inspired

Innovating 

in Education 

Gaudi’s Salamander 

Gaudi’s Park Guell 

In collaboration 

with SEDEM 

27th - 31st August 2016 

Centre de Convencions Internacional de Barcelona 

Casa Batllo 

Casa De Los Paraguas 

Inspire ... and be inspired 

Conference themes include: 

• Responding to challenging circumstances 

• Justifying the costs of innovation 

• Decision-making in a complex environment 

Programme includes: 

• AMEE-Essential Skills in Medical 

Education Courses & Masterclasses 

• Pre-conference workshops 

• Plenaries 

• Symposia 

• Short communications, posters, workshops, 

PechaKucha, Fringe 

• Research Papers, PhD Reports 

• Meet the Experts 

• Exhibition 

Scottish Charity SC031618 

www.amee.org 

amee@dundee.ac.uk

Why you should attend AMEE 2016 

The AMEE Conference is widely recognized as the key annual medical & healthcare professions 

education platform, regularly attended by 3,500 participants from around the globe. 

• Participate in stimulating, thought-provoking, interactive sessions: Plenaries, symposia, short communications, preconference and 

conference workshops, posters, research papers, PhD reports, AMEE Fringe, meet the experts, and so much more 

• Choose content of particular relevance to your needs: Undergraduate, postgraduate & continuing education are well-represented 

in the exciting programme, with sessions for teachers, researchers, deans, course directors, administrators and students, not only 

in medicine but in the other healthcare professions 

• Join in some of the practical preconference workshops and get hands-on experience from experts 

• Take one of the courses on offer, including the AMEE Essential Skills in Medical Education courses and Masterclass sessions 

• Network with colleagues in medical and healthcare professions education 

• Personalise the programme to your own needs, and arrange your own schedule through the Guidebook App 

• Share your views with online participants in an exciting new feature - “wisdom of the crowds” 

• Watch the recordings of the plenaries and some of the symposia & interviews after the Conference through the AMEE Live feature 

(see page 19) 

There’s so much to choose from! We hope you enjoy browsing through this Provisional Programme and that we will 

see you in Barcelona for AMEE 2016. 

Committees 

Local Organising Committee 

SEDEM: 

Felipe Rodríguez de Castro (President), Jordi Palés, Milagros García 

Barbero, Jesús Millán, Núñez-Cortes, Arcadi Gual, Maria Nolla, 

Emilio Sanz, Joaquin García-Estañ, Jesús Morán 

Universitat Rovira Virgili, URV: Maria Rosa Fenoll-Brunet 

Spanish Council of Deans of 

Medical Schools, CNDFM: Ricardo Rigual 

AMEE: 

Ronald Harden, Pat Lilley, Tracey Thomson 

AMEE Executive Committee 

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 

Professor Gary Rogers, Gold Coast, Australia 

Dr Steven Durning, Bethesda, USA 

Professor Olle ten Cate, Utrecht, The Netherlands 

Professor Martin Fischer, Munich, Germany 

Coopted member: Professor Davinder Sandhu, Bahrain 

Ex officio Members: AMEE Past-President: Professor Madalena Patrício, Lisbon, Portugal 

Student Representatives: Ms Stijntje Dijk (IFMSA Representative) 

Ms Kristina Filipova (EMSA Representative) 

Junior Doctor Representative: Dr Rille Pihlak, Estonia 

Students 

AMEE is pleased to again be working with the IFMSA and EMSA Student Groups, as well as the local 

Spanish students, and looks forward to welcoming students and junior doctors from around the 

world. A call for applications for international students to join the AMEE 2016 Student Task Force 

will be issued by IFMSA and EMSA in early 2016. 

Collaborating 

Organisations 

Spanish Society for 

Medical Education 

(SEDEM) 

Royal Academy of 

Medicine of Catalonia 

(RAMC) 

University of Barcelona 

(UB) 

University 

Rovira i Virgili 

(URV) 

National Conference of 

Deans of the Spanish 

Medical Schools (CND) 

2

General Information 

Barcelona, the cosmopolitan capital of Spain’s Catalonia region, is defined by quirky art and architecture, imaginative food and vibrant 

street life. It has medieval roots, seen in the mazelike Gothic Quarter, but a modernist personality represented by architect 

Antoni Gaudí’s fantastical Sagrada Família church. Its restaurant scene, anchored by the central Boqueria market, ranges from fine 

dining to tiny tapas bars. For more information, please visit: http://www.barcelonaturisme.com/wv3/en/ or http://www.barcelona. 

cat/en/ 

Getting to Barcelona 

Barcelona airport, is located 16 kilometres south of the city & is also 

known as Barcelona-El Prat. Barcelona can also be reached by 

transport links from other regional airports, including Girona, Reus 

& Lleida - Alguaire.http://www.barcelonaturisme.com/wv3/en/ 

page/33/plane.html 

Currency 

The currency is the Euro (€). 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 

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 Spain. 

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, & participants are kindly asked to take them out of sessions if 

they become disruptive. 

Weather 

Barcelona has a Mediterranean climate. In August it is very warm. 

For an up-to-date weather forecast, please visit: 

http://www.bbc.co.uk/weather/3128760 

Entry to Spain and Travel Visas 

Please check with the Spanish Embassy or Consulate in your country 

to find out whether you need a visa, and if so, the documentation 

that must be supplied. If you need AMEE 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. 

About the Conference 

Conference Venue: AMEE 2016 will take place at CCIB - Centre Convencions Internacional de Barcelona. The CCIB is an integral part of Diagonal 

Mar, the newest section of Barcelona’s seafront. A 3 day local travel ticket will be provided for those registered for the main conference. 

Language: Conference sessions will be conducted in English. One stream of Spanish sessions will also be offered. 

CME Accreditation: Credits are being requested from the UK Royal Colleges for attendance at the main conference (29-31 August). 

Global Alliance for Medical Education (GAME) Sessions 

All participants may register for GAME sessions. 

Register for GAME full day meeting (Sunday) as a standalone event or in addition to the main AMEE 2016 Conference 

and receive a discount on GAME attendance. 

Saturday 27 August 

• Pre-conference workshops (Optional extra, ¤97 per workshop) 

- PCW7: Patient Engagement...How it Improves Global Health Care 

Outcomes (0915-1215) 

- PCW18: The Australian experience of implementing an international 

grant model for interprofessional continuing health education (CHE): 

what works, what does not! Facilitating an international discussion 

(1330-1630) 

Registration fees 

• Pre-Conference Workshops: ¤97 each (in addition to GAME Meeting 

registration or main AMEE conference registration) 

• GAME Meeting Sunday 28 August only: ¤250 (¤278 from 18 May) 

• GAME Meeting Sunday 28 August if also attending AMEE 2016: 

¤222 (¤250 from 18 May) 

Sunday 28 August 

• Special Interest Groups – breakfast discussions (0700-0830) 

• GAME Full Day Meeting (0900-1730) 

Topics Include: 

1. Designing a Webinar Strategy for your Organization: planning, delivery, 

and evaluation 

2. Competence and Performance Outcomes for Physicians: How to 

incorporate concepts of outcomes measurement with the realities of 

proficiency in performance. 

3. Hot Topics in Global CPD, including: Joint accreditation; What 

supporters look for in grant proposals; Challenges with implementation 

of global CPD initiatives; Your compliance or mine? – navigating the 

minefield of worldwide regulatory compliance. 

How to register | Register to attend online at www.eiseverywhere.com/ehome/148726. 

3 

See www.amee.org/conferences/amee-2016 for full details

Outline Programme 

Saturday Sunday Monday Tuesday Wednesday 

Morning 

ESME Course 

ESMEA Course 

ESCEPD Masterclass 

ESCEL Masterclass 

ESMESim Masterclass 

RESME Course 

FLAME Course 

Pre-Conference Workshops 


ESME Course 

ESMEA Course 

RASME Courses 

CALM Course 

Pre-Conference 

Workshops 

GAME Meeting 

PASREV Course 

Plenary 2 

Symposia 

Short Communications 

Research Papers 

Posters 

PechaKucha 

Workshops 

Exhibition 

Meet the Expert 

Plenary 3 

Symposia 



Posters 

PechaKucha 

Workshops 

Exhibition 

Meet the Expert 

Symposia 



Posters 

Workshops 

Plenary 4 

Exhibition 

Close of Conference 

1300hrs 

Lunch 

ESME Course 

RESME Course 

FLAME Course 

CALM Course 

Exhibition 

AMEE Committee Open Meetings 

AMEE AGM 

ESME Course 

RESME Course 

FLAME Course 

CALM Course 

Exhibition 

ESME Course 

FLAME Course 

CALM Course 

Afternoon 

ESME Course 

ESMEA Course 

ESCEPD Masterclass 

ESCEL Masterclass 

ESMESim Masterclass 

RESME Course 

FLAME Course 



ESME Course 

RASME Courses 

CALM Course 

Pre-Conference 

Workshops 

GAME Meeting 

PASREV Course 

AMEE Orientation 

Symposia 



Posters 

Workshops 

AMEE Fringe 

PhD Reports 

PechaKucha 

Exhibition 

Symposia 



Posters 

Workshops 

AMEE Fringe 

PhD Reports 

ESMEA Course 

RESME Course 

Exhibition 


Evening 

Opening Ceremony 

Plenary 1 

Networking Reception 

Exhibition 

Private Meetings 

Private Meetings 

PASREV Course 

Practical Skills for Reviewing Evidence in Health Professions Education Cost: ¤695 

Background: 

This introductory/intermediate course has been designed to 

present and develop a set of core skills that are key in using and 

undertaking systematic reviews in the healthcare professions. 

These will include: developing relevant topics for review; 

considering and selecting appropriate methods for review and 

synthesis of evidence; searching and appraising research; 

synthesising studies; writing up a review in a manner that can 

impact practice and using and peer reviewing of education 

reviews. 

Audience: 

The Course is designed for all healthcare professionals interested in 

planning, implementing and reporting a systematic review as well 

as those interested in reviewing/managing a systematic review. 

Whilst the Course draws on experience gained with the Best 

Evidence Medical Education (BEME) Collaboration, it is 

appropriate for a wider audience. 

Post-course assignment: 

Participants may choose to submit, within six months of 

completion of the course, a protocol for their own review, or 

appraisal of a published review. If completed to a successful 

standard, award of the PASREV Certificate will be made. 

Course Faculty: 

• Morris Gordon, School of Medicine, University of Central 

Lancashire, UK, and Director of the BEME Education and 

Training Committee 

• Madalena Patricio, Faculty of Medicine University of Lisbon, 

Portugal, Chair of BEME Board and Past President of AMEE 

• Antonio Vaz Carneiro, Head, Center for EBM and Director of the 

Department of Medical Education at the Faculty of Medicine 

University of Lisbon, Head of Cochrane Portugal. 

Sessions: 

Sunday (0930-1630) 

Tuesday (1600-1730) 

Wednesday (0830-1000) 

One-to-one web-based coaching meeting following the 

Conference 

Certification: 

Certificate of participation following completion of the Course; 

Optional submission and assessment of a post-course report, 

details of which will be given during the Course; Award of 

PASREV Certificate if the post-course report is assessed as 

meeting the standards. 

Please note: 

Course participants must also register for AMEE 2016 and pay the 

conference registration fee. Course fees are exclusive of Spanish 

VAT. 

4

AMEE-Essential Skills in Medical Education Courses 

Offered and accredited by AMEE 

AMEE-ESME courses, are aimed at practising teachers in medicine and the healthcare professions, both basic 

scientists and clinicians. They are designed for those new to teaching and also for teachers with some experience 

who would like a greater understanding of the basic principles and an update on current best practice. 

Post-course report: Participants of the AMEE-ESME Courses may choose to submit, within six months of completion 

of the course, a post course report leading to award of the AMEE-ESME Certificate in Medical Education. 

PLEASE NOTE: Course participants must also register for AMEE 2016 & pay the conference registration fee | Courses fees are exclusive of Spanish VAT. 

ESME - Essential Skills in Medical Education Cost: ¤764 

The ESME Course provides a strong foundation in the basic 

competency required of all medical and healthcare professions 

teachers: the Effective Teacher, the Informed Assessor/Evaluator 

and the Skilled Educational Planner. This highly interactive course 

focuses on how people learn and the range of teaching, learning 

and assessment methods and opportunities available to the 

teacher. It also examines how teaching, learning and assessment 

can be organized in the curriculum. 

Facilitators: 

Stewart Mennin (Mennin Consulting & Associates, USA), 

Ruy Souza (Federal University of Roraima, Brazil), Regina Petroni 

Mennin (Federal University of Sao Paulo, Brazil) 

Sessions: 

Saturday (0830-1700 hrs); 

Sunday (0830-1630 hrs); 

Monday (1215-1315 hrs); 

Tuesday (1245-1345 hrs); 

Wednesday (1300-1400 hrs) 

ESMEA - Essential Skills in Medical Education Assessment Cost: ¤695 

The ESMEA Course provides an introduction to the fundamental 

principles of assessment for those new to the area. Through 

a series of short presentations & small group work, participants will 

gain experience in designing assessments, blueprinting, writing 

test material & standard setting. After completing the course, 

participants will have acquired a vocabulary and a framework 

for understanding essential concepts in assessment and 

familiarity with the principles for their practical implementation. 

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 (ABMS, USA), 

Sydney Smee (Medical Council of Canada) 

Sessions: 


Sunday (0845-1215 hrs); 

Tuesday (1600-1730 hrs) 

RESME - Research Essential Skills in Medical Education Cost: ¤695 

The RESME Course provides an introduction to the essential 

principles & methods of conducting research in medical 

education: formulating research questions, choosing a research 

approach and selecting an appropriate global methodology, 

and constructing a research plan. Through a series of short 

presentations and small group work, this highly interactive 

course will introduce basic concepts and principles using a 

variety of examples related to theory. After completing the 

course, participants will have acquired a framework for 

understanding and application of essential concepts and 

principles for research in medical education. 

Facilitators: 

Charlotte Ringsted (University of Aarhus, Denmark), Tina 

Martimianakis (The Wilson Centre, University of Toronto, Canada) 

& Albert Scherpbier (Maastricht University, Netherlands) 

Sessions: 


Monday (1215-1315), 

Tuesday (1245-1345 and 1600-1800) 

5 See www.amee.org/conferences/amee-2016 for full details

AMEE-Essential Skills in Medical Education Masterclasses 



ESCEL - Essential Skills in Computer-Enhanced Learning Cost: ¤250 

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. This 

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 College of Medicine, USA) and 

Rachel Ellaway (University of Calgary, Canada) 

Sessions: 

Saturday (0830-1630) 

ESMESim - Essential Skills in Simulation-based Healthcare Instruction Cost: ¤250 

This highly interactive, full-day faculty development Masterclass 

is designed as an introduction to fundamental skills for delivering 

simulation-based health professions education through a 

variety of techniques. Topics to be covered include: available 

simulation technologies & environments; evidence-based 

features and practices that promote effective learning through 

simulation; construction of simulation scenarios; and assessment 

and debriefing. Large-group discussions will be interspersed 

among small-group breakout activities that include not 

only design and development of simulation scenarios, but also 

actual implementation with hands-on use of various simulators. 

Participants will experience simulations – including debriefing 

after each scenario – from both the instructor and learner 

perspectives, and will also receive feedback from experts 

with many years of experience using simulation for health 

professions education. 

N.B.: Like the main AMEE conference, large-group discussions 

will be conducted in English, but in consideration of this 

year’s meeting location, bilingual faculty will participate, who 

can facilitate work in Spanish for course registrants who would 

be more comfortable communicating in their native language 

during small-group breakout activities. 

Facilitators: 

Ross Scalese, Ivette Motola (Gordon Center for Research in Medical 

Education, University of Miami Miller School of Medicine, USA), 

Luke Devine (University of Toronto, Canada) 

Sessions: 

Saturday (0830-1630) 

ESCEPD - Essential Skills in Continuing Education and Professional Development Cost: ¤250 

The Masterclass will provide AMEE participants with a global 

appreciation of current Best Practices in CE, the evidence and 

theory informing effective CEPD, and practical approaches for 

implementing CEPD within different settings. This program 

should be of interest to those who are currently involved 

in the planning, organization and or implementation of medical 

(health) education at the continuing professional development 

level. It is appropriate for beginners and those at an intermediary 

point in their CEPD careers. 

Committee: 

Jane Tipping, Suzan Schneeweiss, Amy Wolfe, Rita MacDowall 

Sessions: 

Saturday (0830-1630) 

6

Research Advanced Skills in Medical Education (RASME) Sessions 



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. 

Experimental Studies in Medical Education: from theory to practice Cost: ¤250 

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 & data analyses, and 

to integrate their findings with existing theoretical frameworks. 

Working with experts in experimental research, participants will 

learn about relevant research methodologies & ways to 

incorporate theory into the design and reporting of experimental 

studies. Using a mix of short presentations and interactive 

small-group sessions, experienced scientists will guide 

participants to refine their own research proposals and research 

programs. 

Facilitators: 

Martin G. Tolsgaard (Copenhagen Academy for Medical Education 

and Simulation, Denmark), Ryan Brydges (Wilson Centre and 

University of Toronto, Canada), Vicki LeBlanc (Department of 

Innovation in Medical Education, University of Ottawa, Canada) 

Sessions: 

Sunday (0830-1630) 

Qualitative Research Methodologies: Embracing Methodological Flexibility Cost: ¤250 

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 & 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) 

Sessions: 

Sunday (0915-1630) 


ASME Courses 

Accredited by the Association for the Study of Medical Education (ASME) 


FLAME 

Fundamentals of Leadership and Management in Education – Introductory workshop Cost: ¤695 

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 & practice; challenges 

and opportunities; the impact of policy and strategy; leading teams; 

emotional intelligence, setting personal goals & action planning. 

Facilitators: 

Judy McKimm, Gillian Needham, Paul Jones (Association for the 

Study of Medical Education (ASME), UK) 

Sessions: 


Monday (1215-1315 hrs), 

Tuesday (1245-1345 hrs), 

Wednesday (1300-1430 hrs) 

CALM 

Change, Adaptability, Leadership and Management Workshop Cost: ¤695 

A follow-up to FLAME or a standalone Course as part of the ASME 

FLAME (Fundamentals of Leadership and Management in 

Education) series. This course 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) 

Sessions: 

Sunday (0845-1630 hrs); 

Monday (1215-1315 hrs), 

Tuesday (1245-1345 hrs), 

Wednesday (1300-1430hrs) 

For more information on FLAME or CALM contact info@asme.org.uk 


Cost: 

Half-day workshops: 

¤97 (includes coffee only); 

Full-day workshops: 

¤222 (includes coffee and lunch). 

Prices are exclusive of Spanish VAT 

PLEASE NOTE: Pre-conference workshop participants must also register 

for AMEE 2016 and pay the appropriate registration fee except PCW 7 

and 18 for which participants may instead register and pay to attend the 

GAME Meeting on Sunday). 

Participants attending PCW 26 may register for this only or in addition to 

AMEE 2016. 

PCW28: Junior Doctor Workshop ¤30 

PCW11: ADEE/AMEE Collaborative Workshop: Free of Charge 

8

Pre-Conference Workshops | Saturday 27th August 2016 

Workshops will be highly interactive and will provide the opportunity for hands-on practice. Short summaries are given below. 

Please refer to the website for full details of what each workshop offers. 

MORNING SESSIONS 

PCW 1 | 0915-1215 

Small Group Teaching with SPs: 

preparing faculty to manage student 

-SP simulations to enhance learning 

Acquire skill sets to manage teaching 

simulations with SPs, including enlisting SPs 

as co-teachers, using time outs, feedback/ 

re-practice and role modelling. 

Lynn Kosowicz, Jen Owens, Karen Lewis (USA), 

Diana Tabak, Cathy Smith (Canada), Jan-Joost 

Rethans (Netherlands), Henrike Holzer 

(Germany), Carine Layat Burn (Switzerland), 

Keiko Abe (Japan), Mandana Shirazi (Iran), 

Karen Reynolds (UK) 

PCW 2 | 0915-1215 

The experiential learning feast around 

non-technical skills 

Design simulation situations to teach effective 

and goal-oriented patient communication in 

a team setting. 

Peter Dieckmann, Kristian Krogh, Doris 

Østergaard (Denmark), Simon Edgar (UK), 

Walter Eppich (USA), Nancy McNaughton 

(Canada) 

PCW 3 | 0915-1215 

“Letting go” - how to apply principles 

of Directed Self Regulated Learning in 

unsupervised technical skills training 

Develop a strong, framework-based technical 

skills curriculum, preparing your trainees for 

life-long learning. 

Ryan Brydges (Canada), Steven A. W. Andersen, 

Ebbe Thinggaard, Lars Konge (Denmark) 

PCW 4 | 0915-1215 

Making a “Flipped” Classroom 

Successful: What is it and how to do it 

This workshop will provide an introduction 

to the elements of Team-Based Learning 

(TBL). Participants will gain understanding 

of educational principles, basic elements of 

TBL (preparation, readiness assurance, and 

Application), and how this differs from other 

educational strategies, by experiencing a 

TBL module. In addition, participants will 

brainstorm how they may apply this within 

their own teaching activities. There will be 

required pre-readings designed to help the 

learner get the most out of this experience. 

Sandy Cook (Singapore), Ruth Levine (USA) 

PCW 5 | 0915-1215 

Assessing assessment. Best 

practice approaches in assessment 

and tips for submitting a successful 

ASPIRE award application in this area 

Discuss challenges & innovations in effective 

practical assessment and tips for writing an 

ASPIRE application in the area of assessment. 

Heeyoung Han, Reed Williams (USA), 

Anne-Marie Reid ( UK) 

PCW 6 | 0915-1215 

Curriculum Mapping – 

black box or easier than thought? 

An overview of curriculum mapping including 

examples of automatically created learning 

guides and accreditation documents, and 

the opportunity to conceptualise your own 

curriculum map. 

Olaf Ahlers, Martin Dittmar, Felix Balzer, Jan 

Carl Becker (Germany), Ina Treadwell (South 

Africa), Ara Tekian, Ricardo Correa (USA) 

PCW 7 | 0915-1215 

Patient Engagement...How it 

Improves Global Health Care Outcomes 

This workshop will showcase programs that 

educate, empower & engage patients, & will 

demonstrate how healthcare outcomes are 

enhanced when patients are involved in taking 

a participatory role in their own healthcare. 

Laura Muttini, JoAnne Schaberick, Sarah 

Krug (USA), Lisa Sullivan (Australia), & others 

(organised by Global Alliance for Medical 

Education (GAME) 

PCW 8 | 0915-1215 

Enhancing difficult communication in a 

high-stakes environment 

Participants are guided through structured 

communication training, applying 

standardized, validated communication 

strategies in difficult patient care scenarios. 

Moushumi Sur, Laura Loftis, Danny Castro, 

Tessy Thomas (USA) 

PCW 9 | 0915-1215 

A Framework for Analysis of 

Unprofessional Behaviour in Medical 

Students 

Gain an understanding of contextual factors and 

intentions that feed into unprofessional 

behaviour and how a framework can be 

used in different contexts. 

Vikram Jha, Susannah Brockbank (UK) 

PCW 10 | 0915-1215 

Matching an Active Learning Modality 

to a Curricular Topic 

Strengths and weaknesses of techniques to 

teach essential pre-clinical curricular content 

and the development of criteria to match 

techniques to curricular topics to enhance 

student motivation and learning. 

Frazier Stevenson (USA) 

PCW 11 | 0900-1230 

Dentistry and Medicine – a new 

AMEE-ADEE initiative 

This two part collaborative workshop will 

discuss common interests in Medicine and 

Dentistry. Part 1: Interprofessional education 

– a holistic approach to patients; Part 2: 

Teaching medicine to dentistry students and 

dentistry to medical students. 

Corrado Paganelli (ADEE), Jack Olivier Pers 

(ADEE), Janusz Janczukowicz (AMEE) & others 

(Note: free of charge - ADEE visitors do not 

need to register for AMEE 2016) 

AFTERNOON SESSIONS 

PCW 12 | 1330-1630 

Integrating SPs into the IPE 

Experience 

Develop IPE modules utilizing Standardized 

Patients, which are adaptable to a variety of 

settings & healthcare professions. 

Dawn M Schocken, Steve Charles, Vinita Kiluk 

(USA) 

PCW 13 | 1330-1630 

Development of Situational Judgement 

Based Approaches for Selection, 

Development & Assessment 

The key principles in scenario assessment 

design, implementation and evaluation, 

including the practicalities & implications of 

online or video-based approaches. 

Fiona Patterson, Lara Zibarras, Vicki Ashworth 

(UK) 

PCW 14 | 1330-1630 

Icing the Cake: Using Capstone Courses 

to Enhance the Transition from Medical 

Student to Junior Doctor 

Develop a framework for a capstone course 

targeted to the needs of your own institution 

based on a consensus definition of the 

entrustable activities expected at the end of 

medical school. 

Christopher Richardson, Daniel Axelson, 

Whitney Bryant, Riley Grosso, Sarah 

Ronan-Bentle, Matthew Stull (USA) 

PCW 15 | 1330-1630 

Beyond Numbers: Observational and 

Qualitative methods for medical 

education researchers 

An overview of qualitative approaches such as 

ethnography, phenomenology and grounded 

theory, the key steps in study design, & how 

research questions drive the methodology, 

data collection and sampling strategies. 

Karen Mann (Canada), Subha Ramani, 

Antoinette Peters (USA) 

PCW 16 | 1330-1630 

Paths to student engagement 

in medical schools: key 

ingredients among multiple paths 

A discussion of what is involved in student 

engagement and identification of challenges 

and good practice for student engagement 

in participants’ own contexts. 

Marko Zdravkovic (Slovenia), Manuel João 

Costa (Portugal), Danai Wangsaturaka 

(Thailand), Kulsoom Ghias (Pakistan), Simon 

Drees, Harm Peters (Germany), Michael Rieder 

(Canada) 


PCW 17 | 1330-1630 

Culture matters: Feedback in health 

profession education for diverse 

learners in international settings 

How to provide culturally-sensitive feedback 

to optimise learning using models to identify 

differences among cultures including race, 

religion, gender & specialty. 

Chaoyan Dong, Chay-Hoon Tan (Singapore), 

Elizabeth Kachur (USA), Che-Wei Thomas Lin 

(Taiwan), Monica van de Ridder (The 

Netherlands), Peter Dieckmann (Denmark) 

PCW 18 | 1330-1630 

The Australian experience of 

implementing an international grant 

model for interprofessional continuing 

health education (CHE): what works, 

what does not! Facilitating an 

international discussion 

The workshop will discuss the challenges, 

weigh up the value and identify the solutions 

to implementing a truly independent CHE 

in regions outside the US while considering 

the real challenges faced by providers with 

regard to the learner’s expectations, logistics 

and costs. 

Lisa Sullivan (Australia), Sean Hayes (Canada), 

Suzanne Murray (Canada) (organised by 

Global Alliance for Medical Education 

(GAME) 

PCW 19 | 1330-1630 

Dying and grief: practical tools to help 

students reflect on these challenges 

Methods and tools that may be used to 

create a safe, effective & culturally sensitive 

educational setting to enhance reflection on 

dying and grief. 

Veronica Selleger (The Netherlands), Bryan 

Vernon (UK) 

PCW 20 | 1330-1630 

Globalizing medical education and 

health through resident exchanges: 

Making it happen 

Identification and discussion of possible 

gaps, barriers and ethico-legal implications 

of physician mobility with a reference to 

resident exchanges. 

Ahmet Murt (Turkey), Klaus Puschel (Chile), 

Sohaila Cheema (Qatar), Anna Iacone, Marta 

van Zanten (USA), Ricardo Correa (USA) 

PCW 21 | 1330-1630 

Rethinking the role of Twitter and social 

media in medical education: social 

media as open learning resources 

How to maximize the potential of Twitter, 

Instagram, Vine, blogs, YouTube & Wikipedia 

in medical education activities. 

Natalie Lafferty (UK), Annalisa Manca (UK) 

Pre-Conference Workshops | Sunday 28th August 2016 

MORNING SESSIONS 

PCW 22 | 0915-1215 

Converting Ability to Capability. 

Developing Skills that Enhance Faculty 

Development 

Develop the ability to manage and utilize 

highly diverse faculty teams with applied 

leadership skills, & an understanding of 

models and theories that help facilitate 

superb faculty performance. 

Davinder Sandhu (Bahrain), Alan Cook (UK) 

PCW 23 | 0915-1215 

Non-technical skills: what are they and 

how can we teach/assess them? 

Training in non-technical skills aids teams during 

their routine work, as well as in the mitigation 

and recovery from unplanned events. Whilst 

principally aimed at teams in the operating 

theatre, the workshop will be relevant to all 

interested in increasing their knowledge of 

non-technical skills. 

Jonathan Beard, Eleanor Robertson (UK) 

PCW 24 | Full Day - 0915-1630 

Creating blended learning approaches 

AMEE eLearning Committee 

(includes lunch) 

An exploration of educational thinking and 

theory to inform the development of 

blended learning approaches including how 

technology can support learning & how it 

can be used to develop learning resources. 

PCW 25 | 0915-1215 

The Small Group Experience: 

Strategies to Improve Your Performance 

as Facilitator 

Develop your skills as a facilitator including 

the use of a variety of techniques such 

as buzz groups, snowballing, pair-share, 

cross-over groups & circle of voices. 

Carol F. Capello, Elza Mylona, Norma S. Saks, 

Thanakorn Jirasevijinda (USA) 

PCW 26 

Full Day - 0915-1630 

Going beyond veterinary 

professional skills: the question of 

employability (includes lunch) 

The educator’s role in ensuring graduates 

recognize their skills, where they need 

further development and facilitating their 

transition to the workplace. This workshop 

focuses on veterinary education but all 

professions are welcome. 

Liz Mossop, Kate Cobb, Susan Rhind (UK), 

John Tegzes (USA) 

PCW 27 | 0915-1215 

Use of Generalizability Theory in 

Designing and Analyzing 

Performance-Based Tests 

An explanation of g-theory & its advantages 

over classical test theory, including statistical 

procedures & software for conducting 

generalizability analyses. 

David B Swanson (USA) 

PCW 28 | 0915-1215 

Kick-starting a Career in Medical 

Education: Channeling Passion into 

Productivity 

Helping early career medical educators to set 

short and long-term career goals, addressing 

topics including mentorship, collaboration, 

balancing clinical and education priorities 

and deriving academic credit for their work. 

Matthew J. Stull (USA), Rille Pihlak (Estonia), 

Robbert Duvivier (Australia), Margot 

Weggemans (The Netherlands), Kevin Garrity 

(UK) 

PCW 29 | 0915-1215 

Teaching & learning clinical reasoning 

Equipping clinical teachers to teach and assess 

clinical reasoning in daily clinical practice by 

learning to use the ‘think aloud’ technique. 

Ralph Pinnock, Helen Chignell (New Zealand), 

Louise Young, Paul Welch (Australia), Erle Lim 

Chuen Hian (Singapore) 

PCW 30 | 0915-1215 

How to design integrated simulation 

scenario 

Hands-on hybrid simulation scenario design 

including standardized patients, virtual 

patients & low or high fidelity manikins, and 

the advantages and disadvantages of each. 

Che-Wei Lin, Wen-Chen Huang, Jen-Chieh Wu 

(Taiwan), Terry Pan (Singapore), Geoffrey T. 

Miller, Paul E. Phrampus (USA) 

AFTERNOON SESSIONS 

PCW 31 | 1330-1630 

An Expert’s Guide to Peer Review: 

An Interactive Look at the Life Cycle 

of a Scholarly Submission 

An understanding of the peer review process, 

including tips on improving your chances 

of getting your work published and how to 

review different types of medical education 

research papers, from the Editors of 

Academic Medicine and MedEdPORTAL. 

David Sklar, Steven Durning, Chris Candler, Anne 

Farmakidis, Mary Beth DeVilbiss (USA) 

PCW 32 | 1330-1630 

Advanced Presentation Skills - 

Going From Good to Great 

Developing skills and techniques to improve 

your presentation skills, including real-time 

needs assessment, reading an audience, 

use of visual aids and positioning/posture/ 

voice/hands. 

Lawrence Sherman (USA) 

10

PCW 33 | 1330-1630 

What to do when OSCEs go wrong! 

Using meaningful psychometrics to 

support recognition, remediation and 

decision making in OSCE ‘dilemmas’ 

Challenging OSCE issues including ‘extreme’ 

examiners at individual & group level, multi-site 

variation, stability of borderline groups and 

whether stations should be ‘removed or 

remediated’. 

Richard Fuller, Matthew Homer, Godfrey Pell (UK) 

PCW 34 | 1330-1630 

Self-Awareness, Reflection, & Meaning 

Making: A Faculty Development Workshop 

Introducing Mind-Body Medicine and 

Reflective Writing for Preventing Burnout 

and Promoting Resiliency 

Strategies to boost resiliency & to reduce or 

prevent burnout, thus providing a protective skill 

set for use throughout one’s career. 

Hedy S. Wald, Aviad Haramati (USA) 

PCW 35 | 1330-1630 

Assessing Professionalism with MCQs 

A toolkit including practical advice for structuring 

MCQs, guidelines for video development, and 

sample scenarios for use locally. 

Kathy Holtzman, Krista Allbee (USA) 

PCW 36 | 1330-1630 

Understanding, Developing and 

Implementing Adaptive Education; a 

Model for Future Medical Education 

An understanding of the concepts that underpin 

Adaptive Education, which recognises every 

learner’s uniqueness, and strategies for 

overcoming barriers to its implementation. 

Hilliard Jason, Michael Seropian, Jane Westberg 

(USA), Davinder Sandhu (Bahrain), Andrew 

Douglas (UK) 

PCW 37 | 1330-1630 

“I used to be afraid, but now I’m not…” 

- How to use statistics effectively (and 

impactfully!) in Medical Education Research 

An explanation of the key statistical methods 

that will be of particular interest to educators, 

and the opportunity to befriend, interpret and 

apply them. 

Karen Elley, Connie Wiskin, John Duffy (UK) 

PCW 38 | 1330-1630 

Globalising Your Medical School 

An opportunity to create or develop your medical 

school’s global strategy including considerations 

on recruitment, mobility, research, partnerships, 

budget, grants, engagement, alumni and culture, 

and how to get colleagues on board. 

Elise Moore (Australia) 

PCW 39 | 1330-1630 

Communicating with the Learner in Difficulty 

An opportunity to practice new techniques that 

will help clinical teachers to be calmer, clearer 

and more confident when dealing with learners 

in difficulty. 

Carmen Wiebe, Mark Halman, Susan Lieff (Canada) 

PCW 40 | 1330-1630 

Five essential topics for faculty 

development programs in assessment: 

What do faculty need to know? 

Five essential components of a complete faculty 

development program in assessment will be 

presented, with templates for organizing the 

workshops in participants’ own institutions. 

Ara Tekian, John Norcini (USA) 

PCW 41 | 1330-1630 

Mentoring your mentors: facilitating the 

development of mentors in the context 

of a longitudinal and portfolio-based 

mentoring system 

An evidence-based framework for the 

professional development of mentors will be 

presented, which participants can use to design 

their own programme. 

Sylvia Heeneman, Willem de Grave (The 

Netherlands) 

AMEE Orientation Session Sunday (1600-1700) 

If you are a first-time attendee at an AMEE conference, come to hear some suggestions of how to get the most from the Conference, and meet 

the AMEE Executive Committee & other first timers over a drink afterwards (included in the registration fee, but please register for this session). 

SESSION 1 – Plenary | Sunday 28th August 

MAIN CONFERENCE 

1730-1900 Chair: Ronald Harden (UK) 

1730-1745 Opening of AMEE 2016 

1745-1800 Introduction to AMEE 2016 Programme, Ronald Harden, General Secretary/Treasurer, AMEE 

1800-1900 Plenary: Graham Brown-Martin, Education Design Labs, UK 

Graham Brown-Martin excels at stimulating new thinking and new ideas. Whether speaking 

on education, technology, digital learning, new futures, privacy, digital safety and 

entrepreneurship, he takes his audience on a journey and challenges them to think differently. 

Brown-Martin was the founder of Learning Without Frontiers, a global think tank that brought 

together renowned educators, technologists and creatives to share provocative and 

challenging ideas about the future of learning. He was responsible for some of the most 

provocative and challenging debates about education. He left LWF in 2013 to pursue 

new programmes and ideas designed to transform the way we learn, teach and live. His 30-year 

career has spanned the digital, education and creative sectors inventing and building 

new businesses that challenged the status quo. Always too early, he designed mobile 

computers in the 1980s, interactive digital music systems in the 1990s and cloud-based storage systems in 

the early 2000s. Brown-Martin’s rich and varied experiences in the entertainment, education, digital and creative fields 

give him a unique perspective on innovative learning strategies for the new generation of learners. 

1900-2000 Networking Reception 

Enjoy a drink and some canapes 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 & one guest. 

Graham Brown-Martin, 

Education Design Labs, UK 


Monday 29th August 2016 

0830-0930 

SESSION 2 – Plenary 

Chair: Stewart Mennin (Brazil) 

0830-0905 

Plenary 

Uncertainty in Healing and Learning: 

Finding the Simple in the Complex 

0915-0930 

ASPIRE-to-Excellence 

Awards 

Dr Glenda Eoyang 

Executive Director 

Human Systems 

Dynamics Institute, USA 

Uncertainty is a fact of life in the medical 

professions, but it seldom appears in educational 

programs for health care professionals. The 

theory & practice of dealing with uncertainty have 

long been relegated to the world of intuition & 

luck. Recent developments in the sciences of 

chaos and complexity introduce rigorous and 

disciplined approaches to deal with uncertainty. 

In this session, Dr. Eoyang will share the two 

fundamental principles of human systems 

dynamics and three core distinctions that 

will inform theory and practice to improve 

educational outcomes for your students, 

performance outcomes for their organizations, 

& health outcomes for their patients. 

0905-0915 | Questions 

0930-1000 | Refreshment Break 

1000-1200 

SESSION 3 - Simultaneous sessions 

Symposium 3B: 

Making Feedback Better: How can we innovate 

within a rigid professional culture? 

Panel: Anna Ryan (Australia), Chris Watling, 

Canada), Chris Harrison (UK), Kevin Eva (Canada) 

(Discussant) 

Improving feedback in medical education is as 

much a cultural challenge as an individual one. 

We will challenge the audience to consider 

medicine’s learning culture & the professional 

values that sustain it, and to problem-solve 

to support meaningful feedback innovations. 

Symposium 3C: 

Big Learning from Small Screens: Using mobile 

technology in medical education 

Panel: Organised by AMEE eLearning Committee 

(Coordinator: Peter GM de Jong, Netherlands) 

Several current & future developments in mobile 

learning for teaching the health sciences will be 

discussed. Members of the audience are 

encouraged to bring their own mobile devices 

to actively participate in the symposium. 

Symposium 3D: (Conducted in Spanish) 

Teaching Medicine in the Clinical Setting 

Panel: Organised by Spanish Society 

for Medical Education (SEDEM) 

(Coordinator: Jesús Millán Núñez-Cortés) 

A global view of teaching medicine in clinical 

settings, defining their characteristics & principal 

traits affecting the structure, the process 

(including the actors involved in the teaching) 

and the outcomes. 

1200-1330 | Lunch Break 

1330-1515 


Concurrent short communications, 

research papers, posters, 

PechaKucha, workshops, exhibition 

Symposium 4A: 

Should medical education be based in 

universities? 

Symposium 4C: 

The Many Faces of Postgraduate Training – the 

future is here 

Panel: Organised by AMEE Postgraduate 

Committee Subha Ramani, Matthew J Stull (USA), 

Rille Pihlak (Estonia), David CM Taylor (UK) 

The symposium will review tailored PG tracks 

already in place in some countries and data from 

junior doctors on what further career training they 

feel they require. Participants are invited to share 

their own experiences with supplemental PG 

training and debate the need to train PGs around 

the world with a focus on their career goals. 

Symposium 4D: (Conducted in Spanish) 

The Neglected Competencies in 

Undergraduate Medical Education 

in Spanish Medical Schools 

Panel: Organised by Spanish Society 

for MedicalEducation (SEDEM) 

(Coordinator: Jordi Palés Argullós) 

We will discuss how to teach and assess 

competencies including communication skills, 

information science, languages, professional 

empathy, critical thinking & dealing with 

uncertainty. 

1330-1730 

BarCamp: Informal Learning and 

Technology 

Facilitators: Sebastian Dennerlein (Austria), John 

Bibby (UK), Raymond Elferink (Netherlands), 

Micky Kerr (UK), Natalie Lafferty (UK), David 

Topps (Canada), Tamsin Treasure-Jones (UK) 

BarCamps (http://barcamp.org) have an exciting, 

informal format, with the overall theme and 

BarCamp rules set in advance, but the 

agenda and activities democratically decided 

on the day. Participants propose activities, 

discussion topics & questions. Our theme for 

this session will be informal learning and 

technology. Together we will explore and share 

innovative approaches to using technology to 

support such learning. Join us in sharing your 

knowledge/experiences at the BarCamp – we 

could even continue over dinner if desired! 




Symposium 3A: 

Medical Education and Health Systems 

in the 21st Century: In search of a new 

paradigm for “Wicked” problems in healthcare 

Panel: Stewart Mennin (Brazil), Ian Curran (UK), 

Glenda Eoyang (USA), Lambert Schuwirth 

(Australia) (Chair) 

We will explore these ‘wicked’ challenges, 

promote dialogue & discover new paradigms 

that offer the hope, scope and capacity to face 

the current and emerging challenges of health 

and education in the 21st century. 

Panel: John Cookson, Stewart Petersen, Jerry 

Booth (UK) 

The panellists aim to stimulate debate about 

the forces that currently shape medical 

education and whether these are now 

operating in the best interests of society, in 

particular whether the historical role of 

universities to produce the educated person 

has been lost in the drive for basic competence. 

Symposium 4B: 

Globalisation of Medical Education: Can it 

contribute to world peace? 

Panel: Matthew C E Gwee (Singapore), Maria 

Athina Martimianakis (Canada), Janneke 

Frambach (Netherlands), Dujeepa D Samarasekera 

(Singapore), and representatives from Africa & 

the Middle East 

Panellists present initiatives which provide 

evidence that medical education largely free 

from national prejudices is more readily accepted 

as a potential developmental tool to enhance 

& enrich the quality of medical education and, 

consequently, healthcare delivery systems. 


1545-1730 





Symposium 5A: 

Faculty Development in the Health Professions: 

From skill acquisition to professional identity 

formation 

Panel: Yvonne Steinert (Canada), David Irby, Patricia 

O’Sullivan (USA) 

The symposium will examine the role & importance 

of faculty members’ professional identities & how 

these identities can be supported and nurtured 

by faculty development programs and activities. 

12

Symposium 5B: 

Exploring Active Learning Strategies 

for Large Group Settings 

Panel: Organised by International Association 

of Medical Science Educators (IAMSE) 

Peter GM de Jong (Netherlands), Ann Poznanski, 

Joseph P Grande, Frazier Stevenson (USA) 

The symposium provides an overview of active 

learning strategies currently used in health sciences 

education followed by a discussion of the 

opportunities & challenges of introducing active 

learning strategies into teaching activities. 

Symposium 5C: 

Making the Implicit Explicit: Theories informing 

simulation-based education 

Panel: Debra Nestel (Australia), Nancy McNaughton 

(Canada), Walter Eppich (USA), Gabriel Reedy 

(UK), Ryan Brydges (Canada), Peter Dieckmann 

(Denmark) 

The panellists will share their experience of the 

application of theories in simulation-based 

education, with examples. Participants will be 

invited to respond to the examples and to share 

how theories inform their own practices. 

0830-1015 

SESSION 6 – Plenary: 

Medical Education in 

Difficult Circumstances 

Chair: Trevor Gibbs (UK) 

0830-0905 | Plenary 6A: 

Stumbling blocks into stepping stones; 

celebrating medical education in Rwanda 

Prof Phillip Cotton 

Vice Chancellor of the 

University of Rwanda 

The University of Rwanda was created two years 

ago from the merger of the seven public Universities 

and has 31,000 students on 14 campuses. It is the 

majority provider of doctors & nurses, & the sole 

provider of all other health care professionals. 

The merger is one part context and during these 

two years, in response to predicted needs, we 

have opened the first-ever dental school, doubled 

the intake into medicine, and started the first 

ever Masters degrees in clinical nursing for 160 

candidates. The challenges facing students and 

faculty, and delivery of teaching in clinical 

environments, are not new but the opportunities 

that emerge are exciting and energizing. 


0915-0950 | Plenary 6B: 

Medical Education in Difficult 

Circumstances: a student perspective 


Tuesday 30th August 2016 

Ewa Pawlowicz 

Recent Graduate, 

Medical university of 

Lodz, Poland 

Difficult circumstances, faced by both students & 

faculty, in medical education range from military 

activities, human rights violations and poverty, 

to the lack of awareness of evidence-based 

medical education resulting in an outdated, 

traditional way of teaching. Until recently, Polish 

medical curricula were considered very 

traditional; non-integrated and overloaded with 

theoretical knowledge while minimising practical 

skills & social competence. Thanks to exchange 

programmes and support from international 

organisations, Polish students have become 

acquainted with modern educational systems 

and are initiating their implementation. Examples 

of Polish students’ activities & projects will be 

presented, also illustrating how medical students can 

act as change leaders in medical education. 


1000-1015 

Miriam Friedman Ben David New 

Educator Award 

AMEE Fellowship and Associate 

Fellowship Awards 

Essential Skills in Medical Education 

(ESME) Certificates 

1045-1230 





Symposium 7A: 

Medical Education in Difficult Circumstances: Finding 

solutions to problems 

Panel: Robert Woollard (Canada), Mona Siddiqui 

(UK), Elpida Artemiou (St Kitts and Nevis), Trevor 

Gibbs (UK) (Chair) 

The world of medical education is not a level playing 

field. Using examples from around the globe, each 

giving a different perspective on ‘difficult 

circumstances’, the symposium will explore and 

share various mechanisms that some schools have 

used to bring their institution up to the same level of 

quality enjoyed by the few. 

Symposium 7B: 

Teaching Professionalism to Medical Students: 

A cross-national discussion 

Panel: Ducksun Ahn (South Korea), Barbara Barzansky, 

Dan Hunt (USA), Nobou Nara (Japan) 

Panellists will address questions including how & by 

whom professionalism is defined, how it is taught and 

assessed, behaviours that must be demonstrated in 

the clinical setting & how inappropriate behaviour 

by students and faculty is addressed. 

Symposium 7C: 

Issues in Recruiting, Training and Rewarding Clinical 

Faculty Outside the University and Hospital 

Panel: Daniel Webster, William A Anderson, Elza Mylona, 

Peggy A Weissinger (USA), Simon Gregory (UK), Niels 

Kristian Kjaer (Denmark) 

Delivering quality clinical training in decentralized 

environments requires not only a well-organized 

curriculum but also quality clinical faculty to teach & 

serve as role models. The audience will be invited to 

discuss the issues with the goal of identifying best 

practice. 

1230-1400 | Lunch Break 

1245-1345 | AMEE Annual General 

Meeting (all members invited) 

1400-1530 





Symposium 8A: 

Building the Community of Medical Education Scholars: 

Sharing lessons learned for developing and maintaining 

successful units for medical education scholarship & 

research. 

Panel: Lara Varpio, Larry Gruppen (USA), Cees van 

der Vleuten (Netherlands), Wendy Hu (Australia) 

(Additional comment from: Steven Durning, Stanley 

Hamstra, David Irby, Bridget O’Brien, Olle ten Cate, 

Susan Humphrey-Murto) 

Our research team is studying Medical Education Units 

around the world to construct broadly applicable 

understandings of how MEUs are launched and 

successfully maintained. We share our findings, 

describe MEUs from 4 national contexts, and best 

practices for securing institutional support. 

Symposium 8B: 

The Role of Qualitative and Quantitative 

Feedback in the Context of a 

Competency-Based Curriculum 

Panel: John Norcini, Ara Tekian (USA), Glenn Regehr 

(Canada), Trudie Roberts (UK), Lambert Schuwirth 

(Australia), Yvonne Steinert (Canada) 

The symposium will provide real-time examples, 

with opportunities for participants in small 

groups to discuss strategies to meaningfully 

integrate qualitative and quantitative feedback in 

their own institutions. 


Cont’d ... Tuesday 30th August 2016 

Symposium 8C: 

Why diversity matters to health, health care and 

medical education 

Panel: Janusz Janczukowicz (Poland), Nisha 

Dogra (UK), Petra Verdonk (Netherlands), 

Student representatives 

The symposium aims to support both clinical 

and non-clinical teachers with responsibility for 

designing, delivering and/or assessing diversity 

education, and those teachers who want to ensure 

their teaching incorporates strategies to address 

clinical and societal diversity. 


1600-1730 





Symposium 9A: 

Fostering Innovation and Change in Medical 

Education: The Durable Impact of Awards and 

Grants 

Panel: Mark Quirk, (Chair), Catherine Lucey, Mark 

Earnst (USA), Wendy Hu (Australia), Terry Poulton 

(UK), Gary Rogers (Australia), Ming-Jung Ho (Taiwan) 

This symposium will explore the common 

features of ‘funding programs’ that lead to lasting 

meaningful change in medical education. 

The panel will include recipients of grants 

or awards from organizations that intend 

to lastingly strengthen medical education 

throughout the world. They will share 

their goals and outcomes and analyze their 

experiences using principles of organizational 

change and sustainability. Presenters will 

debate the short and long-term impact 

of external funding on careers & curricula. 

Recommendations will be offered for cultivating 

innovation and change with and without 

external funding. 

Symposium 9B: 

Doctoral training & advancements in education, 

research and health education leadership 

Panel: Pim Teunissen, Cees Van der Vleuten 

(Netherlands), Ara Tekian, Steven Durning (USA), 

Tim Dornan (UK), Susan van Schalkwyk (South 

Africa) 

Educating future researchers and educators in 

health professions is of utmost importance for 

the advancement of our field, yet there is great 

variation among PhD programs worldwide. 

Building on the AMEE 2014 symposium where 

differences between PhD programs were 

highlighted, we will discuss how our models of 

doctoral level training help to fulfill our societal 

responsibilities. 

Symposium 9C: 

Build Your Own: An environmentally 

accountable curriculum 

Panel: Sarah Walpole, Andrew Punton, David 

Pearson, David McCoy (UK), Maria Aroca (Spain), 

Ben Canny (USA), Hanna-Andrea Rother (South 

Africa), and a team of medical students 

The symposium will explore how medical 

curricula can help future health professionals to 

respond to health threats and environmental 

change, and the skills needed to promote 

healthy environments & sustainable 

communities. Using ideas from the audience 

we will build a model curriculum to inform 

curriculum development. 

Wednesday 31st August 2016 

0830-1015 



research papers, posters, PechaKucha 

workshops, PhD Reports, exhibition 

Symposium 10A: 

Creating Safe Spaces for Academic Innovation: 

Pushing the boundaries of Medical education 

research and scholarship 

Panel: Jennifer Cleland, Rona Patey (UK), Ayelet 

Kuper, Jerry Maniate, Cynthia Whitehead (Canada) 

As medical education becomes an increasingly 

diverse and scholarly field, academic findings 

may call into question accepted ways of thinking 

and practicing. We will explore strategies 

to support & encourage important, potentially 

dissenting voices in our field in order to create 

safe environments for transformative innovation. 

Symposium 10B: 

Competencies, Outcomes and EPAs: A virtue or 

a plague for our learners? 

Panel: Erik Driessen (Netherlands), Cees van der 

Vleuten (Netherlands), Eric Holmboe (USA), 

Larry Gruppen (USA), Linda Snell (Canada), Pim 

Teunissen (Netherlands) 

Symposium 10C: 

Creating (Global) Citizenship: Introducing 

students to community and the global playing 

field 

Panel: Organised by Medical Students. Stijntje 

Dijk (Netherlands), (Moderator), Charles Boelen 

(Tunisia), Björg Pálsdóttir (USA) Omar Cherkaoui 

(IFMSA, Morocco), other speakers representing 

international organisations 

Questions that will be addressed are: what are 

the roles of medical students and of faculties 

to serve the community, & how do we motivate 

our students and faculties to take on these 

leadership roles? Participants will be invited to 

share their success stories and challenges. 


1045-1230 

SESSION 11 – Plenary 

Chair: Trudie Roberts, UK 

1045-1120 

Plenary: 

Professionalising teaching 

innovation in the digital age 

Prof Diana Laurillard, 

London Knowledge Lab, 

UCL Institute of 

Education. 

As educators in the digital age we need to 

optimise our use of digital methods to 

improve the quality and reach of our teaching, 

and improve students’ learning outcomes. 

How do we build that new knowledge, 

and share what we discover about the 

new digital pedagogies now open to us? 

Educators can no longer work in isolation given 

the challenges we face. Can we use the 

technology to become more professional 

in building our collective knowledge? The 

presentation will propose some new design 

tools to support educators, and a new approach 

to professionalising teaching. 

1120-1130 

Questions 

1130-1215 

PechaKucha Presentations 

• Tunnels, fences, open land? Curricular 

integration of the basic and clinical 

sciences 

Martin Fischer (Germany) 

• Flipped Classroom 

William Jeffries (USA) 

• Technology enhanced learning in 

Medical Education: What’s new, what’s 

useful, & some important considerations 

Poh Sun Goh (Singapore) 

• Longitudinal Integrated Clerkships: 

the Wollongong experience 

Ian Wilson (Australia) 

• The Curriculum Positioning System 

(CPS): A Navigational Necessity for the 

Master Adaptive Medical Learner 

(MAML) 

Mark Quirk ((USA) 

• (Ex)changing the world: an 

opportunity or responsibility? 

Stijntje Dijk (Netherlands) 

1215-1220 

Announcement of AMEE 

Conference Prizes 

1220-1225 

A look ahead to AMEE 2017 

1225-1230 | Concluding remarks 

Trudie Roberts, AMEE President 

1230 | Close of Conference 

14

ACCOMMODATION 

For more details on hotels and tours and to book see www.eiseverywhere.com/ehome/148726/delegates/ 

Worldspan Plc is delighted to have the opportunity to 

assist with your hotel requirements for AMEE 2016 in 

Barcelona. We have designed the AMEE Official Hotel 

Reservation Service to be simple and efficient, with a 

direct online hotel booking facility via the AMEE 2016 

Conference Registration Website. Where possible, we have 

negotiated special rates for AMEE delegates and have 

secured a guarantee from hotels that the AMEE rates will 

be the lowest available on general public sale over the 

conference dates. 

The official allocations incorporate hotel grades from 5* 

through to lower-priced 4* and 3* properties and we have 

secured as many rooms as possible at hotels which are 

within walking distance of CCIB, Barcelona International 

Convention Centre. We have aimed to offer a choice of 

hotel standard, style and price to suit every AMEE delegate’s 

need! A significant number of rooms are in well-known 

international branded hotels, however we have also 

contracted a number of high quality independent 

unaffiliated properties, which are approved by the CCIB 

and the Barcelona Convention Bureau. 

We encourage early reservations, as our hotel allocations 

are available to all AMEE delegates on a first-come, 

first-served basis. 

• All rates are inclusive of breakfast 

• Distances are approximate 

• Prices include 10% Tax 

• City tax (€1.21 per person per person per night) is in 

addition to the rates shown 

• Rates are subject to change 

TOURS 

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 Barcelona, subject to availability. 

Hotel 

Star 

Rating 

Single 

Rate 

Double 

Rate 

Distance 

to CCIB 

Barcelo Atenea Mar 4* € 152.00 € 163.00 1.2km 

Barcelona Princess 4* € 163.00 € 186.00 150m 

Doubletree by Hilton 4* € 194.00 € 220.00 6km 

Eurohotel Barcelona 4* € 159.00 € 171.00 1.6km 

Four Points by Sheraton Diagonal 4* € 150.00 € 163.00 2.1km 

H10 Universitat 4* € 230.00 € 250.00 5.4km 

H10 Urquinaona Plaza 4* € 255.00 € 306.00 4.9km 

Hesperia Del Mar 4* € 169.00 € 186.00 1.7km 

Holiday Inn Express Barcelona 3* € 123.00 € 123.00 2.2km 

Hilton Diagnal Mar 4* € 183.00 € 203.00 290m 

Hotel 4 Barcelona 4* € 118.00 € 125.00 3.3km 

Hotel Attica 21 4* € 265.00 € 280.00 900m 

Hotel SB Diagonal 4* € 166.00 € 189.00 200m 

Melia Barcelona Sky (ME Barcelona) 4* € 158.00 € 174.00 1.8km 

NH Barcelona Centro 4* € 163.00 € 181.00 6.3km 

NH Calderon 4* € 186.00 € 203.00 5.9km 

NH Diagonal Center 4* € 163.00 € 181.00 3.4km 

Novotel Barcelona City 4* € 215.00 € 230.00 2.5km 

Salles Hotels 4* € 128.00 € 138.00 4.8km 

Silken Concordia 4* € 143.00 € 159.00 8.7km 

Silken Diagonal Mar 4* € 118.00 € 133.00 3.5km 

The Level @ Melia Barcelona Sky 5* € 208.00 € 225.00 1.8km 

TRYP Condal Mar 4* € 146.00 € 160.00 1.2km 

Vincci Bit 4* € 146.00 € 158.00 800m 

Vincci Maritimo 4* € 146.00 € 158.00 800m 

All accommodation enquiries should be directed to Worldspan PLC 

Tel: +44 (0)1745 828400 / email: accommodation@worldspan.co.uk 

Worldspan have provided 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 to engage in the culture, style and friendliness of the city. 

For a full list of what’s available, booking terms and conditions and to book please visit 

www.eiseverywhere.com/ehome/148726 

All tour enquiries should be directed to Worldspan PLC 

Tel: +44 (0)1745 828400 / email: amee@worldspan.co.uk 


Contributing to AMEE 2016 

Please submit abstracts online through our new abstract submission site. The presenter 

must be the person submitting the abstract. An automatic email 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 

Abstract submissions may cover any topic in medical & 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 three reviewers. For further information on presentation formats 

see the website (https://www.amee.org/conferences/amee-2016/programme/contributing-to-amee-2016) 

Research and PhD Report Submissions: 

https://www.etouches.com/eselect/112965 

Deadline 12 January 2016 

All other Submissions: 

https://www.etouches.com/eselect/108527 

Deadline 15 February 2016 

• Research papers: Themed sessions reporting original research. Abstracts of maximum 500 words should be structured as follows: Introduction, 

Methods, Results, Discussion, Conclusions. Up to two references may be included. One of the research paper sessions will be held in a 

‘flipped classroom’ format where participants are asked to read & reflect on the abstract and other supporting materials in advance of the session, 

and the presentation time is used for clarification & discussion of the issues involved. You will be advised in June if your abstract is to be 

presented in the ‘flipped classroom’ session. 

• 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. 

• Short communications: Simultaneous, themed sessions throughout the programme, with approximately six presentations per session. Abstracts 

of maximum 300 words should be structured as follows: Background, Summary of work, Summary of results, Discussion, Conclusions, 

Take-home messages. Short communication sessions in the following areas are featured for the first time, and the box on the submission form 

should be ticked if the abstract should be considered for one of these sessions: (1) Teaching diversity in health professions education; (2) Medical 

education in difficult circumstances. Presenters may also check the box to be considered for sessions to be presented in ‘flipped classroom 

format’. More information: www.amee.org/conferences/amee-2016/ 

• Patil Teaching Innovation Award Presentations: Short communications of work that demonstrates innovation in health professions education may be 

submitted for consideration for the Patil Award sessions. More Information: www.amee.org/conferences/amee-2016/awards-prizes#patil-teaching 

-innovation-awards. If not selected for the Patil sessions, the submission will be considered for one of the other short communication sessions. 

• Presentation with Poster: Simultaneous themed poster sessions are held throughout the programme. Abstracts of maximum 300 words should be 

structured as follows: Background, Summary of work, Summary of results, Discussion, Conclusions, Take-home messages. Poster sessions in 

the following areas are featured for the first time, and the box on the submission form should be ticked if the abstract should be considered 

for one of these sessions: (1) Teaching diversity in health professions education; (2) Medical education in difficult circumstances. A poster 

mentoring service will operate, and presenters of accepted posters will be invited to sign up for this in June. 

• AMEE 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. Unstructured abstracts should be maximum 300 words. 

• PechaKucha 20 x 20: These are sessions where presenters use 20 slides which are set to advance automatically after 20 seconds 

(www.pechakucha.org/). Three minutes is allocated after the slides have finished for discussion. Abstracts of maximum 300 words may be 

submitted in any format. NEW! 

• Point of View: Do you have a viewpoint that you would like to communicate to AMEE participants on any aspect of health professions education? 

Is there something you feel passionately about, a topic that you feel needs to be discussed, or something that particularly frustrates you? 

No evidence is needed, just your opinion! Abstracts, maximum 300 words, may be submitted in any format. NEW! 

• Conference workshops: Workshops are between 1.5 and 2 hours in duration & should be highly interactive and participative. Abstracts of maximum 

300 words should be structured as follows: Background, Who should attend, Structure of workshop, Intended outcomes, Level (introductory/ 

intermediate/advanced). 

Terms and Conditions 

• You may list up to 6 authors for each abstract. 

• The submitter must be the presenter 

• Only 1 presenter may be indicated for each abstract except in the 

case of conference workshops when a maximum of 6 may be 

listed. 

• Although you may submit as many abstracts as you wish, it is unlikely 

that more than one short communication or poster per presenter 

can be accepted due to scheduling complexities. 

• The abstract submitter will be notified of the decision by 

mid April 2016. 

• Presenters should be available to present at any time between 

0830 hrs on Monday and 1030 hrs on Wednesday. We are unable 

to take requests for specific presentation days 

• It is essential that the abstract presenter is registered and has paid 

the registration fee by 1 June 2016 (or has registered and made 

arrangements to pay the registration fee either prior to arrival 

or on site) in order to guarantee inclusion in the programme. 

• The early registration fee applies until 17 May 2016. 

• The final programme will be available from early July 2016. 

16

REGISTRATION 

Enquiries related to registration should be directed to Worldspan PLC. Tel: +44 (0)1745 828400; Email: amee@worldspan.co.uk 

REGISTER BY 17 MAY TO QUALIFY FOR THE EARLY REGISTRATION RATE. 

Payment: 

Payment may be made by credit card or by bank transfer in Euros only. 

Please ensure that bank transfers are remitted to the Worldspan 

account as detailed on the invoice and not to the AMEE account. 

For bank transfers please instruct the payee to accept and pay for 

both sender and recipient bank charges and to quote your delegate 

registration number as the payment reference. Payment should be 

remitted to Worldspan within 2 weeks of registration if you are registering 

using the early bird fee. For all registrations made after the early bird rate 

has expired payment should be remitted to Worldspan no later than 29 

July 2016. Delegates registering after 31 July 2016 will require immediate 

payment. Any outstanding fees will require payment on-site during 

registration prior to gaining entry to the conference. 

Insurance: 

We strongly recommend you take out insurance to cover any potential loss 

of registration fees, travel & 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 Spain. 

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 

17 May* 

From 

18 May* 

AMEE Member ¤611 ¤695 

AMEE Non-Member ¤695 ¤820 

AMEE Student Member (1) ¤326 ¤354 

Student Non-Member (1) ¤382 ¤410 

AMEE Member Special Rate Country (2) ¤507 ¤549 

Non-Member Special Rate Country (2) ¤535 ¤563 

Additions to registration 

ESME Course (3) ¤764 

ESMEA, RESME, PASREV Course (3) ¤695 

ESME Masterclasses (ESCEL, ESCEPD, ESMESim) (3) ¤250 

RASME Sessions (3) ¤250 

FLAME or CALM Course (3) ¤695 

Pre-conference workshop full day (3) ¤222 

Pre-conference workshop half day (4) ¤97 

Junior Doctors PCW28 ¤30 

GAME Meeting Only ¤250 ¤278 

GAME Meeting also attending AMEE 2016 (5) ¤222 ¤250 

Additional guest at opening plenary and 

reception (First guest free of charge) (6) 

AMEE Live 

¤35 

AMEE 2016 Live! (7) ¤150 

Terms and Conditions of AMEE 2016 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 Euros irrespective of your 

country of origin. 

3. GAME Meeting attendance includes: coffee, lunch and access to 

special interest group discussions (Sunday 28 August). PCW 7 & 18 on 

Saturday 27 August are available as optional extras at ¤97 each. 

4. AMEE 2016 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; 3 day public 

transport ticket; access to AMEE Live. 

5. Travel to Barcelona and accommodation is NOT included in the 

registration fee. 

6. Payment may be made by credit/debit card (VISA, Mastercard) or 

bank transfer in Euros 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. 

7. Cancellation policy for registration: a refund of previously paid 

registration fees will be made as follows: 

Notification in writing by 17 May 2016: full refund less ¤75 

administration fee; 

Notification in writing by 1 July 2016: 50% refund; 

Notification after 1 July 2016: no refund. 

8. Cancellation policy for Preconference workshops and Courses: 

AMEE will make every effort to resell places on pre-conference 

workshops/courses but cannot guarantee a refund will be 

possible. 

9. Please note in the event of cancellation, bank or credit card 

charges incurred by AMEE will not be refunded. 

10. This contract is governed by the laws of Scotland. 

*All prices are in Euros and exclude Spanish VAT at 21%. 

(1) Student registration is available to medical/healthcare professions 

students up to two years post basic qualification only. It is not 

available to PhD or Master Students 

(2) See list for qualifying countries. 

(3) Includes coffee and lunch 

(4) Includes coffee only 

(5) If you register for both AMEE 2016 and the GAME Meeting you will 

receive a discount on fees for GAME. 

(6) Registered participants may bring one guest to opening plenary and 

reception free of charge (please indicate on registration form) 

(7) Register online at www.amee.org/conferences/amee-live. 

Includes live streaming of plenary sessions (Sun-Wed); a selection of 

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. Registration entitles one access as individual or a group 

watching on one device. See page 19 for details 

Register Online: 

www.eiseverywhere.com/ehome/148726 


Awards and Prizes 

Exhibition & Sponsorship 

• Miriam Friedman Ben-David New Educator Award: Nominations are 

invited for this award, by 31 January 2016. 

For full details, please visit www.amee.org/awards-prizes 

• Patil ‘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 

https://www.amee.org/conferences/amee-2016/awards-prizes 

• Medical Teacher Poster Prize is awarded for the best poster as selected 

by the Poster Prize Committee. For further details, please visit 


• Free Registration Awards: A limited number of free registrations 

are available to participants from the “special rate” countries listed 

on page 17 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 email your request to the 

AMEE Office (amee@dundee.ac.uk) by 26 February, after submission 

of your abstract. Participants to be offered free registration will 

be notified by 30 April. 

• Postgraduate Travel Award: If you are a junior doctor and have 

submitted a short communication relating to an area of 

postgraduate training, you may be eligible for consideration for 

a small award to assist your participation in the AMEE Conference. 



• Research Paper Awards: The AMEE Research Committee recognises 

those who have demonstrated excellence in medical education 

research through their presentation at an AMEE Conference. 



CONNECTING @ AMEE 2016 

Don’t wait until you arrive in Barcelona to start communicating about 

the exciting sessions in the programme! 

The Exhibition, consisting of commercial, not-for-profit 

and institutional exhibitors, is now a major feature of the 

AMEE Conference. 

Exhibitors Include 

• publishers of medical and basic science textbooks, and books and 

journals relevant to teachers in medicine & 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. 

AMEE 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. 

For further details visit 

http://www.amee.org/conferences/amee-2016/exhibition 

AMEE Live Online! 

Not everyone can find the funds, or the time, to attend AMEE 2016 so we are offering the option of registering for AMEE Live 

Online! You can watch the plenaries, some of the symposia, and hear live interviews from speakers & participants (see page 19). 

If you’re attending AMEE 2016 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. 

Twitter 

Follow @AMEE_Online and use hashtag #amee2016 to tweet 

about sessions in the programme, and to start networking with 

others. 

Conference App | Guidebook 

Accessible on all mobile devices, you will be able to see the full 

programme & abstracts, build your own schedule and connect 

with other conference participants. 

Facebook 

Keep up to date with all AMEE news by ‘liking’ our Facebook page: 

www.facebook.com/AMEE.InternationalAssociationforMedical 

Education 

MedEdWorld forums 

All registered participants can join in any of the MedEd Forums 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? 

18

If you are unable to attend AMEE 

2016 in person, the next best 

thing is to join online With live 

streaming of the sessions in the 

plenary hall throughout the 

Conference you can watch the 

opening ceremony, all four plenary 

sessions and seven symposia 

live as they happen, or catch up 

afterwards if the timing doesn’t 

suit you. 

AMEE 2016 Live - the next best thing! 

But there’s so much more to AMEE Live! 

• Watch alone or as part of a group 

• Watch interviews with speakers and participants in the breaks 

• Email or tweet your questions or comments to the speakers 

• New for 2016! Ask questions of the audience and receive the “wisdom of the crowd” – find out 

more about this on www.amee.org/conferences/amee-live 

• Access the Conference App and abstracts 

Sessions: Full details of sessions are given on the website www.amee.org/conferences/amee-2016 

Fee: 

¤150 Access from one device 

How to Register: Register at www.amee.org/conferences/amee-live 

AMEE Live Programme 

Sunday 28 August 2016 

1730-1900 Introduction Ronald Harden 

1800-1900 Plenary: Innovative Learning Strategies Graham Brown-Martin 

0830-0915 

Monday 29 August 2016 

Plenary: Uncertainty in Healing and Learning: Finding the Simple in 

the Complex 

0915-0930 ASPIRE-to-Excellence Awards 

1000-1200 

Symposium: Medical Education and Health Systems in the 21st 

Century: in search of a new paradigm for “Wicked” problems in 

healthcare 

Glenda Eoyang 

Panel: Stewart Mennin, Ian Curran, Glenda Eoyang, 

Lambert Schuwirth 

1330-1515 Symposium: Should medical education be based in universities? Panel: John Cookson, Stewart Petersen, Jerry Booth 

1545-1730 

0830-1015 

1045-1230 

1400-1530 

Symposium: Faculty Development in the Health Professions: From 

skill acquisition to professional identity formation 

Tuesday 30 August 2016 

Plenary: Medical Education in Difficult Circumstances 

1. Stumbling blocks into stepping stones: celebrating medical 

education in Rwanda. 

2. Medical Education in Difficult Circumstances: A student perspective 

Symposium: Medical Education in Difficult Circumstances: Finding 

solutions to problems 

Symposium: Building the Community of Medical Education 

Scholars: Sharing lessons learned for developing and maintaining 

successful units for medical education scholarship and research 

1600-1730 Funding and Support in Education 

0830-1015 

Wednesday 31 August 2016 

Symposium: Creating Safe Spaces for Academic Innovation: Pushing 

the boundaries of medical education research and scholarship 

Panel: Yvonne Steinert, David Irby, 

Patricia O’Sullivan 

Phillip Cotton 

Ewa Pawlowicz 

1045-1130 Plenary: Professionalising teaching innovation in the digital age Diana Laurillard 

Panel: Robert Woollard, Mona Siddiqui, Elpida 

Artemiou, Trevor Gibbs 

Panel: Larry Gruppen, Lara Varpio, Cees van der 

Vleuten, Wendy Hu 

Panel: Mark Quirk, Catherine Lucey, Mark Earnst, 

Wendy Hu, Terry Poulton, Gary Rogers, Ming-Jung Ho 

Jennifer Cleland, Ayelet Kuper, Jerry Maniate, Rona 

Patey, Cynthia Whitehead 

1130-1215 PechaKucha 20 x 20 Presentations 

Integration of the basic & clinical sciences in a 

curriculum (Martin Fischer) 

Flipped Classroom (William Jeffries) 

Technology enhanced learning in medical 

education (Poh Sun Goh) 

Longitudinal Integrated Clerkships (Ian Wilson) 

The Curriculum Positioning System (Mark Quirk) 

(Ex)changing the world: an opportunity or 

responsibility? (Stijntje Dijk) 

1230 Close of Conference 


If you would like more information about AMEE and its activities, please contact 

the AMEE Office: 

Association for Medical Education in Europe (AMEE) 

12 Airlie Place, Dundee, DD1 4HJ, UK 

Tel : +44 (0)1382 381953 

Fax : +44 (0)1382 381987 

Email : amee@dundee.ac.uk 

Scottish Charity: SC031618 

What does AMEE do? 

The Association for Medical Education 

in Europe (AMEE) is a worldwide 

organisation with members in 90 

countries on five continents. 

Members include teachers, educators, 

researchers, administrators, curriculum 

developers, deans, assessors, students & 

trainees in medicine and the healthcare 

professions. 

AMEE’s interests span the continuum of 

education from undergraduate education 

through postgraduate training and continuing 

professional development. 

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, Patil awards, conference workshops, posters, 

Point of View and AMEE Fringe abstracts; Last date to apply for free registration 

• Mid April: 

Notification of abstract decision 

• 30 April: 

Notification of free registration awards; 

Notification to Miriam Friedman Ben-David New Educator Award winner 

• 17 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 

AMEE 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 & supporting innovation in 

curriculum planning, teaching and learning, 

assessment & education management 

• Encouraging research in the field of 

healthcare professions education 

• Promoting the use of evidence informed 

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. 

WHO TO CONTACT 

ACADEMIC PROGRAMME 

INCLUDING ABSTRACTS 

Tel : +44 (0) 1382 381953 

Email : amee@dundee.ac.uk 

Web : www.amee.org/ 

conferences/amee-2016 

REGISTRATION, ACCOMMODATION, 

EXHIBITION, TOURS AND SOCIAL 

PROGRAMME 

Tel : +44 (0) 1745 828400 

Email : amee@worldspan.co.uk 

Scottish Charity SC031618 

www.amee.org 

amee@dundee.ac.uk

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