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AMEE 2007 Abstract Book 2007 Trondheim, Norway 25-29 August 2007 ABSTRACTS Association for Medical Education in Europe (AMEE) Tay Park House, 484 Perth Road, Dundee DD2 1LR, Scotland, UK Tel: +44 (0)1382 381953 Fax: +44 (0)1382 381987 Email: [email protected] http://www.amee.org with the endorsement of: TRONDHEIM KOMMUNE Contents Session 1 1A Plenary Learning by doing .. .. .. .. .. 1 Session 2 2A Symposium ‘Playing the game’: structured educational experiences .. .. .. 3 2B Symposium Deliberate practice in medical education .. .. .. .. 3 2C Short Communications e-Learning resources .. .. .. .. .. 3 2D Short Communications Teaching and learning evidence-based medicine .. .. .. 4 2E Short Communications Curriculum: The education environment .. .. .. .. 6 2F Short Communications Assessment: Standard setting .. .. .. .. 7 2G Short Communications Assessment: The fi nal exam .. .. .. .. .. 8 2H Workshop Use of Generalizability Theory in designing and analyzing performance-based tests 9 2I Workshop Developing and evaluating item-based assessment tools: applying new concepts in validity to medical education .. .. 9 2J Workshop How can workplace teaching and learning be illuminated by contemporary sociocultural theory? .. .. .. .. 9 CONTENTS 2K Workshop A practical introduction to assessing the CanMEDS competencies .. .. 10 2L Workshop The student in diffi culty .. .. .. .. .. 10 2M Posters Admissions/Selection .. .. .. .. .. 10 2N Posters Communication skills and clinical teaching .. .. .. 13 2O Posters Simulation and new learning technologies .. .. .. 16 2P Posters What is a good teacher? / Medical education .. .. .. 20 2Q Workshop The Innocent Murmur: methods of eff ective instruction and assessment .. 23 2R Good Ideas in Medical Education (GIME) 1 The Curriculum .. .. .. .. .. .. 23 – i – Session 3 3A Symposium Patient focused simulation .. .. .. .. .. 25 3B Symposium Best Evidence Medical Education (BEME) .. .. .. .. 25 3C Symposium Comprehensive teaching, implementation and practice of evidence-based medicine 25 3D Short Communications e-PBL and collaborative learning .. .. .. .. 25 3E Short Communications The curriculum: Rurally-based education .. .. .. .. 27 3F Short Communications The curriculum: PBL 1 .. .. .. .. .. 28 3G Short Communications Assessment: The OSCE 1 .. .. .. .. .. 30 3H Short Communications The curriculum 1 .. .. .. .. .. 31 3I Workshop What are our written assessments really assessing? A UMAP perspective on item quality assurance .. .. .. 33 3J Workshop Third year medical student curriculum: teaching and assessing team communication through simulation training .. .. .. 33 3K Workshop The complexity of leadership and management in medical education: theory and practice .. .. .. .. .. 33 3M Posters Training/evaluation of teachers .. .. .. .. 34 3N Posters Team-based teaching and learning .. .. .. .. 37 3O Posters e-Learning .. .. .. .. .. .. 40 3P Posters Curriculum evaluation .. .. .. .. .. 43 3S Short Communications Use of portfolios in undergraduate medical education .. .. .. 47 3T Short Communications Clinical teaching and learning 1 .. .. .. .. 49 3U Short Communications Postgraduate Training – the Foundation Year .. .. .. 51 3V Short Communications International Medical Education: International Medical Graduates .. .. 52 3W Short Communications Outcome-based Education 1 .. .. .. .. .. 54 3X Short Communications Assessment – The Examiner’s Toolkit .. .. .. .. 55 3Y Short Communications The medical student .. .. .. .. .. 57 3Z Workshop Leadership in medicine: What is it and how can it be developed? .. .. 58 – ii – Session 3 (continued) 3AA Workshop Teaching medical students how to work with an interpreter .. .. 59 3BB Workshop E-learning in the medical curriculum - strategies and methods .. .. 59 3DD Workshop Preparing students to become clinical educators .. .. .. 59 3EE Workshop Teaching medical communication skills with DiViDU: creating a digital video dossier for refl ection and feedback .. .. .. .. .. 60 Session 4 4A Symposium AMEE updates .. .. .. .. .. .. 61 4B Symposium State of implementation of the Bologna two-cycle format in European medical education 61 4C Symposium So, what can qualitative approaches do for me (or my research)? .. .. 61 4D Short Communications e-Learning – capturing lectures, podcasts, wikis and VLEs .. .. 62 4E Short Communications The curriculum – community-based medical education .. .. .. 63 4F Short Communications The curriculum: PBL 2 .. .. .. .. .. 65 4G Short Communications Assessment: The OSCE 2 .. .. .. .. .. 66 4H Short Communications The curriculum 2 .. .. .. .. .. 67 4I AMEE Fringe 1 .. .. .. .. .. .. 69 4J Workshop CONTENTS Assessing the written communication skills of physicians .. .. 70 4K Workshop BEME Review Methodology − a round table discussion .. .. .. 70 4L Workshop Un atelier francophone: La simulation - construire une communauté francophone de ressources - bilan de l’approche systématique à l’Université de Montréal .. 70 A workshop conducted in French: Simulation - building a French-speaking community of teachers who want to design learning and teaching materials. A systematic approach at the University of Montreal 4M Posters Clinical reasoning, refl ection and critical thinking .. .. .. 71 4N Posters Approaches to teaching and learning .. .. .. .. 74 4O Posters The student and Peer Assisted Learning .. .. .. .. 77 4P Posters CME/Leadership .. .. .. .. .. 82 4S Short Communications Use of portfolios in postgraduate medical education .. .. .. 85 4T Short Communications Clinical teaching and learning 2 .. .. .. .. 86 – iii – Session 4 (continued) 4U Short Communications The postgraduate trainee .. .. .. .. .. 88 4V Short Communications International Medical Education – diff erent perspectives .. .. 90 4W Short Communications Outcome-based education 2 .. .. .. .. .. 91 4X Short Communications The good teacher .. .. .. .. .. 93 4Y Short Communications The student in diffi culty .. .. .. .. .. 94 4Z Workshop Teaching and assessing clinical competence in non-hospital settings .. .. 96 4AA Workshop How do I tell them that? Providing feedback about professionalism .. .. 96 4BB Workshop How to plan and conduct an institutional self-evaluation study .. .. 96 4CC Workshop Actively engaging students in quality improvement .. .. .. 97 4DD Workshop Developing high-quality multiple-choice items to assess application of knowledge using patient vignettes .. .. .. .. 97 4EE Workshop Assessment challenges: using Simulated Patients in the holistic testing of consulting ability in high-stakes examinations .. .. .. 97 4FF Workshop Teaching clinical competences – skills training (“skillsdrill”) and simulation (refl ection) 97 Session 5 5 Plenary The basic sciences and medical education .. .. .. .. 99 Session 6 6A Symposium e-Learning v e-Teaching: autonomy or control? .. .. .. 101 6B Symposium The basic medical sciences: role of basic science in the revised medical curriculum 101 6C Symposium Implementation of competency-based postgraduate curricula .. .. 101 6D Short Communications Clinical reasoning .. .. .. .. .. 101 6E Short Communications Teaching and learning styles .. .. .. .. .. 103 6F Short Communications Multiprofessional education .. .. .. .. .. 104 6G Short Communications Assessment of clinical competence .. .. .. .. 106 6H Workshop Creating an interprofessional faculty to develop communication skills .. 107 6I Workshop Bachelor and Masters of Medicine in Europe .. .. .. 107 – iv – Session 6 (continued) 6J Workshop The study of thinking by collecting and analyzing “Think Aloud” protocols and retrospective verbal reports .. .. .. .. 108 6K Workshop International medical education opportunities: cross cultural exchanges .. 108 6L Workshop Taking off the blinkers − integrating humanities and liberal arts into the core of medical curricula .. .. .. .. .. 108 6M Posters The student and the student in diffi culty .. .. .. .. 109 6N Posters Clinical teaching – contexts and approaches .. .. .. 113 6O Posters Written assessment/Portfolios .. .. .. .. 117 6P Posters Curriculum development and change .. .. .. .. 120 6R Good Ideas in Medical Education (GIME) 2 Teaching, learning and assessment .. .. .. .. 124 Session 7 7A Symposium Why and when portfolios (do not) work in medical education .. .. 127 7B Symposium Globalisation of CME/CPD .. .. .. .. .. 127 7C Symposium Use of new technology to enhance learning of the foundational sciences in medical education .. .. .. .. .. 127 7D Short Communications e-Learning implementation 1 .. .. .. .. 127 7E Short Communications CONTENTS Curriculum evaluation 1 .. .. .. .. .. 129 7F Short Communications e-Learning: blended learning .. .. .. .. .. 130 7G Short Communications Management and leadership .. .. .. .. .. 132 7H Short Communications Professionalism 1 .. .. .. .. .. 133 7I Workshop Is medical education a medical speciality? .. .. .. .. 134 7J Workshop Using learning outcome frameworks in practice; experience from the “Scottish Doctor Project” .. .. .. 135 7K Workshop Young medical educators’ workshop: Fostering your career in medical education .. 135 7L Workshop Using the OSCE to assess CanMEDS competencies .. .. .. 135 7M Posters Assessment: Feedback and Self-assessment ... .. .. 136 7N Posters Curriculum: Community-based education/Education environment .. .. 139 – v – Session 7 (continued) 7O Posters Important topics in the curriculum 1 .. .. .. .. 142 7P Posters The integrated curriculum .. .. .. .. .. 145 7S Short Communications Postgraduate specialist training .. .. .. .. 149 7T Short Communications Teaching and learning simulation .. .. .
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