innovating in education · innovating in education. programme includes: • amee-essential skills...

Centre de Convencions Internacional de Barcelona

27th - 31st August 2016

Gaudi’s Salamander

Casa Batllo

Gaudi’s Park Guell

Casa De Los Paraguas

Scottish Charity SC031618

www.amee.org

[email protected]

In collaborationwith SEDEM

Innovatingin Education

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

Conference themes include:• Responding to challenging circumstances• Justifying the costs of innovation• Decision-making in a complex environment

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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.

Local Organising CommitteeSEDEM: Felipe Rodríguez de Castro (President), Jordi Palés, Milagros García Barbero, Jesús Millán, Núñez-Cortes, Arcadi Gual, Maria Nolla, Emilio Sanz, Joaquin García-Estañ, Jesús MoránUniversitat Rovira Virgili, URV: Maria Rosa Fenoll-BrunetSpanish Council of Deans of Medical Schools, CNDFM: Ricardo RigualAMEE: Ronald Harden, Pat Lilley, Tracey Thomson

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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.

• 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)

President: Professor Trudie Roberts, Leeds, UKGeneral Secretary/Treasurer: Professor Ronald Harden, Dundee, UKCommittee Members: Professor Deborah Murdoch Eaton, Sheffield, UK Dr Janusz Janczukowicz, Lodz, Poland A/Prof Gary Rogers, Gold Coast, Australia Dr Steven Durning, Bethesda, USA Professor Olle ten Cate, Utrecht, The Netherlands Professor Martin Fischer, Munich, GermanyCoopted member: Professor Davinder Sandhu, BahrainEx officio Members: AMEE Past-President: Professor Madalena Patrício, Lisbon, PortugalStudent Representatives: Ms Stijntje Dijk (IFMSA Representative) Ms Kristina Filipova (EMSA Representative)Junior Doctor Representative: Dr Rille Pihlak, Estonia

AMEE Executive Committee

StudentsAMEE 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.

CollaboratingOrganisations

National Conference ofDeans of the Spanish Medical Schools (CND)

University of Barcelona (UB)

UniversityRovira i Virgili(URV)

Spanish Society for Medical Education(SEDEM)

Royal Academy of Medicine of Catalonia(RAMC)

Committees

Why you should attend AMEE 2016

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Barcelona, the cosmopolitan capital of Spain’s Catalonia region, is defined by quirky art and architecture, imaginative food and vibrant street life. It has medieval roots, seen in the mazelike Gothic Quarter, but a modernist personality represented by architect Antoni Gaudí’s fantastical Sagrada Família church. Its restaurant scene, anchored by the central Boqueria market, ranges from fine dining to tiny tapas bars. For more information, please visit: http://www.barcelonaturisme.com/wv3/en/ or http://www.barcelona.cat/en/

Getting to BarcelonaBarcelona airport, is located 16 kilometres south of the city & is also known as Barcelona-El Prat. Barcelona can also be reached by transport links from other regional airports, including Girona, Reus & Lleida - Alguaire.http://www.barcelonaturisme.com/wv3/en/page/33/plane.html

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 [email protected] a minimum of 2 weeks before submitting your application. Before a letter can be issued you should formally register for the conference.

Entry to Spain and Travel Visas

ChildrenRegistered 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.

The currency is the Euro (€). Credit cards are widely accepted and Automated Teller Machines (ATMs) or cash machines can be found throughout the city. For current exchange rates visit: www.xe.com

Currency

InsuranceIt 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.

Barcelona has a Mediterranean climate. In August it is very warm. For an up-to-date weather forecast, please visit: http://www.bbc.co.uk/weather/3128760

Weather

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

Saturday 27 August• Pre-conference workshops (Optional extra, ¤97 per workshop)- PCW7: Patient Engagement...How it Improves Global Health Care Outcomes (0915-1215)- PCW18: The Australian experience of implementing an international grant model for interprofessional continuing health education (CHE): what works, what does not! Facilitating an international discussion (1330-1630)

Registration fees• Pre-Conference Workshops: ¤97 each (in addition to GAME Meeting registration or main AMEE conference registration)• GAME Meeting Sunday 28 August only: ¤250 (¤278 from 18 May)• GAME Meeting Sunday 28 August if also attending AMEE 2016: ¤222 (¤250 from 18 May)

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.

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

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 evaluation2. 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.

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

General Information

About the Conference

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Saturday Sunday Monday Tuesday Wednesday

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ESME CourseESMEA CourseESCEPD MasterclassESCEL MasterclassESMESim MasterclassRESME CourseFLAME CoursePre-Conference WorkshopsAMEE Executive Committee

ESME CourseESMEA CourseRASME CoursesCALM CoursePre-ConferenceWorkshopsGAME MeetingPASREV Course

Plenary 2SymposiaShort CommunicationsResearch PapersPostersPechaKuchaWorkshopsExhibitionMeet the Expert

Plenary 3SymposiaShort CommunicationsResearch PapersPostersPechaKuchaWorkshopsExhibitionMeet the Expert

SymposiaShort CommunicationsResearch PapersPostersWorkshopsPlenary 4ExhibitionClose of Conference1300hrs

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ESME CourseRESME CourseFLAME CourseCALM CourseExhibitionAMEE Committee Open Meetings

AMEE AGMESME CourseRESME CourseFLAME CourseCALM CourseExhibition

ESME CourseFLAME CourseCALM Course

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ESME CourseESMEA CourseESCEPD MasterclassESCEL MasterclassESMESim MasterclassRESME CourseFLAME CoursePre-Conference WorkshopsAMEE Executive Committee

ESME CourseRASME CoursesCALM CoursePre-ConferenceWorkshopsGAME MeetingPASREV Course AMEE Orientation

SymposiaShort CommunicationsResearch PapersPostersWorkshopsAMEE FringePhD ReportsPechaKuchaExhibition

SymposiaShort CommunicationsResearch PapersPostersWorkshopsAMEE FringePhD ReportsESMEA CourseRESME CourseExhibition

AMEE Executive Committee

Even

ing Opening Ceremony

Plenary 1Networking ReceptionExhibition

Private Meetings Private Meetings

Background:This introductory/intermediate course has been designed to present and develop a set of core skills that are key in using and undertaking systematic reviews in the healthcare professions. These will include: developing relevant topics for review; considering and selecting appropriate methods for review and synthesis of evidence; searching and appraising research; synthesising studies; writing up a review in a manner that can impact practice and using and peer reviewing of education reviews.

Audience: The Course is designed for all healthcare professionals interested in planning, implementing and reporting a systematic review as well as those interested in reviewing/managing a systematic review. Whilst the Course draws on experience gained with the Best Evidence Medical Education (BEME) Collaboration, it is appropriate for a wider audience.

Post-course assignment: Participants may choose to submit, within six months of completion of the course, a protocol for their own review, or appraisal of a published review. If completed to a successful standard, award of the PASREV Certificate will be made.

Course Faculty:• Morris Gordon, School of Medicine, University of Central Lancashire, UK, and Director of the BEME Education and Training Committee• Madalena Patricio, Faculty of Medicine University of Lisbon, Portugal, Chair of BEME Board and Past President of AMEE• Antonio Vaz Carneiro, Head, Center for EBM and Director of the Department of Medical Education at the Faculty of Medicine University of Lisbon, Head of Cochrane Portugal.

Sessions: Sunday (0930-1630)Tuesday (1600-1730)Wednesday (0830-1000)One-to-one web-based coaching meeting following the Conference

Certification: Certificate of participation following completion of the Course; Optional submission and assessment of a post-course report, details of which will be given during the Course; Award of PASREV Certificate if the post-course report is assessed as meeting the standards.

Please note: Course participants must also register for AMEE 2016 and pay the conference registration fee. Course fees are exclusive of Spanish VAT.

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

Outline Programme

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The ESME Course provides a strong foundation in the basic competency required of all medical and healthcare professions teachers: the Effective Teacher, the Informed Assessor/Evaluator and the Skilled Educational Planner. This highly interactive course focuses on how people learn and the range of teaching, learning and assessment methods and opportunities available to the teacher. It also examines how teaching, learning and assessment can be organized in the curriculum.

Facilitators:Stewart Mennin (Mennin Consulting & Associates, USA), Ruy Souza (Federal University of Roraima, Brazil), Regina Petroni Mennin (Federal University of Sao Paulo, Brazil)

Sessions:Saturday (0830-1700 hrs);Sunday (0830-1630 hrs); Monday (1215-1315 hrs); Tuesday (1245-1345 hrs); Wednesday (1300-1400 hrs)

ESME - Essential Skills in Medical Education Cost: ¤764

The ESMEA Course provides an introduction to the fundamental principles of assessment for those new to the area. Through a series of short presentations & small group work, participants will gain experience in designing assessments, blueprinting, writing test material & standard setting. After completing the course, participants will have acquired a vocabulary and a framework for understanding essential concepts in assessment and familiarity with the principles for their practical implementation.

Facilitators: Katharine Boursicot (Lee Kong Chian School of Medicine, Singapore), Brownie Anderson (NBME, USA), Richard Fuller (Leeds, UK), Kathy Holtzman (ABMS, USA), John Norcini (FAIMER, USA), Trudie Roberts (Leeds, UK), Dave Swanson (ABMS, USA), Sydney Smee (Medical Council of Canada)

Sessions: Saturday (0845-1630 hrs); Sunday (0845-1215 hrs); Tuesday (1600-1730 hrs)

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

The RESME Course provides an introduction to the essential principles & methods of conducting research in medical education: formulating research questions, choosing a research approach and selecting an appropriate global methodology, and constructing a research plan. Through a series of short presentations and small group work, this highly interactive course will introduce basic concepts and principles using a variety of examples related to theory. After completing the course, participants will have acquired a framework for understanding and application of essential concepts and principles for research in medical education.

Facilitators: Charlotte Ringsted (University of Aarhus, Denmark), Tina Martimianakis (The Wilson Centre, University of Toronto, Canada) & Albert Scherpbier (Maastricht University, Netherlands)

Sessions: Saturday (0845-1630 hrs); Monday (1215-1315), Tuesday (1245-1345 and 1600-1800)

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

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.

AMEE-Essential Skills in Medical Education Courses

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AMEE-Essential Skills in Medical Education Masterclasses

Offered and accredited by AMEE

Whether using a desktop computer, tablet, smartphone, or other device, effective computer-assisted learning requires a skilful alignment of learner and program needs, learning context, instructional design, assessment, and technology. The ESCEL Masterclass will prepare participants to develop, deliver, and evaluate computer-enhanced learning activities using sound educational principles and a range of creative technologies. This highly-interactive course will employ a series of short presentations, problem-focused small group activities, and group discussion. Extensive computer experience is NOT required.

Note that hands-on training in specific development tools is beyond the scope of this course.

Facilitators: David A Cook (Mayo Clinic College of Medicine, USA) and Rachel Ellaway (University of Calgary, Canada)

Sessions:Saturday (0830-1630)

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

This highly interactive, full-day faculty development Masterclass is designed as an introduction to fundamental skills for delivering simulation-based health professions education through a variety of techniques. Topics to be covered include: available simulation technologies & environments; evidence-based features and practices that promote effective learning through simulation; construction of simulation scenarios; and assessment and debriefing. Large-group discussions will be interspersed among small-group breakout activities that include not only design and development of simulation scenarios, but also actual implementation with hands-on use of various simulators. Participants will experience simulations – including debriefing after each scenario – from both the instructor and learner perspectives, and will also receive feedback from experts with many years of experience using simulation for health professions education.

N.B.: Like the main AMEE conference, large-group discussions will be conducted in English, but in consideration of this year’s meeting location, bilingual faculty will participate, who can facilitate work in Spanish for course registrants who would be more comfortable communicating in their native language during small-group breakout activities.

Facilitators:Ross Scalese, Ivette Motola (Gordon Center for Research in Medical Education, University of Miami Miller School of Medicine, USA), Luke Devine (University of Toronto, Canada)


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

The Masterclass will provide AMEE participants with a global appreciation of current Best Practices in CE, the evidence and theory informing effective CEPD, and practical approaches for implementing CEPD within different settings. This program should be of interest to those who are currently involved in the planning, organization and or implementation of medical (health) education at the continuing professional development level. It is appropriate for beginners and those at an intermediary point in their CEPD careers.

Committee:Jane Tipping, Suzan Schneeweiss, Amy Wolfe, Rita MacDowall


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



Experimental research in medical education involves studies that aim to verify, refute or expand on the validity of hypotheses. This type of research is paramount for developing and refining theory and advancing the field of medical education. However, experimental studies in the medical education research literature often lack the methodological rigor that characterizes research conducted within traditional disciplines (e.g., psychology, biomedicine), affecting the trustworthiness of the evidence produced. Furthermore, many medical education researchers struggle when using theory to construct research questions, to choose experimental designs & data analyses, and to integrate their findings with existing theoretical frameworks. Working with experts in experimental research, participants will learn about relevant research methodologies & ways to incorporate theory into the design and reporting of experimental studies. Using a mix of short presentations and interactive small-group sessions, experienced scientists will guide participants to refine their own research proposals and research programs.

Facilitators:Martin G. Tolsgaard (Copenhagen Academy for Medical Education and Simulation, Denmark), Ryan Brydges (Wilson Centre and University of Toronto, Canada), Vicki LeBlanc (Department of Innovation in Medical Education, University of Ottawa, Canada)

Sessions:Sunday (0830-1630)

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

As qualitative methodologies and methods are employed with increasing frequency, particular conceptions of certain methodologies have been embraced to the exclusion of others. The implication of such practices in qualitative research should be considered & evaluated. To that end, in this RASME workshop we will describe three approaches for encouraging methodological flexibility in qualitative research: (1) methodological borrowing, (2) methodological shifting, and (3) methodological importing. These approaches are some of the means through which qualitative researchers have made space for their work in the health professions community. We will define each approach and explore their use by analyzing their application to specific qualitative methodologies. Using their own research proposals and examples from the literature, participants will gain an understanding of how to develop a qualitative study that flexibly employs qualitative methodologies, while also maintaining appropriate markers of qualitative rigor.

Facilitators:Maria Mylopoulos (University of Toronto, Canada), Lara Varpio (Uniform Services University, USA), Tina Martimianakis, Elise Paradis (University of Toronto, Canada)

Sessions:Sunday (0915-1630)

Qualitative Research Methodologies: Embracing Methodological Flexibility Cost: ¤250

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.

Research Advanced Skills in Medical Education (RASME) Sessions

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

This Course provides an introduction to key aspects of leadership and management for healthcare educators who wish to develop a deeper understanding of leadership and management theory and gain an evidence base to help them become more effective leaders. The Course and its linked lunchtime sessions comprise interactive group activities, short presentations, and individual exercises aimed towards gaining insight into the impact of leadership styles and approaches on the structure and function of educational organisations. Core topics include leadership/management theory & practice; challenges and opportunities; the impact of policy and strategy; leading teams; emotional intelligence, setting personal goals & action planning.

Facilitators:Judy McKimm, Gillian Needham, Paul Jones (Association for the Study of Medical Education (ASME), UK)

Sessions:Saturday (0845-1630 hrs); Monday (1215-1315 hrs), Tuesday (1245-1345 hrs), Wednesday (1300-1430 hrs)

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

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

A follow-up to FLAME or a standalone Course as part of the ASME FLAME (Fundamentals of Leadership and Management in Education) series. This course provides an introduction to the key concepts of change and adaptability for healthcare educators who wish to develop a deeper understanding of leadership and management theory, how to manage change and gain an evidence base to help them become more effective leaders. The Course and its linked lunchtime sessions comprise interactive group activities, short presentations, and individual exercises aimed towards gaining insight into how change can be planned for, managed and led from personal, interpersonal and organisational perspectives. Core topics include the leader as an agent of change; psychological responses to change; models of change management; leading teams through change; change in complex organisations and contexts; setting personal goals and action planning.

Facilitators:Judy McKimm, Gillian Needham, Paul Jones (Association for the Study of Medical Education (ASME), UK)

Sessions: Sunday (0845-1630 hrs); Monday (1215-1315 hrs), Tuesday (1245-1345 hrs), Wednesday (1300-1430hrs)

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

For more information on FLAME or CALM contact [email protected]

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Pre-Conference WorkshopsPLEASE 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.

Cost:Half-day workshops: ¤97 (includes coffee only);

Full-day workshops: ¤222 (includes coffee and lunch). Prices are exclusive of Spanish VAT

PCW28: Junior Doctor Workshop ¤30PCW11: ADEE/AMEE Collaborative Workshop: Free of Charge


ASME Courses

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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 1 | 0915-1215Small Group Teaching with SPs: preparing faculty to manage student-SP simulations to enhance learning

Design simulation situations to teach effective and goal-oriented patient communication in a team setting.Peter Dieckmann, Kristian Krogh, Doris Østergaard (Denmark), Simon Edgar (UK), Walter Eppich (USA), Nancy McNaughton (Canada)

PCW 2 | 0915-1215The experiential learning feast around non-technical skills

Develop a strong, framework-based technical skills curriculum, preparing your trainees for life-long learning. Ryan Brydges (Canada), Steven A. W. Ander-sen, Ebbe Thinggaard, Lars Konge (Denmark)

PCW 3 | 0915-1215“Letting go” - how to apply principles of Directed Self Regulated Learning in unsupervised technical skills training

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 oth-er 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 4 | 0915-1215Making a “Flipped” Classroom Successful: What is it and how to do it

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 5 | 0915-1215Assessing assessment. Best practice approaches in assessment and tips for submitting a successful ASPIRE award application in this area

PCW 7 | 0915-1215Patient Engagement...How it Improves Global Health Care Outcomes

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 8 | 0915-1215Enhancing difficult communication in a high-stakes environment

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 9 | 0915-1215A Framework for Analysis of Unprofessional Behaviour in Medical Students

PCW 10 | 0915-1215Matching an Active Learning Modalityto a Curricular Topic

PCW 11 | 0900-1230Dentistry and Medicine – a new AMEE-ADEE initiative

Develop IPE modules utilizing Standardized Patients, which are adaptable to a variety of settings & healthcare professions. Dawn M Schocken, Steve Charles, Vinita Kiluk (USA)

PCW 12 | 1330-1630Integrating SPs into the IPE Experience

The key principles in scenario assessment design, implementation and evaluation, including the practicalities & implications of online or video-based approaches.Fiona Patterson, Lara Zibarras, Vicki Ashworth (UK)

PCW 13 | 1330-1630Development of Situational Judgement Based Approaches for Selection, Development & Assessment

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 14 | 1330-1630Icing the Cake: Using Capstone Courses to Enhance the Transition from Medical Student to Junior Doctor

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 15 | 1330-1630Beyond Numbers: Observational and Qualitative methods for medical education researchers

A discussion of what is involved in student engagement and identification of challenges and good practice for student engagement in participants’ own contexts. Marko Zdravkovic (Slovenia), Manuel João Costa (Portugal), Danai Wangsaturaka (Thailand), Kulsoom Ghias (Pakistan), Simon Drees, Harm Peters (Germany), Michael Rieder (Canada)

PCW 16 | 1330-1630Paths to student engagement in medical schools: key ingredients among multiple paths

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.

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)


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)

MORNING SESSIONS

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.

AFTERNOON SESSIONSAn 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 6 | 0915-1215Curriculum Mapping – black box or easier than thought?

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)

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 19 | 1330-1630Dying and grief: practical tools to help students reflect on these challenges

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 20 | 1330-1630Globalizing medical education and health through resident exchanges: Making it happen

PCW 18 | 1330-1630The Australian experience of implementing an international grant model for interprofessional continuing health education (CHE): what works, what does not! Facilitating aninternational discussion

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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 17 | 1330-1630Culture matters: Feedback in health profession education for diverse learners in international settings

The workshop will discuss the challenges, weigh up the value and identify the solutions to implementing a truly independent CHE in regions outside the US while considering the real challenges faced by providers with regard to the learner’s expectations, logistics and costs.Lisa Sullivan (Australia), Sean Hayes (Canada), Suzanne Murray (Canada) (organised by Global Alliance for Medical Education (GAME)

How to maximize the potential of Twitter, Instagram, Vine, blogs, YouTube & Wikipedia in medical education activities. Natalie Lafferty (UK), Annalisa Manca (UK)

PCW 21 | 1330-1630Rethinking the role of Twitter and social media in medical education: social media as open learning resources

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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 22 | 0915-1215Converting Ability to Capability. Developing Skills that Enhance Faculty Development

PCW 23 | 0915-1215Non-technical skills: what are they and how can we teach/assess them?

PCW 24 | Full Day - 0915-1630Creating blended learning approaches AMEE eLearning Committee(includes lunch)

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 25 | 0915-1215The Small Group Experience: Strategies to Improve Your Performance as Facilitator

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 26Full Day - 0915-1630Going beyond veterinary professional skills: the question of employability (includes lunch)

An explanation of g-theory & its advantages over classical test theory, including statistical procedures & software for conducting generalizability analyses. David B Swanson (USA)

PCW 27 | 0915-1215Use of Generalizability Theory in Designing and Analyzing Performance-Based Tests

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.

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)

MORNING SESSIONS

Helping early career medical educators to set short and long-term career goals, addressing topics including mentorship, collaboration, balancing clinical and education priorities and deriving academic credit for their work. Matthew J. Stull (USA), Rille Pihlak (Estonia), Robbert Duvivier (Australia), Margot Weggemans (The Netherlands), Kevin Garrity (UK)

PCW 28 | 0915-1215Kick-starting a Career in Medical Education: Channeling Passion into Productivity

PCW 29 | 0915-1215Teaching & learning clinical reasoning

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 30 | 0915-1215How to design integrated simulation scenario

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 31 | 1330-1630An Expert’s Guide to Peer Review: An Interactive Look at the Life Cycle of a Scholarly Submission

Developing skills and techniques to improve your presentation skills, including real-time needs assessment, reading an audience, use of visual aids and positioning/posture/voice/hands. Lawrence Sherman (USA)

PCW 32 | 1330-1630Advanced Presentation Skills - Going From Good to Great

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)

AFTERNOON SESSIONS

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 38 | 1330-1630Globalising Your Medical School

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 40 | 1330-1630Five essential topics for faculty development programs in assessment: What do faculty need to know?

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 39 | 1330-1630Communicating with the Learner in Difficulty

An evidence-based framework for the professional development of mentors will be presented, which participants can use to design their own programme. Sylvia Heeneman, Willem de Grave (The Netherlands)

PCW 41 | 1330-1630Mentoring your mentors: facilitating the development of mentors in the contextof a longitudinal and portfolio-basedmentoring system


PCW 36 | 1330-1630Understanding, Developing and Implementing Adaptive Education; a Model for Future Medical Education

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 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 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)

Challenging OSCE issues including ‘extreme’ examiners at individual & group level, multi-site variation, stability of borderline groups and whether stations should be ‘removed or remediated’.Richard Fuller, Matthew Homer, Godfrey Pell (UK)

PCW 33 | 1330-1630What to do when OSCEs go wrong! Using meaningful psychometrics to support recognition, remediation anddecision making in OSCE ‘dilemmas’

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 34 | 1330-1630Self-Awareness, Reflection, & MeaningMaking: A Faculty Development Workshop Introducing Mind-Body Medicine and Reflective Writing for Preventing Burnout and Promoting Resiliency

PCW 35 | 1330-1630Assessing 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)

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).

MA

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E 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.

SESSION 1 – Plenary | Sunday 28th August

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0830-0930SESSION 2 – Plenary Chair: Stewart Mennin (Brazil)

0915-0930ASPIRE-to-Excellence Awards

0930-1000 | Refreshment Break

Symposium 3B:Making Feedback Better: How can we innovate within a rigid professional culture?

Panel: Anna Ryan (Australia), Chris Watling, Canada), Chris Harrison (UK), Kevin Eva (Canada) (Discussant)

Improving feedback in medical education is as much a cultural challenge as an individual one. We will challenge the audience to consider medicine’s learning culture & the professional values that sustain it, and to problem-solve to support meaningful feedback innovations.

Symposium 3C:Big Learning from Small Screens: Using mobile technology in medical education

Panel: Organised by AMEE eLearning Committee (Coordinator: Peter GM de Jong, Netherlands)

Several current & future developments in mobile learning for teaching the health sciences will be discussed. Members of the audience are encouraged to bring their own mobile devices to actively participate in the symposium.

Symposium 3D: (Conducted in Spanish)Teaching Medicine in the Clinical Setting

Panel: Organised by Spanish Societyfor 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

0830-0905 PlenaryUncertainty in Healing and Learning: Finding the Simple in the Complex

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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


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 Educationin Spanish Medical Schools

Panel: Organised by Spanish Societyfor MedicalEducation (SEDEM)(Coordinator: Jordi Palés Argullós)

We will discuss how to teach and assess competencies including communication skills, information science, languages, professional empathy, critical thinking & dealing with uncertainty.

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1330-1515SESSION 4 - Simultaneous sessions

Concurrent short communications, research papers, posters, PechaKucha, workshops, exhibition

Symposium 4A:Should medical education be based in universities?

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.



Symposium 3A:Medical Education and Health Systemsin the 21st Century: In search of a newparadigm 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.

1330-1730BarCamp: Informal Learning and Technology

Facilitators: Sebastian Dennerlein (Austria), John Bibby (UK), Raymond Elferink (Netherlands), Micky Kerr (UK), Natalie Lafferty (UK), David Topps (Canada), Tamsin Treasure-Jones (UK)

BarCamps (http://barcamp.org) have an exciting, informal format, with the overall theme and BarCamp rules set in advance, but the agenda and activities democratically decided on the day. Participants propose activities, discussion topics & questions. Our theme for this session will be informal learning and technology. Together we will explore and share innovative approaches to using technology to support such learning. Join us in sharing your knowledge/experiences at the BarCamp – we could even continue over dinner if desired!


Concurrent short communications,research papers, posters, PechaKucha, workshops, exhibition

Symposium 5A:Faculty Development in the Health Professions: From skill acquisition to professional identity formation

Panel: Yvonne Steinert (Canada), David Irby, Patricia O’Sullivan (USA)

The symposium will examine the role & importance of faculty members’ professional identities & how these identities can be supported and nurtured by faculty development programs and activities.

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Tuesday 30th August 2016


1230-1400 | Lunch Break

1245-1345 | AMEE Annual General Meeting (all members invited)

Symposium 5B:Exploring Active Learning Strategies for Large Group Settings

Panel: Organised by International Associationof Medical Science Educators (IAMSE) Peter GM de Jong (Netherlands), Ann Poznanski, Joseph P Grande, Frazier Stevenson (USA)

The symposium provides an overview of active learning strategies currently used in health sciences education followed by a discussion of the opportunities & challenges of introducing active learning strategies into teaching activities.

Symposium 5C:Making the Implicit Explicit: Theories informing simulation-based education

Panel: Debra Nestel (Australia), Nancy McNaughton (Canada), Walter Eppich (USA), Gabriel Reedy (UK), Ryan Brydges (Canada), Peter Dieckmann (Denmark)

The panellists will share their experience of the application of theories in simulation-based education, with examples. Participants will be invited to respond to the examples and to share how theories inform their own practices.


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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.

0915-0950 | Plenary 6B: Medical Education in Difficult Circumstances: a student perspective


Symposium 8A:Building the Community of Medical Education Scholars: Sharing lessons learned for developing and maintaining successful units for medical education scholarship & research.

Panel: Lara Varpio, Larry Gruppen (USA), Cees van der Vleuten (Netherlands), Wendy Hu (Australia) (Additional comment from: Steven Durning, Stanley Hamstra, David Irby, Bridget O’Brien, Olle ten Cate, Susan Humphrey-Murto)

Our research team is studying Medical Education Units around the world to construct broadly applicable understandings of how MEUs are launched and successfully maintained. We share our findings, describe MEUs from 4 national contexts, and best practices for securing institutional support.

Symposium 8B:The Role of Qualitative and Quantitative Feedback in the Context of a Competency-Based Curriculum

Panel: John Norcini, Ara Tekian (USA), Glenn Regehr (Canada), Trudie Roberts (UK), Lambert Schuwirth (Australia), Yvonne Steinert (Canada)

The symposium will provide real-time examples, with opportunities for participants in small groups to discuss strategies to meaningfully integrate qualitative and quantitative feedback in their own institutions.


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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.

0830-1015 SESSION 6 – Plenary:Medical Education in Difficult CircumstancesChair: Trevor Gibbs (UK)

0830-0905 | Plenary 6A: Stumbling blocks into stepping stones; celebrating medical education in Rwanda



1000-1015Miriam Friedman Ben David New Educator Award

AMEE Fellowship and Associate Fellowship Awards

Essential Skills in Medical Education (ESME) Certificates


Symposium 7A:Medical Education in Difficult Circumstances: Finding solutions to problems

Panel: Robert Woollard (Canada), Mona Siddiqui (UK), Elpida Artemiou (St Kitts and Nevis), Trevor Gibbs (UK) (Chair)

The world of medical education is not a level playing field. Using examples from around the globe, each giving a different perspective on ‘difficult circumstances’, the symposium will explore and share various mechanisms that some schools have used to bring their institution up to the same level of quality enjoyed by the few.


Symposium 7B:Teaching Professionalism to Medical Students: A cross-national discussion

Panel: Ducksun Ahn (South Korea), Barbara Barzansky, Dan Hunt (USA), Nobou Nara (Japan)

Panellists will address questions including how & by whom professionalism is defined, how it is taught and assessed, behaviours that must be demonstrated in the clinical setting & how inappropriate behaviour by students and faculty is addressed.

Symposium 7C:Issues in Recruiting, Training and Rewarding Clinical Faculty Outside the University and Hospital

Panel: Daniel Webster, William A Anderson, Elza Mylona, Peggy A Weissinger (USA), Simon Gregory (UK), Niels Kristian Kjaer (Denmark)

Delivering quality clinical training in decentralized environments requires not only a well-organized curriculum but also quality clinical faculty to teach & serve as role models. The audience will be invited to discuss the issues with the goal of identifying best practice.

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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.


Concurrent short communications,research papers, posters, PechaKuchaworkshops, 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 think-ing and practicing. We will explore strategies to support & encourage important, potentially dissenting voices in our field in order to create safe environments for transformative innovation.

Symposium 10B:Competencies, Outcomes and EPAs: A virtue or a plague for our learners?

Panel: Erik Driessen (Netherlands), Cees van der Vleuten (Netherlands), Eric Holmboe (USA), Larry Gruppen (USA), Linda Snell (Canada), Pim Teunissen (Netherlands)

Symposium 10C:Creating (Global) Citizenship: Introducing students to community and the global playing field

Panel: Organised by Medical Students. Stijntje Dijk (Netherlands), (Moderator), Charles Boelen (Tunisia), Björg Pálsdóttir (USA) Omar Cherkaoui (IFMSA, Morocco), other speakers representing international organisations

Questions that will be addressed are: what are the roles of medical students and of faculties to serve the community, & how do we motivate our students and faculties to take on these leadership roles? Participants will be invited to share their success stories and challenges.



1045-1230SESSION 11 – Plenary Chair: Trudie Roberts, UK

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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.

1045-1120Plenary: Professionalising teaching innovation in the digital age

1120-1130 Questions

1130-1215PechaKucha Presentations

• Tunnels, fences, open land? Curricular integration of the basic and clinical sciences Martin Fischer (Germany)

• Flipped Classroom William Jeffries (USA)

• Technology enhanced learning in Medical Education: What’s new, what’s useful, & some important considerations Poh Sun Goh (Singapore)

• Longitudinal Integrated Clerkships: the Wollongong experience Ian Wilson (Australia)

• The Curriculum Positioning System (CPS): A Navigational Necessity for the Master Adaptive Medical Learner (MAML) Mark Quirk ((USA)

• (Ex)changing the world: an opportunity or responsibility? Stijntje Dijk (Netherlands)

1215-1220Announcement of AMEEConference Prizes

1220-1225A look ahead to AMEE 2017

1225-1230 | Concluding remarksTrudie Roberts, AMEE President

1230 | Close of Conference

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Symposium 9A:Fostering Innovation and Change in Medical Education: The Durable Impact of Awards and Grants


Educating future researchers and educators in health professions is of utmost importance for the advancement of our field, yet there is great variation among PhD programs worldwide. Building on the AMEE 2014 symposium where differences between PhD programs were highlighted, we will discuss how our models of doctoral level training help to fulfill our societal responsibilities.

Symposium 9C: Build Your Own: An environmentally accountable curriculum

Panel: Sarah Walpole, Andrew Punton, David Pearson, David McCoy (UK), Maria Aroca (Spain), Ben Canny (USA), Hanna-Andrea Rother (South Africa), and a team of medical students

The symposium will explore how medical curricula can help future health professionals to respond to health threats and environmental change, and the skills needed to promote healthy environments & sustainable communities. Using ideas from the audience we will build a model curriculum to inform curriculum development.

Panel: Mark Quirk, (Chair), Catherine Lucey, Mark Earnst (USA), Wendy Hu (Australia), Terry Poulton (UK), Gary Rogers (Australia), Ming-Jung Ho (Taiwan)

This symposium will explore the common features of ‘funding programs’ that lead to lasting meaningful change in medical education. The panel will include recipients of grants or awards from organizations that intend to lastingly strengthen medical education throughout the world. They will share their goals and outcomes and analyze their experiences using principles of organizational change and sustainability. Presenters will debate the short and long-term impact of external funding on careers & curricula. Recommendations will be offered for cultivating innovation and change with and without external funding.

Symposium 9B:Doctoral training & advancements in education, research and health education leadership

Panel: Pim Teunissen, Cees Van der Vleuten (Netherlands), Ara Tekian, Steven Durning (USA), Tim Dornan (UK), Susan van Schalkwyk (South Africa)

Wed

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2016

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.

ACCOMMODATION

HotelStar

RatingSingle Rate

Double Rate

Distance to CCIB

Barcelo Atenea Mar 4* € 152.00 € 163.00 1.2km

Barcelona Princess 4* € 163.00 € 186.00 150m

Doubletree by Hilton 4* € 194.00 € 220.00 6km

Eurohotel Barcelona 4* € 159.00 € 171.00 1.6km

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

H10 Universitat 4* € 230.00 € 250.00 5.4km

H10 Urquinaona Plaza 4* € 255.00 € 306.00 4.9km

Hesperia Del Mar 4* € 169.00 € 186.00 1.7km

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

Hilton Diagnal Mar 4* € 183.00 € 203.00 290m

Hotel 4 Barcelona 4* € 118.00 € 125.00 3.3km

Hotel Attica 21 4* € 265.00 € 280.00 900m

Hotel SB Diagonal 4* € 166.00 € 189.00 200m

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

NH Barcelona Centro 4* € 163.00 € 181.00 6.3km

NH Calderon 4* € 186.00 € 203.00 5.9km

NH Diagonal Center 4* € 163.00 € 181.00 3.4km

Novotel Barcelona City 4* € 215.00 € 230.00 2.5km

Salles Hotels 4* € 128.00 € 138.00 4.8km

Silken Concordia 4* € 143.00 € 159.00 8.7km

Silken Diagonal Mar 4* € 118.00 € 133.00 3.5km

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

TRYP Condal Mar 4* € 146.00 € 160.00 1.2km

Vincci Bit 4* € 146.00 € 158.00 800m

Vincci Maritimo 4* € 146.00 € 158.00 800m

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

• 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

TOURSYou 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.


All accommodation enquiries should be directed to Worldspan PLCTel: +44 (0)1745 828400 / email: [email protected]

Worldspan have provided an interesting and varied tour programme, offering a variety of half-day and full-day tours, enabling you to combine your conference sessions with the opportunity to engage in the culture, style and friendliness of the city.

For a full list of what’s available, booking terms and conditions and to book please visit www.eiseverywhere.com/ehome/148726

All tour enquiries should be directed to Worldspan PLCTel: +44 (0)1745 828400 / email: [email protected]

Research and PhD Report Submissions: https://www.etouches.com/eselect/112965Deadline 12 January 2016

All other Submissions: https://www.etouches.com/eselect/108527Deadline 15 February 2016

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• Research papers: Themed sessions reporting original research. Abstracts of maximum 500 words should be structured as follows: Introduction, Methods, Results, Discussion, Conclusions. Up to two references may be included. One of the research paper sessions will be held in a ‘flipped classroom’ format where participants are asked to read & reflect on the abstract and other supporting materials in advance of the session, and the presentation time is used for clarification & discussion of the issues involved. You will be advised in June if your abstract is to be presented in the ‘flipped classroom’ session.

• PhD Reports: Presentations based on the participant’s PhD thesis, completed not more than two years ago. Abstracts of maximum 500 words should be structured as follows: Introduction, Methods, Results, Discussion, Conclusions. Up to two references may be included. • Short communications: Simultaneous, themed sessions throughout the programme, with approximately six presentations per session. Abstracts of maximum 300 words should be structured as follows: Background, Summary of work, Summary of results, Discussion, Conclusions, Take-home messages. Short communication sessions in the following areas are featured for the first time, and the box on the submission form should be ticked if the abstract should be considered for one of these sessions: (1) Teaching diversity in health professions education; (2) Medical education in difficult circumstances. Presenters may also check the box to be considered for sessions to be presented in ‘flipped classroom format’. More information: www.amee.org/conferences/amee-2016/

• Patil Teaching Innovation Award Presentations: Short communications of work that demonstrates innovation in health professions education may be submitted for consideration for the Patil Award sessions. More Information: www.amee.org/conferences/amee-2016/awards-prizes#patil-teaching -innovation-awards. If not selected for the Patil sessions, the submission will be considered for one of the other short communication sessions.

• Presentation with Poster: Simultaneous themed poster sessions are held throughout the programme. Abstracts of maximum 300 words should be structured as follows: Background, Summary of work, Summary of results, Discussion, Conclusions, Take-home messages. Poster sessions in the following areas are featured for the first time, and the box on the submission form should be ticked if the abstract should be considered for one of these sessions: (1) Teaching diversity in health professions education; (2) Medical education in difficult circumstances. A poster mentoring service will operate, and presenters of accepted posters will be invited to sign up for this in June.

• AMEE Fringe: There is no prescribed format, and presenters may use the time however they wish, with an emphasis on creativity, performance and engagement with the audience. Unstructured abstracts should be maximum 300 words.

• PechaKucha™ 20 x 20: These are sessions where presenters use 20 slides which are set to advance automatically after 20 seconds (www.pechakucha.org/). Three minutes is allocated after the slides have finished for discussion. Abstracts of maximum 300 words may be submitted in any format. NEW!

• Point of View: Do you have a viewpoint that you would like to communicate to AMEE participants on any aspect of health professions education? Is there something you feel passionately about, a topic that you feel needs to be discussed, or something that particularly frustrates you? No evidence is needed, just your opinion! Abstracts, maximum 300 words, may be submitted in any format. NEW!

• Conference workshops: Workshops are between 1.5 and 2 hours in duration & should be highly interactive and participative. Abstracts of maximum 300 words should be structured as follows: Background, Who should attend, Structure of workshop, Intended outcomes, Level (introductory/ intermediate/advanced).

Abstract submissions may cover any topic in medical & healthcare professions education relating to undergraduate/basic training, postgraduate/specialist training or continuing professional development /continuing medical education. Abstracts are invited for presentation in the formats listed below. All abstracts are reviewed by a minimum of three reviewers. For further information on presentation formats see the website (https://www.amee.org/conferences/amee-2016/programme/contributing-to-amee-2016)

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 [email protected]

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

• The submitter must be the presenter

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

case of conference workshops when a maximum of 6 may be

listed.

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

that more than one short communication or poster per presenter

can be accepted due to scheduling complexities.

• The abstract submitter will be notified of the decision by

mid April 2016.

• Presenters should be available to present at any time between

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

to take requests for specific presentation days

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

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

arrangements to pay the registration fee either prior to arrival

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

• The early registration fee applies until 17 May 2016.

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

Term

s an

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sContributing to AMEE 2016

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

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

Payment:Payment may be made by credit card or by bank transfer in Euros only. Please ensure that bank transfers are remitted to the Worldspan account as detailed on the invoice and not to the AMEE account. For bank transfers please instruct the payee to accept and pay for both sender and recipient bank charges and to quote your delegate registration number as the payment reference. Payment should be remitted to Worldspan within 2 weeks of registration if you are registering using the early bird fee. For all registrations made after the early bird rate has expired payment should be remitted to Worldspan no later than 29 July 2016. Delegates registering after 31 July 2016 will require immediate payment. Any outstanding fees will require payment on-site during registration prior to gaining entry to the conference.

Insurance:We strongly recommend you take out insurance to cover any potential loss of registration fees, travel & accommodation costs that might result from any medical condition or accident that may preclude your attendance at the conference, or that may necessitate treatment while in Spain.

Countries qualifying for ‘Special Rate’ Registration Fee:Afghanistan, Bangladesh, Benin, Bhutan, Bolivia, Burkina Faso, Burundi, Cambodia, Cameroon, Cape Verde, Chad, Comoros, Congo, Cote d’Ivoire, Egypt, El Salvador, Eritrea, Ethiopia, Gambia, Ghana, Georgia, Guatemala, Guinea, Guyana, Haiti, Honduras, India, Indonesia, Iraq, Kenya, Kiribati, Kyrgyzstan, Lao, Lesotho, Liberia, Madagascar, Malawi, Mali, Mauritania, Moldova, Mongolia, Morocco, Mozambique, Myanmar, Nepal, Nicaragua, Niger, Pakistan, Papua New Guinea, Paraguay, Philippines, Rwanda, Samoa, Senegal, Sierra Leone, Solomon Is., Somalia, Sri Lanka, Sudan, Tajikistan, Tanzania, Togo, Tonga, Uganda, Ukraine, Uzbekistan, Vanuatu, Vietnam, Yemen, Zambia and Zimbabwe


1. Completion of the registration information signifies acceptance of the terms and conditions set out below.2. The registration fees may only be paid in Euros irrespective of your country of origin.3. GAME Meeting attendance includes: coffee, lunch and access to special interest group discussions (Sunday 28 August). PCW 7 & 18 on Saturday 27 August are available as optional extras at ¤97 each.4. AMEE 2016 Registration fee includes: attendance at main conference sessions (Sun-Wed) including conference workshops (according to availability); lunch (Mon-Tues) and coffee breaks (Mon-Wed); Opening Reception (Sun); Conference materials; 3 day public transport ticket; access to AMEE Live.5. Travel to Barcelona and accommodation is NOT included in the registration fee.6. Payment may be made by credit/debit card (VISA, Mastercard) or bank transfer in Euros only. All payments must be made prior to the start of the Conference unless prior arrangements have been made to make payment at the registration desk.7. Cancellation policy for registration: a refund of previously paid registration fees will be made as follows: Notification in writing by 17 May 2016: full refund less ¤75 administration fee; Notification in writing by 1 July 2016: 50% refund; Notification after 1 July 2016: no refund.8. Cancellation policy for Preconference workshops and Courses: AMEE will make every effort to resell places on pre-conference workshops/courses but cannot guarantee a refund will be possible.9. Please note in the event of cancellation, bank or credit card charges incurred by AMEE will not be refunded.10. This contract is governed by the laws of Scotland.

Terms and Conditions of AMEE 2016 Registration

(1) Student registration is available to medical/healthcare professions students up to two years post basic qualification only. It is not available to PhD or Master Students(2) See list for qualifying countries.(3) Includes coffee and lunch(4) Includes coffee only (5) If you register for both AMEE 2016 and the GAME Meeting you will receive a discount on fees for GAME.(6) Registered participants may bring one guest to opening plenary and reception free of charge (please indicate on registration form)(7) Register online at www.amee.org/conferences/amee-live. Includes live streaming of plenary sessions (Sun-Wed); a selection of symposia sessions (Mon-Wed); Interviews with speakers and conference participants and ability to ask speakers questions; Streaming may be accessed for a minimum of one year after the event. Registration entitles one access as individual or a group watching on one device. See page 19 for details

REG

ISTR

ATI

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

Registration CategoryBy

17 May*From

18 May*

AMEE Member ¤611 ¤695

AMEE Non-Member ¤695 ¤820

AMEE Student Member (1) ¤326 ¤354

Student Non-Member (1) ¤382 ¤410

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

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

Additions to registration

ESME Course (3) ¤764

ESMEA, RESME, PASREV Course (3) ¤695

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

RASME Sessions (3) ¤250

FLAME or CALM Course (3) ¤695

Pre-conference workshop full day (3) ¤222

Pre-conference workshop half day (4) ¤97

Junior Doctors PCW28 ¤30

GAME Meeting Only ¤250 ¤278

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

Additional guest at opening plenary and reception (First guest free of charge) (6) ¤35

AMEE Live

AMEE 2016 Live! (7) ¤150

Register Online:www.eiseverywhere.com/ehome/148726

• Miriam Friedman Ben-David New Educator Award: Nominations are invited for this award, by 31 January 2016. For full details, please visit www.amee.org/awards-prizes

• Patil ‘Teaching Innovation’ Awards are made possible through support of the Patil family. An award will be made to one or more presenters of short communications judged as having made an outstanding contribution to the programme in the area of Teaching Innovations. For further details, please visit https://www.amee.org/conferences/amee-2016/awards-prizes

• Medical Teacher Poster Prize is awarded for the best poster as selected by the Poster Prize Committee. For further details, please visit https://www.amee.org/conferences/amee-2016/awards-prizes

• 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 ([email protected]) 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 https://www.amee.org/conferences/amee-2016/awards-prizes

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

18

CONNECTING @ AMEE 2016

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.

AMEE Live Online!

Follow @AMEE_Online and use hashtag #amee2016 to tweet about sessions in the programme, and to start networking with others.

TwitterKeep up to date with all AMEE news by ‘liking’ our Facebook page: www.facebook.com/AMEE.InternationalAssociationforMedical Education

Facebook

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.

Conference App | Guidebook MedEdWorld forums

Don’t wait until you arrive in Barcelona to start communicating aboutthe exciting sessions in the programme!

Awards and PrizesThe Exhibition, consisting of commercial, not-for-profit and institutional exhibitors, is now a major feature of the AMEE Conference.

Exhibition & Sponsorship

• publishers of medical and basic science textbooks, and books and journals relevant to teachers in medicine & the healthcare professions; • manufacturers and suppliers of teaching aids including simulators, computers, mobile technology and elearning packages;• institutions offering a service in medical education, e.g. testing, data handling;• pharmaceutical companies, particularly those involved in the development of educational resources;• institutions and bodies offering courses for healthcare professionals across the continuum of education;• institutions responsible for administration or regulation in medicine and the healthcare professions;• professional bodies and medical schools.Ex

hib

itors

Incl

ude

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.

All registered participants can join in any of the MedEd Forums to discuss topics of particular interest, and to set up collaborations before the Conference. Why not visit www.mededworld.org to see what it can offer?

For further details visithttp://www.amee.org/conferences/amee-2016/exhibition

AMEE 2016 Live - the next best thing!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.


Sessions: Full details of sessions are given on the website www.amee.org/conferences/amee-2016Fee: ¤150 Access from one deviceHow to Register: Register at www.amee.org/conferences/amee-live

But there’s so much more to AMEE Live! • Watch alone or as part of a group• Watch interviews with speakers and participants in the breaks• Email or tweet your questions or comments to the speakers• New for 2016! Ask questions of the audience and receive the “wisdom of the crowd” – find out more about this on www.amee.org/conferences/amee-live• Access the Conference App and abstracts

Sunday 28 August 2016

1730-1900 Introduction Ronald Harden

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

Monday 29 August 2016

0830-0915Plenary: Uncertainty in Healing and Learning: Finding the Simple in the Complex

Glenda Eoyang

0915-0930 ASPIRE-to-Excellence Awards

1000-1200Symposium: Medical Education and Health Systems in the 21st Century: in search of a new paradigm for “Wicked” problems in healthcare

Panel: Stewart Mennin, Ian Curran, Glenda Eoyang, Lambert Schuwirth

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

1545-1730Symposium: Faculty Development in the Health Professions: From skill acquisition to professional identity formation

Panel: Yvonne Steinert, David Irby, Patricia O’Sullivan

Tuesday 30 August 2016

0830-1015

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

Phillip Cotton

Ewa Pawlowicz

1045-1230Symposium: Medical Education in Difficult Circumstances: Finding solutions to problems

Panel: Robert Woollard, Mona Siddiqui, Elpida Artemiou, Trevor Gibbs

1400-1530Symposium: Building the Community of Medical EducationScholars: Sharing lessons learned for developing and maintaining successful units for medical education scholarship and research

Panel: Larry Gruppen, Lara Varpio, Cees van der Vleuten, Wendy Hu

1600-1730 Funding and Support in EducationPanel: Mark Quirk, Catherine Lucey, Mark Earnst, Wendy Hu, Terry Poulton, Gary Rogers, Ming-Jung Ho

Wednesday 31 August 2016

0830-1015Symposium: Creating Safe Spaces for Academic Innovation: Pushing the boundaries of medical education research and scholarship

Jennifer Cleland, Ayelet Kuper, Jerry Maniate, Rona Patey, Cynthia Whitehead

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

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

AM

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ive

Prog

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Scottish Charity SC031618

www.amee.org [email protected]

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 381953Fax : +44 (0)1382 381987Email : [email protected] Scottish Charity: SC031618

DEADLINE DATES

WHO TO CONTACT

• 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

ACADEMIC PROGRAMMEINCLUDING ABSTRACTS

Tel : +44 (0) 1382 381953Email : [email protected] : www.amee.org/ conferences/amee-2016

REGISTRATION, ACCOMMODATION, EXHIBITION, TOURS AND SOCIAL PROGRAMME

Tel : +44 (0) 1745 828400Email : [email protected]

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, curriculumdevelopers, deans, assessors, students & trainees in medicine and the healthcare professions.

AMEE’s interests span the continuum of education from undergraduate educationthrough postgraduate training and continuing professional development.

AMEE pursues excellence in healthcareprofessions education internationally by:

• Promoting the sharing of information through networking, conferences, publications and online activities• Identifying improvements in traditional approaches & supporting innovation in curriculum planning, teaching and learning, assessment & education management• Encouraging research in the field of healthcare professions education • Promoting the use of evidence informed education• Setting standards for excellence in healthcare professions education• Acknowledging achievement both at an individual and an institutional level• Recognising the global nature of healthcare professions education• Influencing the continuing development of healthcare professions education through collaboration with relevant national, regional and international bodies.

innovating in education · innovating in education. programme includes: • amee-essential skills...

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