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

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.


Local Organising Committee


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


Ronald Harden, Pat Lilley, Tracey Thomson

AMEE Executive Committee


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


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.



Spanish Society for

Medical Education


Royal Academy of

Medicine of Catalonia


University of Barcelona



Rovira i Virgili


National Conference of

Deans of the Spanish

Medical Schools (CND)


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: or


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.



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:


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.


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.


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

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

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 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


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


See for full details

Outline Programme

Saturday Sunday Monday Tuesday Wednesday


ESME Course

ESMEA Course

ESCEPD Masterclass

ESCEL Masterclass

ESMESim Masterclass

RESME Course

FLAME Course

Pre-Conference Workshops

AMEE Executive Committee

ESME Course

ESMEA Course

RASME Courses

CALM Course



GAME Meeting


Plenary 2


Short Communications

Research Papers





Meet the Expert

Plenary 3


Short Communications

Research Papers





Meet the Expert


Short Communications

Research Papers



Plenary 4


Close of Conference



ESME Course

RESME Course

FLAME Course

CALM Course


AMEE Committee Open Meetings


ESME Course

RESME Course

FLAME Course

CALM Course


ESME Course

FLAME Course

CALM Course


ESME Course

ESMEA Course

ESCEPD Masterclass

ESCEL Masterclass

ESMESim Masterclass

RESME Course

FLAME Course

Pre-Conference Workshops

AMEE Executive Committee

ESME Course

RASME Courses

CALM Course



GAME Meeting


AMEE Orientation


Short Communications

Research Papers



AMEE Fringe

PhD Reports




Short Communications

Research Papers



AMEE Fringe

PhD Reports

ESMEA Course

RESME Course


AMEE Executive Committee


Opening Ceremony

Plenary 1

Networking Reception


Private Meetings

Private Meetings


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


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



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.


Sunday (0930-1630)

Tuesday (1600-1730)

Wednesday (0830-1000)

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



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



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.


Stewart Mennin (Mennin Consulting & Associates, USA),

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

Mennin (Federal University of Sao Paulo, Brazil)


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.


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)


Saturday (0845-1630 hrs);

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.


Charlotte Ringsted (University of Aarhus, Denmark), Tina

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

& Albert Scherpbier (Maastricht University, Netherlands)


Saturday (0845-1630 hrs);

Monday (1215-1315),

Tuesday (1245-1345 and 1600-1800)

5 See for full details

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.


David A Cook (Mayo Clinic College of Medicine, USA) and

Rachel Ellaway (University of Calgary, Canada)


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.


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)


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.


Jane Tipping, Suzan Schneeweiss, Amy Wolfe, Rita MacDowall


Saturday (0830-1630)


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



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)


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.


Maria Mylopoulos (University of Toronto, Canada), Lara Varpio

(Uniform Services University, USA), Tina Martimianakis, Elise

Paradis (University of Toronto, Canada)


Sunday (0915-1630)

7 See for full details

ASME Courses

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

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


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.


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

Study of Medical Education (ASME), UK)


Saturday (0845-1630 hrs);

Monday (1215-1315 hrs),

Tuesday (1245-1345 hrs),

Wednesday (1300-1430 hrs)


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



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

Study of Medical Education (ASME), UK)


Sunday (0845-1630 hrs);

Monday (1215-1315 hrs),

Tuesday (1245-1345 hrs),

Wednesday (1300-1430hrs)

For more information on FLAME or CALM contact

Pre-Conference Workshops


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


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.


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


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


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)


PCW 12 | 1330-1630

Integrating SPs into the IPE


Develop IPE modules utilizing Standardized

Patients, which are adaptable to a variety of

settings & healthcare professions.

Dawn M Schocken, Steve Charles, Vinita Kiluk


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


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


9 See for full details

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


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


PCW 22 | 0915-1215

Converting Ability to Capability.

Developing Skills that Enhance Faculty


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


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


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


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)


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/


Lawrence Sherman (USA)


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


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


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


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

11 See for full details

Monday 29th August 2016


SESSION 2 – Plenary

Chair: Stewart Mennin (Brazil)



Uncertainty in Healing and Learning:

Finding the Simple in the Complex




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


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)


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


SESSION 4 - Simultaneous sessions

Concurrent short communications,

research papers, posters,

PechaKucha, workshops, exhibition

Symposium 4A:

Should medical education be based in


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



BarCamp: Informal Learning and


Facilitators: Sebastian Dennerlein (Austria), John

Bibby (UK), Raymond Elferink (Netherlands),

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

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

BarCamps ( 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!

Concurrent short communications,

research papers, posters,

PechaKucha, workshops, exhibition

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.

1515-1545 | Refreshment Break


SESSION 5 - Simultaneous sessions

Concurrent short communications,

research papers, posters,

PechaKucha, workshops, exhibition

Symposium 5A:

Faculty Development in the Health Professions:

From skill acquisition to professional identity


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.


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


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.


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.

0905-0915 | Questions

0915-0950 | Plenary 6B:

Medical Education in Difficult

Circumstances: a student perspective

1015-1045 | Refreshment Break

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.

0950-1000 | Questions


Miriam Friedman Ben David New

Educator Award

AMEE Fellowship and Associate

Fellowship Awards

Essential Skills in Medical Education

(ESME) Certificates


SESSION 7 - Simultaneous sessions

Concurrent short communications,

research papers, posters,

PechaKucha, workshops, exhibition

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


1230-1400 | Lunch Break

1245-1345 | AMEE Annual General

Meeting (all members invited)


SESSION 8 - Simultaneous sessions

Concurrent short communications,

research papers, posters,

PechaKucha, workshops, exhibition

Symposium 8A:

Building the Community of Medical Education Scholars:

Sharing lessons learned for developing and maintaining

successful units for medical education scholarship &


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.

13 See for full details

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.

1530-1600 | Refreshment Break


SESSION 9 - Simultaneous sessions

Concurrent short communications,

research papers, posters,

PechaKucha, workshops, exhibition

Symposium 9A:

Fostering Innovation and Change in Medical

Education: The Durable Impact of Awards and


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


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


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


SESSION 10 - Simultaneous sessions

Concurrent short communications,

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


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.

1015-1045 | Refreshment Break


SESSION 11 – Plenary

Chair: Trudie Roberts, UK



Professionalising teaching

innovation in the digital age

Prof Diana Laurillard,

London Knowledge Lab,

UCL Institute of


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.




PechaKucha Presentations

• Tunnels, fences, open land? Curricular

integration of the basic and clinical


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


Mark Quirk ((USA)

• (Ex)changing the world: an

opportunity or responsibility?

Stijntje Dijk (Netherlands)


Announcement of AMEE

Conference Prizes


A look ahead to AMEE 2017

1225-1230 | Concluding remarks

Trudie Roberts, AMEE President

1230 | Close of Conference



For more details on hotels and tours and to book see

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


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.










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:

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

All tour enquiries should be directed to Worldspan PLC

Tel: +44 (0)1745 828400 / email:

15 See for full details

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

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 (

Research and PhD Report Submissions:

Deadline 12 January 2016

All other Submissions:

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:

• 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:

-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

( 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/


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


• 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.



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



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.


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


17 May*


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 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


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

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:

17 See for full details

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

• 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

• 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 ( 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.

For further details, please visit

• Research Paper Awards: The AMEE Research Committee recognises

those who have demonstrated excellence in medical education

research through their presentation at an AMEE Conference.

For further details, please visit


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


• 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

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.


Follow @AMEE_Online and use hashtag #amee2016 to tweet

about sessions in the programme, and to start networking with


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.


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


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 to see what it can offer?


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

• Access the Conference App and abstracts

Sessions: Full details of sessions are given on the website


¤150 Access from one device

How to Register: Register at

AMEE Live Programme

Sunday 28 August 2016

1730-1900 Introduction Ronald Harden

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


Monday 29 August 2016

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

the Complex

0915-0930 ASPIRE-to-Excellence Awards


Symposium: Medical Education and Health Systems in the 21st

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


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





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


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

19 See for full details

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 :

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


AMEE’s interests span the continuum of

education from undergraduate education

through postgraduate training and continuing

professional development.


• 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


• 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.




Tel : +44 (0) 1382 381953

Email :

Web :





Tel : +44 (0) 1745 828400

Email :

Scottish Charity SC031618

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