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AMEE-Essential Skills in Medical Education Masterclasses Offered and accredited by AMEE PLEASE NOTE: Course participants must also register for AMEE 2016 & pay the conference registration fee | Courses fees are exclusive of Spanish VAT. 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 Offered and accredited by AMEE PLEASE NOTE: Course participants must also register for AMEE 2016 & pay the conference registration fee | Courses fees are exclusive of Spanish VAT. 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) 7 See www.amee.org/conferences/amee-2016 for full details
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