AMEE Berlin 2002 Programme

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Content and structure In this workshop, we will seek input from students and teachers about feedback during a clinical clerkship. From this discussion, we will present a framework of goals and expectations for medical students on clinical clerkships, known as RIME for Reporter-Interpreter- Manager/Educator. Using this framework, we will explore how students can self-assess their performance, and to use this as a means to solicit feedback from teachers. Teachers will be introduced to using RIME for evaluating students and subsequently providing feedback. We will use interactive discussion, role-play, and teaching cases. 3/8 Concept mapping Dr Gonul Peker Ege University School of Medicine, Bornova 35100 Izmir, Turkey 3/9 Effective student assessment: something old, something new Dr Geoff Norman McMaster University Medical School, Health Sciences Centre, 1200 Main Street West, Hamilton ON L8N 3Z5, Canada Aims • To familiarise participants with reliability/validity of various tools; • To introduce some new promising approaches to assessment : Reasoning Exercise; • Key features; Clinical Work Sampling. Who should attend This workshop will be of interest to both clinical and pre-clinical teachers. Content and structure: 1 Plenary session (1 hour): Ground rules; Review of various traditional methods; Introduction of new approaches 2 Practice designing new approaches (1/2 hour) 3 Discussion and conclusions (1/2 hour) Handouts will be provided. 3/10 A bachelor-master structure of medical education in Europe? Professor Olle ten Cate University Medical Centre Utrecht and Professor Herman van Rossum, University of Groningen, Netherlands University Medical Centre Utrecht, P O Box 85060, 3508 AB Utrecht, Netherlands Background In 1999 the Ministers of Education of the European Union countries agreed upon the so-called Bologna Declaration. This agreement concerns the harmonization of higher education. One element is the restructuring education into two phases: a bachelor (undergraduate) phase of three years and a master (graduate) phase of one or two years. Major reasons to Monday 3 September - 4.25 - harmonize higher education include international comparability and enhancing exchange possibilities. In the Netherlands, several universities and vocational schools have started curricular changes to implement the new structure, preferably in 2003. Medical schools have been hesitant to adapt their curricula. A national project on The Continuum of Medical Training has been asked to first investigate the possibilities and desirability of this new structure. It may be contrary to current medical curriculum developments, as in innovative schools clinical education is gradually moving to early years of education and being integrated with basic sciences. The BaMa-structure may throw medical education back to a separation of basic and clinical sciences. However, medical education could become too isolated within the universities and and too little harmonized internationally, if is does not implement the structure. Content and structure In this workshop participants from different countries will be invited to (a) briefly discuss the current structure of medical training in their country in a structured format and (b) generate arguments pro and/or contra harmonization of medical education in Europe according to the Bologna Declaration. 3/11 The assessment of poorly performing doctors: experiences from the first three years of the Performance Procedures within the UK General Medical Council Professor Lesley Southgate, CHIME, London Dr Peter McCrorie, St George’s Hospital Medical School CHIME, University College London Medical School, Archway Campus, Highgate Hill, London N19 3UA, UK The assessment of poorly performing doctors: experiences from the first three years of the Performance Procedures within the UK General Medical Council. Aim This workshop will inform participants about the UK programme to assess doctors whose competence to hold a medical licence has been questioned. This is carried out in two phases: peer review of performance in the workplace and tests of knowledge and skills in a clinical skills lab. Content and structure The workshop will be divided into three sections, each of one hour. The first section will describe the programme and the assessment principles on which it is based. The second section will examine the methods of assessment used in both phases and will also include presentation of data from actual assessments. The third section will describe the recruitment, training and assessment of the performance assessors. Each section will be introduced by an interactive lecture for 20 minutes, followed by group work for 20 minutes and plenary discussion for 20 minutes. Throughout the three hours examples from surgery, anaesthetics, ob&gyn, general practice and psychiatry will be used.
No preparation is needed in advance and handouts will be available. 3/12 What can a general medical journal do for education in medicine? Sandy Goldbeck-Wood, Assistant Editor BMJ and Dr Ed Peile, Research Fellow in Medical Education, University of Oxford and Editorial Advisor, BMJ Dept of Primary Healthcare, University of Oxford, Chiltern Waters, 1 Stablebridge Road, Aston Clinton, Bucks HP22 5ND, UK Monday 3 September - 4.26 - Background The BMJ is considering new ventures in medical education and we will put forward some ideas for future ventures in publication. We would like participants’ reactions and ideas for how medical education themes may be developed in a general medical journal. Who should attend Anyone with an interest in medical education; graduates or undergraduates, particularly those who read general medical journals.
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AMEE Association for Medical Educat
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Section 2: The Academic Programme S
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Welcome from President of AMEE Dear
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SECTION 1 Information about Berlin
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Restaurants/Bars Berlin is famous f
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Information about the Conference Ve
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Map of Berlin - 1.6 -
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Conference Noticeboard and Messages
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OHP and slides: An OHP and a 35 mm
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Role of the Chairperson in the Post
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Programme Overview - Workshops �
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List of Exhibitors Association for
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Saturday 1 September Saturday 1 Sep
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Sunday 2 September 0930-1100 BEME S
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1130-1145 3 Building blocks in a ne
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1145-1200 4 Assessing ‘attitude a
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1115-1130 2 CME with a combination
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1115-1130 2 Training in vaginal exa
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1115-1130 2 Is student abuse a prob
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Tuesday 4 September 0800-1715 Regis
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1215-1230 6 Filling a curriculum ma
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1145-1200 4 How accurate is lay per
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1130-1145 3 A New Instrument of cur
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1130-1145 3 Valuing diversity: The
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1130-1145 3 Impact of a short inter
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Tuesday 4 September 6/11 Portfolio
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7B Wednesday 5 September 7A10 Intro
Page 55 and 56: 7D 7E Wednesday 5 September Curricu
Page 57 and 58: 7G Wednesday 5 September 7F2 Assess
Page 59 and 60: 7I Wednesday 5 September 7H3 Acting
Page 61 and 62: 7K 7L International Medical Educati
Page 63 and 64: 1100-1115 3 Computer Assisted Learn
Page 65 and 66: 1100-1115 3 The validity of perform
Page 67 and 68: 1115-1130 4 The difference between
Page 69 and 70: 1100-1115 3 Clinical skills trainin
Page 71 and 72: 1355-1420 9/2 Keeping standards up
Page 73 and 74: Tours, Optional Conference Social E
Page 75 and 76: Accompanying Persons Programme Tour
Page 77 and 78: Post-Conference Tour Cancellation P
Page 79 and 80: SECTION 4 Abstracts
Page 81 and 82: Wednesday 5 September Session 7 - P
Page 83 and 84: Session 2A A virtual learning envir
Page 85 and 86: 2B3 The implementation of problemba
Page 87 and 88: management; staff and student suppo
Page 89 and 90: ecoming more common. Here, it is im
Page 91 and 92: 2E6 Teaching the forgotten tribe: t
Page 93 and 94: Session 2G Continuing professional
Page 95 and 96: 2H2 Demographic and scholastic corr
Page 97 and 98: 2I3 Formal courses in further train
Page 99 and 100: programmatic evaluations. More inno
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Page 113 and 114: Session 5C Curriculum evaluation 5C
Page 115 and 116: clinical reasoning, written communi
Page 117 and 118: 5E4 The use of video in General Pra
Page 119 and 120: 5F5 Predictive value for academic p
Page 121 and 122: 5G7 An evaluation of the internal v
Page 123 and 124: Session 5I Educating the educators
Page 125 and 126: 5J2 Aboriginal health: a tool in th
Page 127 and 128: 5K4 Could we improve on what patien
Page 129 and 130: 5L5 “Capturing the learning”: t
Page 131 and 132: 5M7 Experimental courses in Biochem
Page 133 and 134: 6/3 Norwegian Federation for Medica
Page 135 and 136: Aims To examine the evidence base f
Page 137 and 138: Session 7A New learning technologie
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Page 141 and 142: learning process; promoting knowled
Page 143 and 144: 7C7 Continuous training in General
Page 145 and 146: 7D5 Research in medical education:
Page 147 and 148: training abroad. Preliminary observ
Page 149 and 150: Session 7F Assessment 7F1 Validity
Page 151 and 152: Thinking Problems, Family Structure
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Page 155 and 156: 7H5 Use of paper-cases in undergrad
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7I5 Ensuring cost-effective CPD: pe
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7J6 The Catalan Council of Physicia
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Psychotherapy and Pharmacy. Studies
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7L7 Putting the salutogenic orienta
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8A5 A new era of teaching: an innov
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540 minutes of videotape, “brains
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0.05 - 0.13) to moderate (kappa: 0.
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In the UK there have recently been
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8F6 Context-dependent memory in a m
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complex four-flap Z-plasty, suggest
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Session 8I Communication skills tra
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8J3 Clinical skills training - a ne
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8K5 Learning Needs Assessments for
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symptom control (nausea, vomiting,
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AMEE Berlin 2002 Programme

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