AMEE Berlin 2002 Programme

Content and structure
Plenary 30 mins., Group work 1 hour, Report back and
discussion 1 hour.
Participants will explore the relevance of risk
management to PGME by discussing the following
subjects through plenary and small group work, under
the guidance of experienced facilitators:
Why errors occur; How we can learn from mistakes;
Risk management and the learning cycle; Clinical/
critical incident reporting and links with audit; How
can PGME contribute to a safer environment; Trainers
and trainees: both angels and devils; Educational
governance: Standards, Assessment and Poor
Performers; Validity and reliability of current
assessment methods; Culture versus curriculum; The
risks to DPGME; What can the DPGME do to
encourage a pro-active approach to risk management?
Conclusions from this workshop should be a template
to help medical educators fulfill their key role in risk
management.
6/6 The professional and
organisational culture of medical
education – an exploratory
workshop in the context of an
interactive exhibition*
Dr Elizabeth Krajic Kachur, Dr Nobaturo Ban and Hannah
Kedar
Medical Education Development, 201 East 21st Street, Suite
2E, New York, New York 10010, USA
(There will be an exhibition linked to this workshop in
Research Building Seminar Room 1.0020 1st floor
throughout the Conference)
Aims
This session will provide an opportunity to explore and
reflect upon the professional and organizational
environment of medical education as it currently exists
and as it might develop in the future. This increased
awareness should help participants better understand
their current study/work situation and empower them
to move the field into a direction that will assure
progress.
Who should attend
Education professionals, teachers, administrators,
trainees involved in medical education.
Content and structure
• 15min Welcome and introductions
• 15min Exhibition background and orientation
• 30min Individual exploration of exhibition areas
with the help of a worksheet that asks for the
completion of specific questions (e.g., identify what
exhibition area/item makes you feel most “at home,”
list what objects/images you would have expected
to see)
• 30min Discussion of individual experience (first
in pairs and then in a large group format, a list of
adjectives that describe the current cultural climate
Tuesday 4 September
- 4.53 -
will be generated) 30min Medical education in the
future (participants work alone or in pairs, they pick
an exhibition area and draw on a flip chart sheet
what this area would look like in 20 years)
• 30min Presentation and discussion of individual
drawings that get posted on the wall and
incorporated in future exhibitions (at the end of this
discussion a list of adjectives describing the
predicted future culture of medical education is
generated by the group and the two lists are
juxtaposed for an additional debate)
• 15min Strategies for strengthening or changing
culture - What can you do to be an active participant
in your culture? (a list will be generated and a tips
sheet based on the literature will be disseminated)
• 15 min Generation of Take-Home-Points from the
session.
6/7 Students teaching communication
skills
Organisers: Diana Mitter, Heiderose Ortwein, Jan
Schildmann & Gunda Siemssen
Students from Charité, Humboldt-University of Berlin, Germany
Aims
At German medical schools there is a long tradition of
students teaching communication skills in peer groups.
We therefore would like to invite you to experience
different methods we use at the Charité, Medical
Faculty at the Humboldt University Berlin. Two options
are available to participants: one session will
demonstrate the work of history taking groups
(Anamnesegruppe) led by student tutors. In parallel
there will be a training for future student tutors of
breaking bad news courses.
Who should attend
Invited are persons interested in teaching
communication skills (professors, students and
administration professionals).
Content and structure
The workshop will be divided in two sessions - a
practical part with experimental methods and a second
part including discussion of the following topics:
advantages and disadvantages of student tutors (from
our experience students can learn a lot as tutors of
communication skills courses), quality management
(e.g. training and supervision of future tutors),
comparison of student recruitment in different
countries. A summary of results will be sent to all
participants after the conference.
6/8 Developing professional attitudes
in medical training: theory, practice
and evaluation
Professor Amanda Howe
Dept of Primary Care, University of East Anglia Medical School,
Norwich NR4 7TJ, UK