcome of improved patient care. As healthcare becomes more complex and new models of healthcare emerge it is clear that a team-based approach to patient care is a necessary solution to address an aging population and increasing prevalence of chronic diseases. But what does this mean at the basic science level in undergraduate medical and other professional healthcare programs? Is there a place for interprofessional education within the basic science years? In this symposium speakers will discuss their experiences with developing an interprofessional curriculum in the basic science curriculum with medical, physician assistant and physical therapy students. Emphasis will be placed on assessment methods, objective outcomes as well as student and faculty perceptions. Concurrent short communications, research papers, posters, eposters, workshops, exhibition COFFEE BREAK SESSION Simultaneous sessions Symposium 5A: The place of surgery in the undergraduate curriculum Contributors: Nivritti Patil (University of Hong Kong); Peter McCollum (Hull York Medical School, UK); Rowan Parks (University of Edinburgh, UK); Trevor Gibbs (, UK); George Hanna (Imperial, London, UK) Teaching of surgery in MBBS forms an important component of the undergraduate curriculum. Surgical teaching effectively brings about integration of basic sciences particularly applied anatomy and pathophysiology with clinical practice. It allow students to learn about, besides surgical therapy, the art of effective communication, informed consent, management of premorbid conditions, cancer therapy, cost-effectiveness of technology, patient safety, interprofessional and afterhospital care, quality of life, medico-legal and ethical issues. With the advent of curriculum reforms there has been gradual reduction in surgical placements and exposure. There is also a misperception that surgery as a discipline is too specialized at undergraduate level. With increased emphasis on community and family based education in the curriculum, planning emphasis has shifted to include only generic skills in surgery. This symposium will highlight and deliberate on planning of an appropriate undergraduate surgical syllabus and its delivery in an integrated curriculum. Symposium 5B: Faculty Development in the Health Professions: Best Practices and Future Trends Contributors: Yvonne Steinert (McGill University, Montreal, Canada) and David Irby (University of California San Francisco, USA) As we aspire to excellence in the health professions, faculty development is becoming increasingly important. The goal of this symposium is to highlight best practices and future trends in faculty development along a number of dimensions: the range and scope of faculty development programs and activities designed to support the professional development of teachers and educators, leaders and managers, and researchers and scholars; the breadth of faculty development strategies that can be used to bring about organizational change; and the available evidence that can inform and guide faculty development programming and research. 22

23 Monday 7 September Faculty members are our most important resource; nurturing their creativity and supporting their renewal are critical elements in the achievement of our educational objectives. NOTE: Faculty development is the fourth area for recognition of excellence in the ASPIRE-to- Excellence initiative. Symposium 5C: Practitioner research: ethical dilemmas of insiders Contributors: Julie Smith (NHS Tayside/University of Dundee, UK); Anne Marie Reid (Leeds, UK); Jeremy Brown (Edge Hill University/Health Education North West, UK); Susan Jamieson (University of Glasgow, UK); Alex Cope (Leeds, UK) For researchers conducting or planning to undertake practitioner or insider research in their workplace, be that on campus or in a clinical setting, the ethical considerations do not stop when the ethics approval has been obtained. In this symposium, we shall consider what is regarded as good ethical conduct in education research; and we shall share some of the dilemmas we have been faced with as researchers and discuss tensions between obligations to the research participants and to professional and personal codes of practice, and how this aligns to the informed consent process. The symposium offers the opportunity to identify and debate such tensions and provide guidance for new and early careers researchers faced with ethical dilemmas. Concurrent short communications, research papers, posters, eposters, workshops, exhibition, Fringe Optional Evening Entertainment: Dinner, entertainment and dancing at Merchant Square Located in the heart of the bustling Merchant City, Merchant Square is one of the city s most popular destinations for socialising and eating out and has a spacious indoor courtyard which is perfect for hosting the 2015 Cèilidh traditional Scottish country dancing. No visit to Scotland is complete without experiencing a Cèilidh fun to watch and even more fun to participate. If you don t know anything about Stripping the Willow, the Eightsome Reel or the Gay Gordons it really doesn t matter! Someone will be there to guide you. Or just sit down with a drink and watch the action! You may like to look at some YouTube videos to get an insight into a Cèilidh: watch?v=gbcaym6afjq or com/watch?v=hvhetarcnyq Cost: GBP 35 (includes two-course dinner and two glasses of wine, beer or soft drinks and dancing) SESSION 6 Plenary 3 Chair: Charlotte Ringsted (Denmark) Plenary 6A: The Angry Risk Taker: Enriching health professions education by understanding the relationship between emotions and cognitive processes Vicki R LeBlanc, PhD (Associate Director and Scientist, Wilson Centre, Associate Professor; Faculty of Dentistry & Department of Medicine, University of Toronto & University Health Network, Toronto, Ontario, Canada) Healthcare practice and education are highly emotional endeavors. Individuals, at any given time, are in an emotional state. This is recognized by educators and researchers seeking to develop interventions aimed at improving wellness in medical trainees and at providing them with skills to deal with emotional interpersonal situations. We have however, largely ignored the role that emotions play on cognitive processes. Yet, our emotional state influences how we perceive the world around us, what we recall from it, as well as the decisions that we make. The purpose of this presentation is to provide an introduction to the broader field of emotions, with the goal of better understanding the integral relationship between emotions and cognitive processes. Rather than treating emotions as undesirable forces that wreak havoc on the rational being, the field of health professions education could be enriched by a greater understanding of how these emotions can shape cognitive processes in increasingly predictable ways. Vicki LeBlanc is the Associate Director and a scientist at the Wilson Centre for Research in Education, as well as an Associate Professor in the Faculty of Dentistry and the Department of Medicine at the University of Toronto. She obtained her PhD in 2001 in experimental psychology from McMaster University. She leads a program of research that explores the effects of emotions and stress on the learning Tuesday 8 September and clinical performance of health professionals and first responders. She has authored over 60 peer-reviewed publications, and regularly presents at national and international conferences. In addition to her research activities, Dr LeBlanc sits on the Integrated Wellness Task Force at the University of Toronto, and on several simulation-related task forces with the Royal College of Physicians and Surgeons of Canada (RCPSC) Questions Plenary 6B: Engaging through simulation: reframing education for a 21st century world Professor Roger L Kneebone (Professor of Surgical Education, Imperial College London, UK) This presentation frames engagement as a cornerstone of clinical education and simulation as a central means to achieve it. Drawing on his innovative and unorthodox approach to educational research, Roger weaves together insights from simulation, technology, the arts, performance and biomedical science to present a controversial and challenging view of clinical education. At its heart is the concept of reciprocal illumination an exchange of equally (though different) expert perspectives, resulting in a change for all who take part. Roger sets out a blueprint for Engagement and Simulation Science as an emerging domain of scholarship with major untapped potential. Professor Roger Kneebone is a clinician and educationalist who jointly directs the Imperial College Centre for Engagement and Simulation Science. His innovative work on contextualised simulation builds on his personal experience as a surgeon and a general practitioner, and his interest in domains of expertise beyond medicine. He sees engagement as a translational resource which bridges the worlds of clinical practice, biomedical science, patients and society. Roger leads an unorthodox and creative team of clinicians, computer scientists, artists, social scientists and performers. He has an international profile as an academic and innovator and is a Wellcome Trust Engagement Fellow. 23

24 Tuesday 8 September Questions The Fellowship a new initiative As part of s mission to support scholarship in health professions education, the Fellowship has recently been introduced, whereby members may apply to become an Associate Fellow (AF) or Fellow of (F). Professor Olle ten Cate on behalf of the Executive Committee will give a brief introduction to the initiative Ottawa 2016 Perth, Western Australia March 2016 A taster of the exciting program for the Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions COFFEE BREAK SESSION Simultaneous sessions Symposium 7A: Researching Identities in Medical Education: Divergence and Convergence across Theoretical and Analytical Perspectives Contributors: Lynn Monrouxe (Institute of Medical Education, Cardiff University, UK); Rola Ajjawi (Centre for Medical Education, University of Dundee, UK); Esther Helmich (Center for Evidence- Based Education, Academic Medical Center, University of Amsterdam, the Netherlands); Ken Mavor (School of Psychology and Neuroscience, University of St Andrews, UK and ANU Medical School, Australian National University, Australia); Charlotte Rees (Centre for Medical Education, University of Dundee, UK); Sally Warmington (School of Medicine, University of Melbourne, Australia) Researching professional identities in medical education has become increasingly popular. However, the terms identity and identities mean subtly different things across theoretical perspectives and are approached using widely divergent methods. As a result, medical education identity researchers often talk around, rather than to, one another, resulting in a fragmented body of research with missed opportunities to advance knowledge and understanding of identities in medical education. This international symposium brings together identities researchers in medical education from a variety of theoretical perspectives (e.g. social constructionist, self-complexity, social identity), drawing on data collected using a diversity of methods (e.g. videoed interactions, interviews, critical incidents, large scale surveys). Using examples, we will examine areas of divergence and convergence across theoretical/analytical perspectives with the aim of developing a synergistic understanding of what identity research is, why it is important and what it can contribute to the education of medical students, trainees and doctors. Symposium 7B: Social accountability: medical students as leaders for sustainable healthcare Contributors: Diarmid Campbell-Llendrum (Department of Public Health, Environmental and Social Determinants of Health, World Health Organization, Geneva ); David Pencheon (National Health Service Sustainable Development Unit, United Kingdom); Izzy Braithewaite (Medical student, University College London, United Kingdom); Hanna-Andrea Rother (School of Public Health and Family Medicine, University of Cape Town, South Africa); Stefi Barna (Norwich Medical School, University of East Anglia United Kingdom) How should a socially accountable medical school respond to the growing evidence on global environmental health threats? Climate change, declining biodiversity, chemical contamination and resource depletion threaten to undermine the health gains of the past 100 years, particularly for economically and geographically vulnerable people. The WHO, the World Organisation of Family Doctors and The Global Consensus for Social Accountability have called on medical schools to identify and respond to future health challenges and to recognise the importance of environmental determinants of health. This symposium will summarise the trajectory of evidence, action and curricular change in ways that do not increase the curricular load of medical education. It offers an overview of WHO guidance on climate and health with recommendations for medical education and looks at ways that students and educators can bring this about. Symposium 7C: Faculty Interprofessional Education: Creating Alignment across the learning and clinical environments Contributors: Don Moore (Vanderbilt University, Nashville, Tennessee, USA); Kathy Chappell (American Nurses Credentialing Center, USA); Brian McGowan (Archemedx, Philadelphia, USA); Lawrence Sherman (New York City, USA); Jann T. Balmer (University of Virginia School of Medicine, USA) This symposium addresses the changing expectations for clinicians in the workplace from learners to faculty and practitioners that now assess competency not only from an individual perspective but also in the workplace setting. As healthcare institutions become learning organizations, what are the strategies and approaches that CPD professionals, educators and clinicians can effectively utilize in integrating learning that aligns the needs and expectations of this new organization? Concurrent short communications, research papers, posters, eposters, workshops, exhibition LUNCH BREAK Annual General Meeting SESSION Simultaneous sessions Symposium 8A: Generalism in Medical Education Scholarship Contributors: Rachel H Ellaway (Northern Ontario School of Medicine, Canada); Lisa Graves, Charlotte Ringsted (University Aarhus, Denmark, Cynthia Whitehead (University of Toronto, Canada); Joanna Bates (University of British Columbia, Canada) Generalism is a comprehensive approach that can span multiple disciplinary perspectives to be able to work with problems that are diverse, undifferentiated and complex. We teach generalism as an approach to practice and we graduate generalists who can go on to any specialty. However, principles of generalism have not necessarily translated to the scholarship of medical education and arguably this has limited its ability to address the major issues in medical education, many of which would seem to require a 24

25 Tuesday 8 September generalist approach. This symposium will explore the principles of generalism in medical education scholarship, its presence in existing perspectives such as systems and realist inquiry, and what rigorous generalist scholarship can and should look like in medical education. By engaging in this debate participants will gain an appreciation of the issues in generalist scholarship in medical education and be invited to help shape this emerging approach to enquiry. Symposium 8B: The discourses of simulation education: embracing untapped potential Contributors: Walter Eppich (Ann & Robert H. Lurie Children s Hospital of Chicago/Northwestern University Feinberg School of Medicine, USA); Nancy McNaughton (University of Toronto, Centre for Research in Education, Standardized Patient Program, Canada); William McGaghie (Loyola University Stritch School of Medicine, Maywood, USA); Simon Edgar (NHS Lothian, Edinburgh, UK); Debra Nestel (HealthPEER, School of Rural Health, Monash University, Melbourne, Australia); Ralf Krage (VU Medical Center, Amsterdam, Netherlands); Peter Dieckmann (Danish Institute of Medical Simulation, Copenhagen, Denmark) Within healthcare simulation, multiple discourses shape thinking and practice. For example, ideas about competency, patient safety and patient-centeredness justify different activities, roles and access to resources. Discourses or conceptual frames for justifying simulation education potentially compete over claims to effectiveness and value. Where do these sometimes distinct simulation discourses intersect and how might they inform each other in the service of improving educational outcomes? This symposium will bring together healthcare simulation experts, each contributing a significant strand to the simulation discourse(s): Mastery learning and deliberate practice; Clinical skills training; Simulated/ Standardized patient methodology and assessment; Crisis resource management and team training; The psychology of healthcare simulation. After brief presentations, a SESSION Simultaneous sessions Symposium 9A: IAMSE Symposium - Flipping the Classroom: Imperative or Passing Fad? Contributors: Kathryn N. Huggett (Creighton University School of Medicine, USA); John L. Szarek (The Commonwealth Medical College, USA); Boyd Richards (Columbia University College of Physicians and Surgeons, USA); William B. Jeffries (University of Vermont College of Medicine, USA Moderator) A significant challenge facing medical educators is to incorporate active learning in an environment dominated by large group teaching. To address this, many medical educators are turning toward the flipped classroom, in which knowledge acquisition is assigned to occur before the large group session and classroom time is reserved for knowledge application, analysis and evaluation. In this session, we will explore the rationale, advantages and disadvantages of the flipped classroom through the experience of several experienced educators. 2015! If you are unable to attend 2015 in person, the next best thing is to join online. With live streaming throughout the Conference you can watch the opening session, all four plenary sessions and a selection of symposia as they happen. s: Details of the sessions that will be streamed will be available on our website and are indicated on pages just look for the logo. moderated group discussion with audience participation will highlight areas of synergy within the various simulation discourses, how they complement each other, and how expanding our thinking can benefit educators, learners, and patients alike. Concurrent short communications, research papers, posters, eposters, workshops, exhibition COFFEE BREAK Participate: You will have the option to or tweet your questions to the speakers and you can hear live and recorded interviews with speakers and other conference participants. You have the option of watching alone or as part of a group, live or at a later date. Recordings are available for a minimum of one year after the event. Symposium 9B: Debate Medical training should be delivered by lay teachers/ actors role playing and through simulation rather than the traditional clinical apprenticeship model Contributors: Kevin Jones, Nicki Jackeman, Andrew Stanton, A Levy, P Fletcher (University of Bristol Medical School, UK) Simulation training in the undergraduate curriculum is becoming an increasingly popular way of delivering clinical teaching to medical students. It can take different forms. It may involve the use of high fidelity manikins (Sim MAN & MOM), actors role playing and increasingly lay people trained as teachers (Clinical Teaching Associates). This form of teaching is associated with high levels of participant satisfaction and has an extensive evidence base to support its educational validity. It is a safe way to acquire clinical experience and because it occurs in a structured environment it is easy to make objective measurements of competence. However, the traditional model of delivering medical education is for students to take part in a clinical apprenticeship at the bedside and learn on real patients with real medical problems. Their competence is then tested using long case exams where the students undergo a form of driving test on the wards. This house believes that medical training should be delivered by lay teachers / actors role playing and through simulation rather than the traditional clinical apprenticeship model. Concurrent short communications, research papers, posters, eposters, workshops, Fringe, ESME, RESME, ESCEPD, exhibition Fee: GBP 75. Fees include access from one device, as well as access to the Conference App and the option to take part in the discussion forums set up for 2015 in MedEdWorld ( How to Register: Register for Online at amee-live and not on the main Conference registration website. 25

26 Wednesday 9 September Wednesday 9 September SESSION Simultaneous sessions Symposium 10A: The Student-Teacher Relationship: Consumer of education or partner-inlearning? Contributors: Matthew Gwee, Chay-Hoon Tan (National University of Singapore (NUS), Singapore); Ralph Pinnock (Dunedin SoM, New Zealand); Student Representative from IFMSA; Khalid Abdulrahman (Saudi Arabia) Historically, students have been considered by educators as consumers of education. Today, however, it is strongly advocated that health professional students should be actively engaged in the teaching-learning process in order to optimise transformative learning for the acquisition of core professional competencies for their future practice. Thus, it is timely to re-visit this issue through an in-depth review of the studentteacher relationship, since it is critical for health professional teachers to have a clear understanding of the topic in order to be able to implement any intended reforms in health professional education. Moreover, the Symposium will provide an excellent forum to publicise the role and activities of the Student Engagement Panel within the ASPIRE initiative. Attendance at this Symposium will enable participants to update their knowledge on the topic and, consequently, obtain guidance for educational decision-making for intended reforms in health professional education. Participants will also be invited to contribute to discussions and to raise questions. Symposium 10B: The potential of big data and learning analytics to serve feedback, assessment and entrustment decisionmaking for training in the workplace Contributors: Olle ten Cate (University Medical Center Utrecht, the Netherlands); Marieke van der Schaaf (Utrecht University, the Netherlands (on behalf of the WATCHME consortium)); Eric Holmboe (Accreditation Council for Graduate Medical Education, Chicago, USA); Eric Warm (University of Cincinnati Academic Health Center, Cincinnati USA); Anderson Spickard III (Vanderbilt School of Medicine, Nashville, USA); Jeroen Donkers (Maastricht University, the Netherlands (on behalf of the WATCHME consortium)) Focused feedback in the clinical workplace, provided in a valid and timely manner, is a widely recognized condition for efficient development of competence. Current and emerging technologies may enhance this, serving validity and timeliness. Learning analytics is a domain in education research that has recently drawn attention as an approach to utilize increasing amounts of data of administrations, social media, e-learning and e-assessment for the benefit of monitoring and supporting students, and potentially, clinical performance. In healthcare education, learning analytics is in its infancy. This symposium focuses on the potential use of this technology to support the quality of feedback to learners, the quality of assessment and the quality of entrustment decision-making when granting healthcare responsibilities to learners, such as for entrustable professional activities. Finally the potential of connecting learner data to program quality and patient outcome data is discussed. Examples from several institutions are presented. Concurrent short communications, research papers, posters, eposters, workshops, exhibition COFFEE BREAK SESSION 11 Plenary 4 Chair: Trudie Roberts, President, UK Learning in the community is important Plenary 11A: More than nice: primary care/rural experience is an imperative for health professions education Eliana Amaral, MD, PhD (State University of Campinas (UNICAMP), Brazil. Faculty Career Committee head for the medical school, and local coordinator for the Pro- Teaching Graduate Project, Brazilian Agency for Coordination of Higher Education Personnel (CAPES). Co-director for the Regional Institute FAIMER, and former coordinator for Obstetrics and Gynecology Certification Board) Many layers of reasons justify the inclusion of learning in primary and/or rural health care, under a family medicine model, for undergraduate as well as specialty curriculum. There is a recognized need to diversify scenarios to take advantage of contextualized learning. Including primary/rural care experiences helps a clearer understanding of social determinants of health and disease, facilitates interprofessional team building for clinical practice, and acquisition of specific competences, while exposing learners to the health system delivery. This perspective brings new challenges that medical schools and faculty members have to face. Brazilian stories and international experiences will help illustrate why it is more than just nice. Eliana Amaral, MD, PhD, Full-Professor in Obstetrics at the State University of Campinas (UNICAMP), Brazil. Faculty Career Committee head for the medical school, and local coordinator for the Pro-Teaching Graduate Project, Brazilian Agency for Coordination of Higher Education Personnel (CAPES). Co-director for the Regional Institute FAIMER, and former coordinator for Obstetrics and Gynecology Certification Board. Advisor for the World Health Organization, Human Reproduction Division, and for regional and national health programs, 26

27 Wednesday 9 September with focus on quality care in reproductive health. Areas of interest include maternal morbiditymortality, student assessment, program/ curriculum evaluation, and academic career for faculty. Co-editor for a new book Community- Based Education: the Brazilian Experience Questions Do you need to rethink your approaches to selection? Plenary 11B: How effective are selection methods in the healthcare professions? Evidence from a systematic review Professor Fiona Patterson (Principal Researcher, University of Cambridge and Director of Work Psychology Group, UK) Across the globe, selection and admissions processes continue to attract strong public interest, and often criticism regarding accuracy, fairness and widening participation. Whilst academic achievement is consistently a good predictor of subsequent performance, it cannot be assumed that those with high academic ability alone can be trained to become competent clinicians. Little research attention has focused on methods that reliably evaluate important (non-academic) personal attributes, values and motivational qualities. In exploring these issues, results of a systematic literature review are presented to examine the quality of evidence for various selection methods. Implications for policy and practice are discussed. Fiona Patterson is a leading expert in the field of selection and assessment especially within high stakes settings. She is a Principal Researcher at the University of Cambridge and a Director for the Work Psychology Group, providing advice to organisations internationally. Having trained initially as a practitioner, Fiona s approach to her academic research is to focus on optimising practical applications, and as such, her research in several domains has had major impact on governmental policy and across many organisational sectors. Fiona publishes regularly in the highest ranking journals and alongside her collaborators she has recently launched a new international research network for researchers in selection into healthcare (INReSH) with contributors from around the globe Questions Why you should know about EPAs Plenary 11C: Entrustable professional activities: Aligning competency-based medical education with everyday clinical practice Th.J. (Olle) ten Cate, PhD (Professor of Medical Education, Director of the Center for Research and Development of Education, University Medical Center Utrecht, The Netherlands) Using entrustable professional activities (EPAs) in medical education was suggested in 2007 to bridge a gap between the theory of using competencies and the everyday practice of clinical health care. The concept of EPAs has since drawn much attention among postgraduate and undergraduate programs, notably in North America. This presentation will elaborate on its principles and practicalities, to promote a common understanding of what EPAs are and how they can best be used for curriculum development, teaching and assessment in the clinical workplace. Olle ten Cate attended medical school at the University of Amsterdam, the Netherlands and has spent his professional life from 1980 serving medical education. In 1986 he completed a PhD dissertation on peer teaching in medical education. In 1999 he was appointed full professor of Medical Education at Utrecht University, the Netherlands, and program director of undergraduate medical education at University Medical Center Utrecht. Since 2005 he leads the Center for Research and Development of Education at UMCU. His research interests include curriculum development, peer teaching, competency-based medical education, and many other topics. From 2006 until 2012 he served as president of the Netherlands Association for Medical Education. In 2012 was appointed adjunct professor of medicine at the University of California, San Francisco, along with his work in Utrecht. He has published extensively in the medical education literature and supervised many doctoral students in medical education research Questions Panel Discussion Announcement of Conference Prizes A look ahead to Concluding remarks - Trudie Roberts, President, UK 1230 Close of Conference What does do? The Association for Medical Education in Europe () is a worldwide organisation with members in 90 countries on five continents. Members include teachers, educators, researchers, administrators, curriculum developers, deans, assessors, students and trainees in medicine and the healthcare professions. s interests span the continuum of education from undergraduate education through postgraduate training and continuing professional development. pursues excellence in healthcare professions education internationally by: Promoting the sharing of information through networking, conferences, publications and online activities; Identifying improvements in traditional approaches and supporting innovation in curriculum planning, teaching and learning, assessment and education management; Encouraging research in the field of healthcare professions education Promoting the use of evidenceinformed education Setting standards for excellence in healthcare professions education Acknowledging achievement both at an individual and an institutional level Recognising the global nature of healthcare professions education Influencing the continuing development of healthcare professions education through collaboration with relevant national, regional and international bodies. 27

28 Abstract submission Contributing to 2015 This year we are introducing a new abstract submission site which will be linked to the 2015 registration site. Please submit abstracts online. The intended presenter should be the person submitting the abstract. An automatic confirmation should be received within a few minutes of submitting. If you do not receive a confirmation please check your junk mail folder before contacting amee@dundee.ac.uk. elearning Symposium abstracts Abstracts covering any issue related to technology-enhanced learning or assessment may be submitted for: Short communication: 10 minute presentation followed by 5 minutes for questions and discussion. Abstracts may be structured in any format, or unstructured; PechaKucha 20 x 20: presenters use 20 slides which advance automatically after 20 seconds ( Three minutes is allocated after the slides have finished for discussion. Abstracts may be structured in any format, or unstructured; eposters: Two minutes to convey the key messages of your poster on an interactive board, followed by three minutes for discussion. No need to bring a paper poster with you! Full details about building your poster will be supplied following acceptance. Abstracts may be structured in any format, or unstructured. Abstracts should be submitted through the online abstract submission process by 15 February 2015 and will be reviewed by a minimum of two reviewers. If a short communication or eposter submission cannot be fitted into the elearning Symposium programme, submitters have the option to ask for it to be considered in the main Conference abstract submission. Main 2015 conference abstracts Abstract submissions may cover any topic in medical and healthcare professions education relating to undergraduate/basic training, postgraduate/specialist training or continuing professional development/continuing medical education. Abstracts are invited for presentation in the formats listed below. All abstracts are reviewed by a minimum of two reviewers. For further information on presentation formats see the website ( conferences/amee-2015/programme/contributing-to-amee-2015 Research papers: Themed sessions reporting original research. Abstracts of maximum 500 words should be structured Terms and Conditions Submitter must be the presenter of the submitted abstract Only one presenter per abstract may be indicated when submitting, with the exception of conference workshops where a maximum of 6 presenters may be included Submitters of abstracts accepted will be notified by 20 April as follows: Introduction, Methods, Results, Discussion, Conclusions. Up to two references may be included. Some sessions will be held in a flipped classroom mode where participants are asked to read and reflect on the abstract and other supporting materials in advance of the session, and the presentation time is used for clarification and discussion of the issues involved. The deadline for submission is 12 January PhD Reports: Presentations based on the participant s PhD thesis, completed not more than two years ago. Abstracts of maximum 500 words should be structured as follows: Introduction, Methods, Results, Discussion, Conclusions. Up to two references may be included. The deadline for submission is 12 January Short communications: Simultaneous, themed sessions are included throughout the programme, with approximately six presentations per session. Abstracts of maximum 250 words should be structured as follows: Background, Summary of work, Summary of results, Discussion, Conclusions, Take-home messages. The deadline for submission is 15 February Presenters may opt to be considered for Patil Teaching Innovation Award ( awards-prizes) Presentation with Poster/ Presentation with eposter: Abstracts of maximum 250 words should be structured as follows: Background, Summary of work, Summary of results, Discussion, Conclusions, Take-home messages. Those to be presented as paper posters and those to be presented as electronic posters on interactive touch-screens will be decided by the Selection Committee and the submitter notified. The deadline for submission is 15 February Fringe: There is no prescribed format, and presenters may use the time however they wish, with an emphasis on creativity, performance and engagement with the audience. Abstracts of maximum 250 words should be submitted by 15 February Conference workshops: Workshops are either 1.5, 1.75 or 2 hours in duration and should be highly interactive and participative. Abstracts of maximum 250 words should be structured as follows: Background, Who should attend, Structure of workshop, Intended outcomes, Level (introductory/ intermediate/advanced). The deadline for submission is 15 February Presenters should register by 31 May Presenters must be available to present anytime between 1000hrs on Monday 7 September to 1000hrs on Wednesday 9 September. It is not possible to guarantee a presentation day The final programme will be available in July. 28

29 Exhibition The Exhibition, consisting of commercial, not-for-profit and institutional exhibitors, is now a major feature of the Conference. Exhibitors include: publishers of medical and basic science textbooks, and books and journals relevant to teachers in medicine and the healthcare professions; manufacturers and suppliers of teaching aids including simulators, computers, mobile technology and elearning packages; institutions offering a service in medical education, e.g. testing, data handling; pharmaceutical companies, particularly those involved in the development of educational resources; institutions and bodies offering courses for healthcare professionals across the continuum of education; institutions responsible for administration or regulation in medicine and the healthcare professions; professional bodies and medical schools. offers a range of opportunities including exhibition booths, table-top displays, inserts in the conference bags, adverts in the conference programme and sponsorship of conference materials. Worldspan has been appointed once again to manage Exhibition and Sponsorship opportunities for For further details, please download the brochure on the website or contact exhibitions@worldspan.co.uk Awards and Prizes Miriam Friedman Ben-David New Educator Award: Nominations are invited for this award, which is made to an educator deemed to have made a significant contribution to teaching. There is no age limit for the award, but the recipient should usually have had no more than five years of formal teaching experience. The award winner, selected by a Committee chaired by the Past-President Madalena Patricio, will be invited to attend 2015 and to present a short communication. The prize is free conference registration and GBP 1000 to support attendance. The deadline for receipt of nominations is 31 January For full details, please visit Teaching Innovation Awards are made possible through support of the Patil family. An award will be made to one or more presenters of short communications judged as having made an outstanding contribution to the programme in the area of Teaching Innovations. For further details, please visit conferences/amee-2015/awards-prizes Medical Teacher Poster Prize is awarded for the best poster as selected by the Poster Prize Committee. For further details, please visit eposter Prize, awarded by for the best Electronic Poster, as selected by the eposter Prize Committee. For further details, please visit awards-prizes Free Registration Awards: A limited number of free registrations is available to participants from the countries listed on page 30 who submit and have accepted an abstract for a research paper, a short communication or poster presentation. Practising teachers and registered students from medical and healthcare professions institutions may apply. Please your request to the Office (amee@dundee.ac.uk) by 26 February, after submission of your abstract, which can be done online or by . Participants to be offered free registration will be notified by 30 April. Students is pleased to again be working with the IFMSA and EMSA Student Groups, as well as the local Scottish students, and looks forward to welcoming students and junior doctors from around the world. A call for application for international students to join the 2015 Student Task Force will be issued by IFMSA and EMSA in early Don t miss the preconference workshops being offered by the students and junior doctors. See PCW 1 and PCW

30 Registration is pleased once again to be working with Worldspan, a Professional Conference Organiser, in the organisation of Worldspan will be managing the registration process both before the conference and onsite in Glasgow. Register online at All enquiries related to registration should be directed to: Worldspan Group, Commodore House, North Wales Business Park, Abergele, Conwy LL22 8LJ, UK. Tel: +44 (0) ; amee@ worldspan.co.uk Confirmation of registration will be ed. Register by 15 May to qualify for the early registration rate. elearning Symposium registration fee includes: Attendance at elearning Symposium sessions 5 September, and 6 September until 1400, lunch and coffee on 5th and 6th, evening reception on 5th, conference materials, access to ELS! (up to one year after the event) registration fee includes: Attendance at the main conference sessions (6-9 Sept) including conference workshops (according to availability); lunch (7-8 Sept) and coffee breaks (7-9 Sept); Opening reception (6 Sept); Conference materials; Public transport ticket (7-9 Sept); access to! up to one year after the event. Payment: Payment may be made by credit card or by bank transfer (accepting both sender and recipient bank charges) in GBP Sterling only. Please ensure that bank transfers are remitted to the Worldspan account as detailed on the invoice and not to the account. If you request an invoice to be sent to your institution, please make sure accurate details are provided. Payment should be remitted to Worldspan prior to commencement of the conference. Only by prior agreement may payment be made onsite at the registration desk. We strongly recommend you take out insurance to cover any potential loss of registration fees, travel and accommodation costs that might result from any medical condition or accident that may preclude your attendance at the conference, or that may necessitate treatment while in the UK. Countries qualifying for Special Rate Registration Fee: Afghanistan, Bangladesh, Benin, Bhutan, Bolivia, Burkina, Faso, Burundi, Cambodia, Cameroon, Cape, Verde, Chad, Comoros, Congo, Cote d Ivoire, Egypt, El Salvador, Eritrea, Ethiopia, Gambia, Ghana, Georgia, Guatemala, Guinea, Guyana, Haiti, Honduras, India, Indonesia, Iraq, Kenya, Kiribati, Kyrgyzstan, Lao, Lesotho, Liberia, Madagascar, Malawi, Mali, Mauritania, Moldova, Mongolia, Morocco, Mozambique, Myanmar, Nepal, Nicaragua, Niger, Pakistan, Papua New Guinea, Paraguay, Philippines, Rwanda, Samoa, Senegal, Sierra Leone, Solomon, Is., Somalia, Sri Lanka, Sudan, Tajikistan, Tanzania, Togo, Tonga, Uganda, Ukraine, Uzbekistan, Vanuatu, Vietnam, Yemen, Zambia and Zimbabwe Registration Category By 15 May From 16 May Member Non-Member Student Member (1) Student Non-Member (1) Member Special Rate Country (2) Non-Member Special Rate Country (2) Additions to registration By 15 May From 16 May ESME Course (3) ESMEA, RESME Course (3) ESCEPD Course (3) FLAME or CALM Course (3) RASME, ESMESim, ESCEL (3) Masterclass (3) Full day pre-conference workshop (PCW 6, 27, 31) (4) Full day pre-conference workshop (PCW 9, 10) (4) Half day pre-conference workshop (4) Student or Junior Doctor pre-conference workshop (PCW 1, 24) (3) Opening Ceremony Guest Ticket (5) /RCPSG Assessment Symposium only /RCPSG Assessment Symposium (4 Sept) also attending (6) elearning Symposium only (6) elearning Symposium only (Students and Special Rate Countries) elearning Symposium also attending 2015 (6) GAME Meeting only GAME Meeting also attending By 15 May From 16 May elearning Symposium ELS LIVE! (7) ! (8) (1) Student registration is available to medical/healthcare professions students up to two years post basic qualification only. (2) See list on page 30 for qualifying countries. (3) Includes coffee and lunch (4) Includes coffee only (PCW 9 and 10 includes transport and lunch; PCW 15 and 36 includes transport) (5) Does not include entrance to conference sessions or a travel ticket (6) If you register for both 2015 and the elearning Symposium or the GAME Meeting or the /RCPSG Assessment Symposium you will receive a discount on fees for (7) Register online at Includes live streaming of plenary sessions, short presentations and PechaKucha sessions (Sat-Sun); the ability to tweet questions and comments; access to MedEdWorld discussion forums; access to streamed sessions for a minimum of one year after the event. One registration entitles one access as individual or a group watching on one computer. (8) Register online at Includes live streaming of plenary sessions (Sun-Wed); two simultaneous symposia sessions (Mon-Wed); Interviews with speakers and conference participants and ability to ask speakers questions; Streaming may be accessed for a minimum of one year after the event. One registration entitles one access as individual or a group watching on one computer. 30

31 Terms and Conditions of 2015 Registration 1. Completion of the registration information signifies acceptance of the terms and conditions set out below. 2. The registration fees may only be paid in GBP Sterling irrespective of your country of origin. 3. /RCPSG Assessment Symposium attendance includes: coffee, lunch and evening reception with supper and entertainment (Friday 4 September). 4. GAME Meeting attendance includes: coffee, lunch and access to special interest group discussions (Sunday 6 September). PCW 11, 12, 13, 14 on Saturday 5 September are available as optional extras at 65 each. 5. elearning Symposium attendance includes: attendance at sessions (Sat-Sun) including els workshops (according to availability); lunch and coffee (Sat-Sun); reception (Sat); Symposium materials Registration fee includes: attendance at main conference sessions (Sun-Wed) including conference workshops (according to availability); lunch (Mon-Tues) and coffee breaks (Mon-Wed); Opening Reception (Sun); Conference materials; Public transport ticket. 7. Travel to Glasgow and accommodation is NOT included in the registration fee. 8. Payment may be made by credit/debit card (VISA, Mastercard) or bank transfer in GBP Sterling only. All payments must be made prior to the start of the Conference unless prior arrangements have been made to make payment at the registration desk. 9. Cancellation policy for registration a refund of previously paid registration fees will be made as follows Notification in writing by 15 May 2015: full refund less GBP 50 administration fee; Notification in writing by 1 July 2015: 50% refund; Notification after 1 July: no refund. 10. Cancellation policy for Preconference workshops and Courses: will make every effort to resell places on pre-conference workshops/courses but cannot guarantee a refund will be possible. 11. Please note in the event of cancellation, bank or credit card charges incurred by will not be refunded. 12. This contract is governed by the laws of Scotland. Tour programme At 2015, there will be a number of tours available in and around Glasgow. You will have the opportunity to book tickets for the tours both in advance through the online registration site and at the Tours Desk onsite in Glasgow, subject to availability. Guest tickets are also available. Worldspan have tried to provide an interesting and varied tour programme, offering a variety of half-day and full-day tours, enabling you to combine your conference sessions with the opportunity for you to engage in the culture, style and friendliness of the city and the Scottish countryside! For a full list of what s available, booking terms and conditions and to book please visit the 2015 registration site: All tour enquiries should be directed to: Worldspan Group Commodore House, North Wales Business Park Abergele, Conwy LL22 8LJ, UK Tel: +44 (0) / amee@worldspan.co.uk Accommodation Glasgow City Marketing Bureau is the official accommodation provider for the conference and has negotiated specially discounted rates with a wide range of hotels. Glasgow has a great choice of accommodation to choose from, including a variety of onsite hotels at the SECC and all other hotels are within a short travel time of SECC. Accommodation will be sold on a first come, first served basis and the published rates will be available until 31st July When your room is reserved you will receive an immediate confirmation by . For telephone bookings please contact our team on +44 (0) / For group bookings of 9 rooms or more or other accommodation enquiries please accommodation@ glasgowcitymarketingbureau.com. For special offers please book through the official accommodation site Hotel Rating Single Occupancy from Double Occupancy from Campanile Hotel** *** Hilton Garden Inn City Centre** **** Crowne Plaza Glasgow** **** Premier Inn Pacific Quay** *** Citizen M **** 119 room only 119 room only Euro Hostel Glasgow Marriott **** Grand Central Hotel **** Hilton Glasgow ***** Ibis Hotel Glasgow ** Indigo Hotel **** Jurys Inn Glasgow **** Malmaison **** 140 Room Only 140 Room Only Menzies Glasgow Hotel **** Novotel Glasgow **** Premier Inn Charing Cross *** Premier Inn George Square *** Premier Inn Argyle Street *** Premier Inn Buchanan Galleries *** Premier Inn Glasgow South *** Radisson Blu ***** Thistle Glasgow **** **Hotels located onsite at SECC Please note rates include a full Scottish breakfast and VAT unless otherwise stated. 31

32 Photo by D Palmer looking out from the Mackintosh Building which suffered a major fire on 23 May A donation by to: secure.thebiggive.org.uk/projects/view/21296/the-mackintosh-appeal has been given for the use of this photo. Sunday 6 September Deadline dates 12 January: Submissions: Research papers and PhD report abstracts 31 January: Close of nominations for Miriam Friedman Ben-David New Educator Award 15 February: Submissions: Short communications, conference workshops, poster, eposter and Fringe abstracts; Last date to apply for free registration 20 April: Acknowledgement of accepted abstracts 30 April: Acknowledgement of free registration awards; Notification to Miriam Friedman Ben-David New Educator Award winner 15 May: End of early registration 31 May: Last date to book accommodation in order to guarantee availability 1 June: Deadline for registration by presenters to ensure abstract included in the programme 31 July: Last date to book exhibition space; Last date to book tours/social events 15 August: Last date to register online for 2015 Who to contact Academic Programme including abstracts Telephone: +44 (0) amee@dundee.ac.uk Online: Accommodation Telephone: +44 (0) / accommodation@glasgowcitymarketingbureau.com Online: Registration, Exhibition, Tours and Social Programme Telephone: +44 (0) amee@worldspan.co.uk 32 If you would like more information about and its activities, please contact the Office: Association for Medical Education in Europe () Tel: +44 (0) Fax: +44 (0) amee@dundee.ac.uk Website: Scottish Charity: SC031618