Mary LAWSON, Senior Lecturer in Medical Education (Assessment), School of Medicine, Deakin University
Dominique MARTIN, Senior Lecturer in Health Ethics and Professionalism, School of Medicine, Deakin University
Natasha PARKIN, Lecturer in Health Professionalism and Medical Education, School of Medicine, Deakin University
Attendance at medical school may be a source of anxiety for students and educators. In a technologically-rich environment, students may reasonably argue that they can watch lectures and engage with learning materials at a distance without the need to attend medical school in person on a regular basis. Educators are concerned about the social, professional and cognitive impacts on learning. In Australia, a shift to postgraduate medical courses may have exacerbated this issue. Societal pressures such as increased financial pressures necessitating paid employment and carer demands on mature age students may increase student demand for flexible self-directed distance learning.
Attendance can also be seen through other lenses. From a student well-being perspective, poor attendance may indicate a student who is struggling. Conversely, consistent attendance may be perceived as predictive of future professional behaviour. These diverse and sometimes opposing perspectives will be explored in this workshop along with an evaluation of the effectiveness of a range of practical and policy level strategies aimed at addressing the various concerns associated with student non-attendance at learning activities on campus or whilst on clinical placement.
In this workshop, we will explore the topic of attendance to critically appraise its differing drivers, interpretations, responses and impacts. Participants will be prompted to analyse, compare and contrast their own approaches to this matter. This will include a review of a variety of differing practical, policy and procedural responses to the issue.
This workshop will be grounded in our own practice and informed by a recent review of our own course professionalism requirements and our clinical placement regulations along with a broader review of responses across Australia. A range of small group presentations and exercises will be used to prompt thinking and engage participants in problem-solving.
Questions this workshop is designed to address:
Intended workshop participants
This workshop has been designed for those who are impacted by variations in attendance in any context (e.g. lectures, clinical placements etc.) at a teaching, learning, assessment or policy level in medical schools. They should prepare for participation by reviewing their local policies governing and practices addressing attendance issues.
Maximum number of participants: 24
Kulsoom GHIAS, Associate Professor, Department of Biological and Biomedical Sciences, Aga Khan University
Anita ALLANA, Senior Instructor, Department of Curriculum Development, Aga Khan University
Rukhsana ALI, Aga Khan University
A broader education, including humanities and social sciences (HASS), ethics, communication skills, research etc, has been documented in the literature as critical for the development of empathetic and effective health professionals. This workshop is divided into two parts; the first uses a literature based approach to justify the importance of a broader education in health professions education and the second offers an opportunity for the participants to design a session/ course incorporating elements of broader education.
By the end of this workshop, participants will be able to:
This workshop will be useful for faculty who teach in health professions programmes, curriculum developers, decision and policy makers.
Maximum number of participants: 20
Albert Martin LI, Assistant Dean (Education), Faculty of Medicine, CUHK
Paul LAI, Director, Office of Medical Education, Faculty of Medicine, CUHK
Isabel HWANG, Senior Lecturer, School of Biomedical Sciences, Faculty of Medicine, CUHK
Over the years we have witnessed a shift in medical education away from the traditional teaching method where students attend lectures and knowledge is gained during and after the teaching, toward other instructional framework that encourage higher-order thinking and active participation. One approach that has gained popularity worldwide is the flipped classroom. Students independently learn fundamental principles as required homework and use this gained knowledge during class time to engage in critical thinking activities and information application. This method of learning has been shown to spark interest, curiosity and foster contextual recall. This interactive workshop will begin by reviewing the current evidence of the effectiveness of flipped classroom in medical education. Then the instructors will provide real-life scenarios and share their experience in using flipped classroom for both basic science and clinical teaching of medical students. The participants will obtain useful advice regarding setting of learning objectives, choosing cases scenarios to design pre-class exercise and also in-class activities. At the end of the workshop, participants should be able to come up with a plan to implement a flipped classroom teaching within their own curriculum.
Maximum number of participants: 20
Shekhar KUMTA, Assistant Dean (Education), Faculty of Medicine, CUHK
The Definitions and understanding of Professionalism across the spectrum of the health care must reflect behavioural expectations against which lapses and transgressions may be mapped. Such expectations serve, not only to identify violations, but in a restorative sense, are likely to enable authorities to engage and educate practitioners who may need such support.
We have successfully used a generic moral-ethical behavioural framework against which unprofessional and unethical behaviours can be mapped. This has been very useful to allow violators to understand their violations in a simplistic manner without discipline related jargon. It also enables lay and non-professional to clearly understand the moral ethical basis of their actions.
In this workshop we aim to identify common behavioural expectations of professionalism across the health care spectrum. We shall identify and define behavioural anchors across various health care disciplines using this generic framework, anchors that define expectations of professional behaviour.
Participants will bring in their own examples and use the template to develop discipline specific anchors, which they may use in their own clinical practice.
Wee Ming LAU, Senior Lecturer, Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia
Maude PHIPPS, Professor, Jeffrey Cheah School of Medicine and Heath Sciences, Monash University Malaysia
Details of programme:
i) Ice-breaking and Preamble of Workshop: 30 mins
ii) Group work: 60 mins (Small groups of 5-6)
iii) Group discussion and presentation: 45 mins
iv) Closure: 15 mins
This workshop takes about 2.5 hours and is directed at participants who are involved with Assessment of Bioethics. We propose to look at 2 major areas in Ethics - Justice - allocation of resources and; Informed consent and confidentiality. Participants will work in small groups of five to six and create the learning outcomes and two scenarios in these 2 areas. These scenarios will be discussed by all to illustrate the challenges in creating scenarios in the assessment of ethics for learning.
David KWAN, Professor Emeritus, Faculty of Medicine, McMaster University, Hamilton, Canada
The importance of professionalism has long been recognized as an important educational entity in professional education, including and especially in medical education. It may be taught by a philosophy related expert or a senior professional veteran, and often in one specific year (usually as the first year General Education course). Many students can tell you that it is a boring course and does not necessarily make them a better professional. Thus, how do we educate students about professionalism via triggering genuine interest and desire in learning about it without delivering lengthy and boring lectures?
This workshop is designed as an interactive and self-directed workshop using educational technology as instructions to entice “learning” of professionalism by students with minimal “teaching” by teachers. The mode of learning is student-centered, self-directed and simulation-oriented using problem-based learning (PBL) and team-based learning (TBL) as the learning platform. The significance or such collective approach of learning about professionalism is to be explored by the participants and facilitated by the workshop leader.
A preferable size of the participant in this workshop is 30-40 people with mixed professional background.