AMEE Berlin 2002 Programme

Aims
To examine the evidence base for effective learning of
professional attitudes in medicine, and to evaluate the
methods through which this aspect of learning can best
be evaluated.
Who should attend
Any educators or researchers interested, particularly
those involved in creating or evaluating the ways in
which professional attitudes can be influenced through
education & training.
Content and structure
Each participant should come prepared to join in by
providing a single overhead, outlining their contribution
to this field (what they do), its evidence base or
theoretical framework (why they do it), and how they
evaluate the impact on professional attitudes. These will
be shared at introduction, and followed by a keynote
of about 20 minutes. We will then work in small groups
to consider a) the level of consensus b) the strengths of
different approaches c) key questions which remain and
how these might be addressed. These will be shared in
plenary at the end.
6/9 AMEE-IberoAmerican Network
Workshop
Organiser: Professor Margarita Barón-Maldonado, AMEE
Background
Over the past few years, participation by teachers and
students from Latin American countries at AMEE
Conferences has been growing steadily. A discussion
forum has been set up to allow them to discuss areas of
particular relevance and interest to them. Because of
the close links that exist between universities in Spain
and Latin America, a new group has been set up,
facilitated by AMEE, which will be known as the
AMEE-IberoAmerican Network for Medical
Education, chaired by Professor Margarita Barón-
Maldonado, President of AMEE.
Who should attend
The workshop is open to anyone who wishes to attend.
Comments and suggestions for further topics for
discussion can be Emailed to: amee@dundee.ac.uk
Content and structure
The following topics have been suggested by
participants for initial discussions:
1 What are AMEE expectations from the group
function? What are IberoAmerican group
expectations from AMEE?
2 Presentations from each country relating to the
current state of medical education, new
developments and challenges;
3 Accreditation of Medical Schools, particularly in
relation to Mercosur;
4 Potential collaboration both within the Network and
with other organisations.
Tuesday 4 September
- 4.54 -
6/10 Problem-based Learning
Dr Stewart Mennin, and Dr Scott Obenshain
Department of Cell Biology and Physiology, BMSB, Box 507,
School of Medicine, University of New Mexico, Albuquerque,
New Mexico 87131-5134, USA
6/11 Portfolios as a method of student
assessment
Dr Miriam Friedman Ben-David
Centre for Medical Education, University of Dundee, Tay Park
House, 484 Perth Road, Dundee, DD2 1LR UK
Aim
This workshop aims at informing medical educators
about portfolios.
Who should attend
Medical educators who are interested in innovative
methods of assessing professional behaviours will
benefit from this workshop.
Content and structure
It will contain a review of the use of portfolios,
psychometric aspects unique to portfolio assessment,
selection of portfolio material and guidelines for
implementation. Participants will work in small groups
to design, implement and evaluate administration of
portfolios. Half of the time will be devoted to plenary
presentation and discussions and the other half to small
group work.
6/12 Learning Needs Assessment in
undergraduate and postgraduate
medical education
Professor Janet Grant
Open University Centre for Education in Medicine, Walton Hall,
Milton Keynes MK7 6AA, UK
Aims
• To consider the role of needs assessment in
undergraduate and postgraduate medical education
• To consider and evaluate methods of needs
assessment
• To identify how needs assessment is and can be done
efficiently and effectively
• To consider and evaluate the consequences of needs
assessment for educational planning and review
Who should attend
The workshop concerns only undergraduate and
postgraduate medical education, but participants from
other health care disciplines will be welcome.
Objectives
By the end of the meeting, participants should be able
to:
• State the roles of needs assessment in undergraduate
and postgraduate medical education