Saturday 10 March (0900-1230 hrs)
Workshop 9: OSCE feedback and debriefing – enhancing the “formative” in formative assessments
Monica van de Ridder (Albert Schweitzer Hospital, Dordrecht, Netherlands), Elizabeth Kachur (Medical Education Development, New York, USA), Antony Errichetti (New York College of Osteopathic Medicine, USA), Sharon Parish (Albert Einstein College of Medicine/Montefiore Medical Center, USA), Charles Schwartz (Albert Einstein College of Medicine/Montefiore Medical Center, USA)
Theoretical and practical issues regarding debriefing and feedback and how to prepare clinical instructors and SPs to provide debriefing.
View the full abstract for Workshop 9
Workshop 10: Using simulation to promote interprofessional learning
Brian Jolly (Monash University, Australia), Debra Nestel(Monash University/Imperial College of Medicine UK), Debra Kiegaldie, Southern Health, Victoria, Australia), Leone English, Holmesglen Institute, Australia)
This workshop will address the need to develop more appropriate learning strategies and working practices between professions using simulation. The workshop will give guidance on types of activities, instructional design, optimum group size, use of simulated exercises and managing interprofessional groups, from both academic and practical perspectives.
Workshop 11: Evaluating the fairness of admissions processes: An introduction to differential prediction analysis
Celia Taylor (University of Birmingham, UK)
An understanding of differential prediction analysis and its role in helping ensure selection processes are free from bias and support widening participation.
View the full abstract for Workshop 11
Workshop 12: Assessing the professional behaviours of students and residents: From practical tools to organizational strategies
Yvonne Steinert, Linda Snell (McGill University, Montreal, Canada)
Common methods for assessing the professional behaviours of students and residents and general principles and organizational strategies to be considered for an assessment to be authentic, feasible and meaningful.
View the full abstract for Workshop 12
Workshop 13: Assessment of medical student and resident professionalism: From critical appraisal to program-wide implementation
T J Jirasevijinda (Weill Cornell Medical College, New York, USA), Janice L Hanson (USUHS, Bethesda, USA), Chulathida Chomchai (Mahidol University, Bangkok, Thailand), Ming-Jung Ho (National Taiwan University, Taipei, Taiwan)
A review of some approaches to assessing learner professionalism in undergraduate and postgraduate learners and the opportunity to design a portfolio or 360o evaluation plan.
View the full abstract for Workshop 13
Workshop 14: Workplace based assessments: Assessing the assessments
Adrian Simoes, Rags Subramaniam (East Kent Hospitals University NHS Foundation Trust, UK)
Strengths and weaknesses of various instruments used to measure WBA including reliability, validity, acceptability, cost-effectiveness and educational impact.
View the full abstract for Workshop 14
Workshop 15: Assessment of reflective learning of ethics (takes place at IMU – transport provided)
Sambandam Elango, Sivalingam Nalliah (International Medical University, Malaysia)
How the reflective learning of ethics using case studies can be introduced and how the assessment of reflective ability can be done using a six point rubric scoring scale. There will also be the chance to see IMU and to hear about some of its activities.
View the full abstract for Workshop 15
Saturday 10 March (1330-1700 hrs)
Workshop 16: Beyond student ratings: 13 others strategies to measure teaching (plus bonus topics)
Ron Berk (Johns Hopkins University School of Nursing, Baltimore, USA)
Student ratings are a necessary, but not sufficient, source of evidence to measure teaching effectiveness. This workshop will be a fun-filled, but critical, research-based, state-of the-art romp through student ratings and 13 other potential sources of evidence described in the literature, including peers, self, administrators, outside experts, and mentors.
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Workshop 17: How to create, implement and score the multiple mini interview
Stephen Manuel (University of Cincinnati, USA), David Harding (University of Western Sydney, Australia)
Learn how to create your own MMI scenarios including a rating system, strategies to train interviewers, an implementation strategy, logistics and best practices.
View the full abstract for Workshop 17
Workshop 18: Setting standards for performance-based assessments
André F De Champlain (National Board of Osteopathic Medical Examiners, Philadelphia, USA), John (Jack) R Boulet (Foundation for Advancement of International Medical Education and Research, Philadelphia, USA)
An understanding and evaluation of the process of setting standards for performance-based assessments that can reliably delimit the point(s) that separate adequate from inadequate performance.
View the full abstract for Workshop 18
Workshop 19: Assessing professionalism: developing peer and patient questionnaires
John Norcini (FAIMER, Philadelphia, USA)
Some methods used to assess professionalism focussing on patient and peer questionnaires and addressing issues such as questionnaire content, developing questions and which scales to use to produce reliable results.
View the full abstract for Workshop 19
Workshop 20: Quality assurance of standardized patient case portrayal
Mandana Shirazi, Roghieh Gandomkar, Claudie Schlegel, Sari Ponzer (Karolinska Institutet, Sweden, and Tehran University, Iran)
How to evaluate two domains of quality assurance – validity and reliability – in the context of an SP assessment exercise.
View the full abstract for Workshop 20
Workshop 21: Portfolio as a method of student assessment
Zubair Amin (National University of Singapore, Singapore)
An exploration of portfolio-based assessment in greater detail, including what is a portfolio, how its purpose influences the content and organisation, and how can it be implemented in the participant’s own setting.
View the full abstract for Workshop 21
Workshop 22: Formulating the best assessment tools for clinical competencies in medical practice (takes place at IMU – transport provided)
Sharifah Sulaiha Aznal , Ramesh Chandra Jutti (International Medical University, Malaysia)
How assessment of clinical competencies must be designed with respect to key issues including blueprinting, validity, reliability, and standard setting, as well as clarity about their formative or summative function. There will also be the chance to see IMU and to hear about some of its activities.
View the full abstract for Workshop 22
How to register
Register online or download, complete and return the manual registration form. Wherever possible pre-conference workshops should be reserved at the time of registration. Numbers are strictly limited and it is recommended to reserve as early as possible.
Payment for pre-conference workshops is required prior to attendance.
Cancellations
- We will make every effort to resell your place on a pre-conference workshop/but cannot guarantee a refund will be possible.
- No refunds will be given for non-attendance at pre-conference workshops.