Foundation for Advancement of International Medical Education and Research


2009 Association for Medical Education in Europe Conference

SAFRI Fellow Alwyn Louw at AMEE 2009
Alwyn Louw (SAFRI 2008) is awarded the first-place Medical Teacher Poster Prize at AMEE 2009.

Approximately 2,200 health professionals from more than 80 countries attended the 2009 Association for Medical Education in Europe (AMEE) conference, held August 29 – September 2 in Málaga, Spain. The conference was organized in collaboration with the Sociedad Española de Educación Médica (SEDEM). The program consisted of a variety of session formats, including workshops, specialized courses, short communications, and posters, including various symposia and workshops conducted in Spanish. FAIMER staff, faculty, and Fellows served as session leaders, workshop organizers, course faculty, presenters, and discussants throughout the conference (see below for a complete listing of staff, faculty, and Fellow contributions).

Alwyn Louw (SAFRI 2008) of the Centre for Health Sciences Education, Stellenbosch University in Tygerberg, South Africa, was awarded the first-place Medical Teacher Poster Prize for his poster entitled “Refinement of the interdisciplinary foundation phase in an undergraduate health sciences curriculum based on initial perspectives of students and lectures.” Dr. Louw’s poster was developed in collaboration with Juanita Bezuidenhout (PHIL 2005), Ben van Heerden (PHIL 2006), and M. van Heusden, all from Stellenbosch University.

Dr. James Hallock, President Emeritus of the Educational Commission for Foreign Medical Graduates (ECFMG) and FAIMER Senior Scholar, delivered the SEDEM Miriam Friedman Memorial Lecture. In his talk, entitled “Evolution of Clinical Skills Assessment: Miriam would be proud!” Dr. Hallock reflected on the evolution of clinical skills assessment and Dr. Friedman’s contributions to the field. On the broader subject of Dr. Friedman’s commitment to improving medical education standards worldwide, he highlighted the contributions of FAIMER Fellows as something of which she would be especially proud. For his own contributions to the field of medical education, Dr. Hallock was the recipient of an AMEE Lifetime Achievement Award.

Dr. Hallock also took part in the Festschrift Symposium for Dr. Hans Karle along with Sekelani Banda (PHIL 2003) and Director of the PSG-FAIMER Regional Institute Thomas Chacko (PHIL 2004). Dr. Hans Karle is the former president of the World Federation for Medical Education (WFME), and the symposium was conducted immediately following the AMEE conference as a tribute from his colleagues in recognition of his achievements. The topic of the symposium was “Global Standards in Medical Education.” Dr. Hallock spoke on “International Recognition of Medical Education.” Drs. Banda and Chacko took part in a panel discussion on “Applying WFME Global Standards: An Overview and Case Studies.” Dr. Banda presented on the “Use of Standards in Self-Evaluation in a Resource-poor Environment.” Dr. Chacko presented on “Global Standards in Health Professions Education – Visions.”

Co-Director of the Brazil-FAIMER Regional Institute Eliana Amaral speaks at AMEE 2009
Co-Director of the Brazil-FAIMER Regional Institute Eliana Amaral (PHIL 2003) speaks about FAIMER Regional Institutes at AMEE 2009.

As part of a symposium on International Collaboration, FAIMER President and CEO John Norcini, Brazil-FAIMER Regional Institute Co-Director Eliana Amaral (PHIL 2003), GSMC-FAIMER Regional Institute Director Avinash Supe (PHIL 2002), and Southern Africa-FAIMER Regional Institute Co-Director Gboyega Ogunbanjo (PHIL 2007) gave presentations on the growth and current status of FAIMER Regional Institutes. During the closing plenary session of the conference, in his Spotlight presentation entitled “Some Surprises at AMEE 2009!” Athol Kent of the University of Cape Town in South Africa commended FAIMER for its record of social responsibility in medical education.

Following is a list of activities in which FAIMER staff and/or faculty (bold purple font) and FAIMER Fellows (bold blue font) participated.

Preconference Workshop

Simulation and gaming
Ara Tekian

Plenary Lectures

Moral panic, political imperative and what the profession knows about developing its new generations
Janet Grant

SEDEM Miriam Friedman Memorial Lecture:
Evolution of Clinical Skills Assessment: Miriam would be proud!
James A. Hallock


Essential Skills in Medical Education Assessment (ESMEA) Course: A course aimed at participants new to assessment who wish to gain a general understanding and basic skills in assessment
Kathy Boursicot and Trudie Roberts (Course Directors), M. Brownell Anderson, William Burdick, Richard Fuller, Andy Hassell, Sydney Smee

Fundamentals of Assessment in Medical Education (FAME): A course directed at those with responsibility for assessing undergraduate medical students, graduate trainees, and practicing doctors
Ann King, Jack Boulet (Course Co-Directors); Dale Dauphinee, Lesley Southgate, David Swanson, Ingrid Philibert, André de Champlain, Tony LaDuca

Essential Skills in Medical Education (ESME) Course: An introductory teaching qualification for doctors
Stewart Mennin and Ruy Souza


Tools for supporting the international community of medical educators
M. Brownell Anderson, John J. Norcini

Young medical educator workshop: The write stuff: guidelines for getting published
Stewart Mennin, Soren Huwendiek, Monica van de Ridder, Regina Petroni-Mennin

Assessing the written communication skills of medical school graduates
Thomas Rebbecchi, John Boulet

Teaching or Assessment? Adapting standardized patient cases for either use
Colette L. Scott, Ann Jobe


International Collaboration
Session on FAIMER Regional Institutes
John Norcini, Eliana Amaral, Avinash Supe, Gboyega Ogunbanjo

What makes a curriculum model and what difference does it make?
Ara Tekian (Chair), Janet Grant, Ronald Harden, David Prideaux

Short Communications

Moodle platform supporting student assessment and program evaluation in internship
Waldir Grec, Jose Lucio Martins Machado, Valéria Menezes Peixeiro Machado, Valdes Roberto Bollela, Aníbal A. Matias Junior

Assessment: The OSCE
John Boulet (Opening Discussant)

International Medical Education
William Burdick (Opening Discussant)

Acupuncture insertion into the medical course: point of view from students and faculty
Manoela Suzane de Alencar Rodrigues, Alexandre Henriques Librantz, Paulo Marcondes Carvalho Júnior, Cristina Helena Lima Delambert, Thaciana Mie Barbieri Sakamoto

Best evidence medical education (BEME)
Dale Dauphinee (Chair)

Professional accomplishments among graduates of the FAIMER fellowship program
Stacey R. Friedman, Deborah Diserens, Summers Kalishman, Renee Quintana, Elizabeth Hatch, Page S. Morahan, William P. Burdick

A Simplified MCQs interpretation guide for faculty: a Pakistani School’s experience
Mobeen Iqbal, Sadia Akram, Sabir Tabassum, Syed Alamdar Shah

Assessment: Final Exam
Ann Jobe (Chair)

Incorporating Bioethics teaching in undergraduate medical curriculum of a Pakistani School
Bushra Khizar, Mobeen Iqbal, Tara Jaffery

Student diversity and self-directed learning in a PBL curriculum
Dianne Manning

A multidisciplinary, multimedia approach for teaching human embryology: Development and evaluation of a methodology
S.G. Moraes, L.A. Pereira

An Innovative matrix approach to multiprofessional curriculum change in preventive medicine
Regina Petroni-Mennin, Stewart Mennin, Eliana Tiemi Hayama, Mariangela Cainelli de Oliveira Prado, Francisco Antonio de Castro Lacaz, Ana Lucia Pereira, Luiz Roberto Ramos

Assessment: Workplace-based assessment
John J. Norcini (Chair)

Application of a theoretical framework to the utility of workplace based assessment tools – a qualitative study
Z. Setna, V. Jha, J. Higham, K. Boursicot, J. Bodle, S.K. Kaufmann, J.J. Norcini, T.E. Roberts

How prepared are our medical students to take on prescribing responsibilities upon graduation?
Si Mui Sim, Chirk Jenn Ng, Wan Yuen Choo, Siew Siang Chua, Siew Mei Lai, Francis Ifejika Achike

Understanding the functionality of dysfunctional groups
S.V. Singaram, D.H.J.M. Dolmans, C.P.M. van der Vleuten

Mentoring consultation skills through a structured assessment – students’ experience and the impact it had on their learning
Marietjie van Rooyen, Jannie Hugo, David Cameron

Accreditation of medical education programs in countries that supply physicians to the United States
Marta van Zanten, John R. Boulet, Frank A. Simon

Progress Test
Gerald Whelan (Chair)

Use of web based scenarios for medical acculturation
Gerald Whelan

Bring a web-based LMS to the small screen for US and India: lessons learned and next steps
Anand Zachariah, Rashmi Vyas, Susan Albright, Mary Lee


Evaluation of curricular integration between physiology and semiology: faculty point of view
Iêda Aleluia, Luiz Soares, Marta Menezes

Humanization in undergraduate medical education from the student’s perspective in the Federal University of Rio Grande do Norte, Brazil
Ano Alves, S.N.T. Moreira, G.D. Azevedo, V.M. Rocha, M.J. Vilar

Stakeholder-based needs assessment as an effective tool for prioritization and strategic planning of medical education programmes
Payal K. Bansal, Savita Marathe, Prakash M. Shere, William P. Burdick, Mrudula A. Phadke

Stress coping strategies among medical students of a Federal University from southern Brazil
Greice Suellen Batista, Antônio Mazzei Santana, Suely Grosseman, Laura Berton Eidt, Fernando César Wehrmeister, Valdes Bollela

Learning pediatric health supervision: transferring the class to the simulator and to student
Carla Benaglio, Astrid Valenzuela, Janet Bloomfield

Factors impacting on alienation and engagement in pathology registrars
J. Bezuidenhout, M. van Heusden, F. Cilliers, E. Wasserman, V. Burch

Bridging the gap in the internship
Valdes Roberto Bollela, José Lucio Martins Machado, Valéria Peixeiro Machado, Joaquim Edson Vieira

Innovative programme elements add value to FAIMER faculty development model in Southern Africa
Vanessa Burch, Ralf Graves, Juanita Bezuidenhout

Alignment of health professions education and health system needs: initial outcomes of the Brazil FAIMER Regional Institute (FAIMER-BR)
H.H. Campos, E. Amaral , A.E. Haddad, V.R. Bollela, P.M. Carvalho Jr., M.G.F. Ribeiro, M.N.T.A. Araujo, S. Mennin, P. Morahan

Internship of the Medical School Of Federal University Of Goiás: new horizons
Vardeli Alves de Moraes, Edna Regina Silva Pereira, Nilce Maria da Silva Campos Costa, Denis Masashi Sugita, Karine Borges de Medeiros, André Moreira Lemes

Integrated assessment: a methodological proposal
Maria Viviane Lisboa de Vasconcelos, Renato Santos Rodarte, Célia Maria Silva Pedrosa

Impact of a student support initiative for medical students in their clinical years
Marietjie de Villiers, Martie van Heusden, Ben van Heerden

Comparison of the FAIMER Regional Institute programs
D. Diserens, S. Friedman, E. Amaral, V. Burch, H. Campos, T. Chacko, G. Ogunbanjo, A. Supe, T. Singh, S. Kalishman, R. Quintana, E. Hatch, R. Graves, W. Burdick

Role of different methods on a multidisciplinary primary care-based clerkship
Rosângela Curvo-Leite Domingues, Eliana Amaral, Angélica Bicudo-Zeferino

Learning endocrinology and reproduction in an integrated modular curriculum
Sameena Ghayur, Mobeen Iqbal, Shahid Rafi

Structured internship orientation program is perceived helpful by undergraduate students in smooth transition to practicing doctors
Ashish Goel, R. Venkat, A. Kumar, B.V. Adkoli, Rita Sood

Are nurses in South Africa prescribing medicines judiciously?
Enoch N. Kwizera

Use of on-line role play as a teaching learning strategy in health professionals’ education
Z. Ladhani, J. Chhatwal, D. Diserens, C.P.L. Tan, M. Iqbal, R. Vyas, I. Shaikh

Refinement of the interdisciplinary foundation phase in an undergraduate health sciences curriculum based on initial perspectives of students and lecturers
A.J. Louw, J. Bezuidenhout, B.B. van Heerden, M. van Heusden

Health problems of population as a guide for developing problem based learning (PBL) modules
José Lúcio Martins Machado, Valéria Menezes Peixeiro Machado, Joaquim Edson Vieira

Competences in Community Health Integration Program: different appreciations
Valéria Menezes Peixeiro Machado, Alba Lúcia Dias dos Santos, Valdes Bollela, José Lúcio Martins Machado, Neile Torres

Progress testing in a traditional medical school
C.M.L. Maffei, L.E.A. Troncon

An electronic tool for hybrid case-based learning applied to undergraduate students
Marta Silva Menezes, Marília Menezes Gusmão, Maria de Lourdes Lima, Iêda Barbosa Aleluia, Ana Verônica Batista, Rosalita Gusmão, Ana Tereza Gomes, Pedro Flávio Motta, Mário Rocha

Faculty development program directed to faculty members’ needs
Edna Regina Silva Pereira, Vardeli Alves de Moraes, Heitor Rosa, Denis Masashi Sugita, Karine Borges de Medeiros, Nilce Campos Costa

Quality control of cognitive assessment for medical residents admission
C.M. Peres, R.C. Cavalli, M.L.V. Rodrigues, C.G. Carlotti Jr., M. Kfouri, M.F.A. Colares, R.C.M. Mamede, L.E.A. Troncon

From intern to generalist – Basic surgical skills training and competency
Frank Peters

Program Evaluation – a necessity: an example from Pakistan
Zubia Razaq, Zareen Zaidi, Saadat Ali Khan, Shaheen Moin

The importance of community activities in the opinion of Brazilian medical teachers
M.L.V. Rodrigues, C.E. Piccinato, A.D.C. Passos, L.E.A. Troncon, M.F.A. Colares, C.M. Peres, J.F.C. Figueiredo

Integrated Learning: An experience with renal module
Riffat Shafi, Waseem Ahmed, Nayer Mahmud, K.H.M. Quadri, Mobeen Iqbal

Stress in Pakistan: working towards student well being
Afshan Shahid, Zareen Zaidi, Mahmood Ahmed

Group dynamics and social interaction in an online learning forum
Tejinder Singh, Anshu, Monika Sharma, William Burdick

Change through Curriculum Innovation Projects – Sharing FAIMER Regional Institutes experience in India
Avinash Supe, Tejinder Singh, Thomas Chacko

Impact of an undergraduate patient-centred programme on postgraduate student’s clinical practice
C.P.L. Tan, S.A.A. Aizura

Development and validation of a questionnaire of quality of life of medical students
Patricia Tempski, Bruno Perotta, Regina A. Possi, Patricia L. Bellodi, Joaquim E. Vieira, Lilia B. Schraiber, Milton A. Martins

Student stress in standardized patient structured clinical examinations
Luiz E.A. Troncon, Fernando T.V. Amaral

Assessment – the engine that drives learning: a case study of the Nelson R Mandela School of Medicine (NRMSM)
Jacqueline van Wyk

Preparing medical students through service learning to provide social justice
Nosheen Zaidi, Zareen Zaidi, Mehmood Ahmad

Uncovering secrets of success in medical students through positive deviance inquiry
Zareen Zaidi, Tara Jaffery, Shaheen Moin, Umair Pervaiz, William Burdick

Research Papers

Migration for undergraduate medical education: performance data of applicants to ECFMG
Danette W. McKinley, James A. Hallock, Amy Opalek, John R. Boulet

Psychosocial factors, motivation for learning and academic performance – a study with first year medical students
Vanessa F. Machado, Fernando P. Valerio, Mariana M. Madisson, Tamara L. Resende, Luiz E.A. Troncon, Cristina Marta Del-Ben



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