The Ministry of Health and Medical Education of the Islamic Republic of Iran, in collaboration with the World Federation for Medical Education (WFME), is hosting an International Congress on Implementation of WFME Standards in Curricula of Undergraduate Medical Education. The Congress will take place November 7-9, 2008, on Kish Island, Islamic Republic of Iran. Themes will include: practical tips and guidelines regarding global reports of the implementation of the WFME standards; content of curricula and curriculum outcomes; teaching and learning methods; integrated curriculum models; assessment methods; organization of curriculum content; curriculum management; linkage of undergraduate and postgraduate curricula; and curriculum evaluation. Practical workshops will also be held on topics such as curriculum integration; program evaluation; accreditation in undergraduate medical education; distance learning; and assessment of students in undergraduate medical education.
The organizers of the Congress have invited many international experts to discuss practical issues on medical education in a friendly and open atmosphere, in the hopes of developing collaborative networks aimed at improving the quality of medical education throughout the world. The deadline for abstract submission is September 30, 2008. For more information, visit the conference website.
The 6th Biennial Conference of the Asia-Pacific Association on Problem-Based Learning in Health Sciences (APA-PHS) will take place October 15-16, 2008 in Kuala Lumpur, Malaysia. The theme of the conference, organized in conjunction with the University of Malaya, is “PBL: Challenges and Opportunities.” A pre-conference workshop will be held October 13-14, focused on PBL case design, student assessment methods, and the use of portfolios as learning and assessment tools.
2001 FAIMER Institute Fellow Vanessa Burch, M.B.Ch.B., M.Med., Ph.D., will present a plenary session titled “Assessment – An Education Tool” on October 15. Dr. Burch is a FAIMER Institute faculty member and Co-Director of the Southern Africa-FAIMER Regional Institute. 2005 FAIMER Institute Fellow Christina Tan, M.B.B.S., will lead a symposium titled “Innovation in Early Clinical Exposure” on October 16. Dr. Tan is a Global Faculty Advisor for the FAIMER Institute. Drs. Burch and Tan, along with 2007 FAIMER Institute Fellow Si Mui (Debra) Sim, Ph.D., will also be facilitating pre-conference workshops on October 13-14.
Dr. Sim and Dr. Tan are Co-Chairperson and Secretary, respectively, of the conference’s Organising Committee and, along with 2002 FAIMER Institute Fellow Nor Azila Mohd Adnan, Ph.D., currently serve on the APA-PHS Executive Committee. For more information on the conference, visit the APA-PHS website.
The 13th Ottawa International Conference on Clinical Competence was held March 5-8, 2008 in Melbourne, Australia. Australians, famous for their ubiquitous slang, call their country “Oz,” and therefore this conference has from the initial planning stages affectionately been referred to as “Ozzawa.” Melbourne, pronounced “Mel-bin” by the locals, is the capital of the state of Victoria and is situated on the picturesque tree-lined banks of the Yarra River. Melbourne is a cosmopolitan city with a unique balance of graceful old and new architecture surrounded by parks and gardens.
The conference was organized by three overarching and interacting themes: The Life of the Patient, The Life of the Professional, and The Life of the Program. The scientific program was large and varied, and included six renowned invited speakers, 17 pre-conference workshops, more than 450 oral presentations, 26 symposia, 29 workshops, and 300 posters.
FAIMER was well represented at the conference. Dr. John Norcini presented a short communication overview of an assessment of FAIMER education programs entitled Evaluation of an International Education Leadership Fellowship Program and participated as a speaker in two symposia: Reporting the UK Foundation Assessment Programme and Novel Assessments and Services for Medical Schools, Students and Professionals: A Perspective from Several Organizations. Dr. Norcini also co-conducted two workshops: Mini-CEX – How it Works in Surgery? Is it a General Method for Work Based Assessment? and Medical Education Databases. Dr. John Boulet presented a full-length paper entitled Setting Performance Standards for Mannequin-Based Acute-Care Scenarios: An Examinee Centered Approach. FAIMER and the World Federation for Medical Education (WFME) organized a symposium entitled International Recognition and Accreditation of Medical Schools’ Programmes. As part of this symposium, Marta van Zanten presented on Gathering Accreditation Data: The FAIMER Directory of Organizations that Recognize / Accredit Medical Schools. Dr. Norcini moderated this symposium, which also contained presentations by WFME, the Australian Medical Council, and Harbin Medical University in China.
In addition to these presentations by FAIMER staff, Mobeen Iqbal, FAIMER Institute class of 2007, of Shifa College of Medicine in Pakistan, gave two presentations, Medical Students’ Perceptions of Teaching Evaluationsand Health Related Quality of Life in a Pakistan Medical School; and Enoch Kwizera, FAIMER Institute class of 2007, of Walter Sisulu University in South Africa, co-authored the poster Evaluating Students’ Generic Learning Skills Early in their Undergraduate Careers – Valuable for Course Organisers?.
The “Ozzawa” conference, the first Ottawa conference to be hosted in Australia, was an excellent opportunity for FAIMER to present its work to an international audience. Additional information can be found on the conference website.
The 2008 conference of The Network: Towards Unity for Health will be held in Chia-Bogotá, Colombia, from September 27 to October 2, 2008, in cooperation with the Facultad de Medicina, Universidad de La Sabana, Colombia. The theme of the conference is “Adapting Health Services and Health Professions Education to Local Needs: Partnerships, Priorities and Passions.” The Network states that the primary goal of the conference is to analyze and discuss how health systems, services, and health professions education adapt and readapt to the local needs of populations according to the historical, political, and cultural influences they receive over time.
The Network invites abstracts containing empirical, theoretical, or descriptive studies relevant to the field, as well as proposals for mini-workshops and/or didactic sessions. The deadline for abstracts and proposals is June 1, 2008. For detailed information on the 2008 conference, visit www.the-networktufh.org/conference/.
(posted February 22, 2008; updated April 30, 2008)
The following is an Executive Summary of the National Conference on Medical Education authored by the conference’s organizing chairperson and 2005 FAIMER Institute Fellow Rita Sood, M.B.B.S., M.D.
The National Conference on Medical Education (NCME 2007) was held November 15-17, 2007 in New Delhi, India. Centered on the theme, “Building Capacity in Medical Education – A National Perspective,” NCME 2007 was organized by the KL Wig Centre for Medical Education and Technology (CMET) at the All-India Institute of Medical Sciences (AIIMS) in collaboration with FAIMER. The Ministry of Health and Family Welfare, WHO India, Indian Council of Medical Research, Department of Science and Technology, and the Medical Council of India also supported this event.
Rita Sood, M.B.B.S., M.D., a 2005 FAIMER Institute Fellow from New Delhi, India was the organizing chairperson for the conference. Dr. Sood is a faculty member for all three FAIMER Regional Institutes in India. She is a Professor of Medicine and Professor In-charge of CMET at AIIMS.
The purpose of NCME 2007 was to bring together key stakeholders in medical education in India to deliberate on the issue of faculty development and to chart a road map for the future. The conference was attended by about 130 medical educators from across India, including faculty members, Deans and Principals from various medical colleges in the country; Vice-chancellors of health sciences universities; representatives from the Ministry of Health and Family Welfare and the Medical Council of India; and international delegates from South Africa, the United Arab Emirates, Oman, and Malaysia. Conference faculty included FAIMER Institute and FAIMER Regional Institute faculty members as well as other eminent national and international experts in medical education.
The conference was directed to highlight the emerging content areas and global trends in faculty development in medical education; bring out the strengths of faculty development in India; initiate the formation of a national network of medical educators to facilitate sharing of innovations in medical education; and plan the mechanics of faculty development in medical education in India.
Prior to the start of the conference, FAIMER faculty also convened four pre-conference workshops focused on: educational research and scholarship development; use of distance learning in faculty development; faculty development in performance-based assessment; and educational leadership in change management.
Deliberations of the conference consisted of panel discussions, interactive poster sessions, and small group interactive sessions on appreciative inquiry, brainstorming, affinity mapping, and multi-voting.
Throughout the conference, delegates showed very active and enthusiastic participation and sustained interest. The deliberations brought out the need to strengthen faculty development as a vehicle for promoting quality medical education in India. The following is a summary of the themes that emerged:
Faculty development programs are essential as instruments of change for medical education and health care.
Educational innovations and innovators need to be supported. The momentum that has developed so far needs to be sustained.
Financial resources and institutional support are essential for faculty development.
There is a need to develop a strategy for mandatory training of entry-level teachers in health professions education in a phased manner.
Leadership, change management, educational research, and scholarship development should become part of faculty development programs.
Contributions made to faculty development programs and innovation in medical education need to be recognized and rewarded.
Aim for quality assurance and enhancement in faculty development program.
Formation of a network of health professions educators and special interest groups who could meet on a regular basis and share innovative ideas.
The highlight of the conference was the formation of five special interest groups to take forward the ideas that emerged during the conference. As a road map for future action, the participants identified several interventions out of which the top five were prioritized. These were:
Networking through a website
Development of standards for medical education units
Construction of national faculty development programs in education
Formation of a national organization for medical educators
Development of a national body for the accreditation of medical educators
Conference participants divided themselves into one of these five special interest groups. These groups then worked together, selected a coordinator, and developed short- and long-term plans that included objectives, activities, timelines, challenges, and opportunities. The groups continue to work together on-line and are in the process of refining their plans. To follow the progress of the working groups, visit the Google Group on Medical Education Units in India formed by meeting participants at http://groups.google.com/group/meu_india?hl=en.
Conference participants gave tremendous positive feedback and reported that they found the workshops and the format of the conference very engaging and conducive to the sharing of ideas. They appreciated the initiative of the Centre for Medical Education & Technology at AIIMS in organizing this conference and expressed the need to have such national meetings on a regular basis for meaningful interactions, sharing ideas in medical education, and updating their knowledge about developments in the field of medical education.
Dr. Sood and her team at AIIMS express their sincere thanks to FAIMER for its wholehearted support and encouragement of this National Conference on Building Capacity in Medical Education. They look forward to continued support and encouragement from FAIMER in taking forward the cause of medical education in India.
(posted January 11, 2008; updated February 22, 2008)
The Network: Towards Unity for Health Annual Meeting took place in Kampala, Uganda in September. FAIMER leaders were among those in attendance. John Norcini, FAIMER President; John Boulet, Associate Vice President for Research; and William Burdick, Associate Vice President for Education and Co-Director of the FAIMER Institute, presented a full-day workshop on changing student assessment. Sixteen participants from sub-Saharan Africa spent the day learning about validity, reliability, standard setting, and new methods of assessment as they considered the best ways to introduce change in their institutions. Sarah Kiguli, a 2004 FAIMER Institute Fellow and chair of the local meeting organizing committee, was elected to The Network’s Executive Council.
The 2007 conference, held August 25-29 in Trondheim, Norway, focused on teaching and learning in medicine, medical education, and health care needs and assessment. FAIMER staff (whose names appear in bold) and Fellows (whose names appear in blue) participated in the following course, workshops, symposia, short communications, and posters:
FAME (Fundamentals of Assessment in Medical Education)
Tony LaDuca, Jack Boulet, Dale Dauphinee, Helena Davies, Ann King, Marina Mrouga, Dave Swanson, Carol Morrison, John Norcini
International medical education opportunities: cross-cultural exchanges John Norcini, M. Brownell Anderson
Assessing the written communication skills of physicians
Thomas Rebbecchi, Jack Boulet, Gerald Whelan
FAIMER Education Programs: five year impact William Burdick, Page Morahan, Summers Kalishman, Stewart Mennin, MaryAnn Eklund, Debby Diserens*, John Norcini
Postgraduate Medical Education (PMED) Project – a comprehensive web-based international directory Frank A Simon*, Gerald P Whelan, Danette McKinley, John Norcini
Accreditation processes throughout the world: The FAIMER directory of organizations that recognize/accredit medical schools Marta van Zanten*, John Norcini, Frank Simon
Peer teaching in Family Medicine – experience of facilitators Marietjie van Rooyen*, David Cameron, Julia Blitz, Glynis Pickworth
CanMEDS for South African pathology training Juanita Bezuidenhout*, Vanessa Burch, S Nayler W Grayson, E Wasserman, R Erasmus, E van Rensburg, J Mahlangu, J Vellema, M Altini, Meyer, Moodly, M Senekal, I Loftus
Students’ clinical performance on technical and humanistic skills: comparison between faculty and self assessment
RCL Domingues, AMB Zeferino, SS Morais, E Amaral
FAIMER staff presentations (with FAIMER staff in bold) will include:
Sunday, November 4, 2007
8:30 am – 10:00 am
RIME Symposium Presentations: The Educational Realities of Increasing Class Size John Norcini, Ph.D.
9:00 am – 1:00 pm 3:30 pm – 6:30 pm
Innovations in Medical Education and Commercial Exhibits (Booth #1602)
Monday, November 5, 2007
9:00 am – 1:30 pm
Innovations in Medical Education and Commercial Exhibits (Booth #1602)
2:00 pm – 3:30 pm Educational Commission for Foreign Medical Graduates (ECFMG) and Foundation for Advancement of International Medical Education and Research (FAIMER) Update
James A. Hallock, M.D., John Norcini, Ph.D., Stephen S. Seeling, J.D., John R. Boulet, Ph.D., William P. Burdick, M.D.
2:45 pm – 4:15 pmResearch Paper Presentations: Assessing Clinical Skills Assessing the Communication and Interpersonal Skills of Graduates of International Medical Schools as Part of the USMLE Step 2 Clinical Skills (CS) Exam Marta van Zanten, M.Ed., John R. Boulet, Ph.D., Danette W. McKinley, Ph.D., Andre De Champlain, Ph.D., Ann C. Jobe, M.D., M.S.N.
Wednesday, November 7, 2007
8:00 am – 9:30 am Abstract Presentations: Prediction International Medical Graduates & Step 2 CS Outcome Danette McKinley, Ph.D., John R. Boulet, Ph.D., David B. Swanson, Ph.D., Kimberly Swygert, Ph.D.
9:45 am – 11:15 amAbstract Presentations: Graduate Medical Education The Certification of International Medical Graduates John R. Boulet, Ph.D., Stephen S. Seeling, J.D., Danette W. McKinley, Ph.D.
Fundamentals of Assessment in Medical Education (FAME) is a joint project of the Foundation for Advancement of International Medical Education and Research (FAIMER) and the National Board of Medical Examiners (NBME), which debuted at the 2007 Association for Medical Education in Europe (AMEE) meeting in Trondheim, Norway, August 23-29. FAME is a collaborative activity following from FAIMER and NBME’s Memorandum of Understanding, signed in July 2006, to develop a framework for working together to improve global health professions education.
FAME is a basic-level course on educational assessment geared toward medical school faculty who are new to teaching and assessment and individuals who have assumed new responsibilities for assessment. In this first year, 22 registrants from 12 countries participated in FAME.
FAME is designed around two complementary dimensions of assessment themes (Test Design; Test Material Development; Standard Setting; and Scoring, Analysis, and Reporting) and assessment frames (Assessment of Knowledge and Reasoning, Assessment of Clinical Skills, Assessment of Workplace Performance, and Assessment of Programs).The course schedule includes one and one-half pre-conference days consisting of plenary and small group sessions. Small group work was organized around the four frames, culminating with each participant, together with faculty facilitators, preparing a conference itinerary to guide their attendance at AMEE conference sessions in a way that would supplement and extend their assessment knowledge and skills. During the conference, faculty and participants met daily over lunch to review sessions attended. At the conclusion of the AMEE conference, faculty and participants met again to sum up the course experience, address remaining questions, and discuss possible future study.
Course faculty are internationally-recognized experts drawn from the sponsoring organizations and from around the world. The Course Director is Tony LaDuca, Ph.D., formerly Principal Assessment Scientist at NBME. Other faculty included John (Jack) R. Boulet, Ph.D., Associate Vice President for Research, FAIMER; W. Dale Dauphinee, M.D., F.R.C.P.C.; Carol Morrison, Ph.D., Associate Vice President, Scoring Services, NBME; David B. Swanson, Ph.D., Deputy Vice President of Professional Services, NBME; Helena Davies, M.B.Ch.B. (Hons), M.D., F.R.C.P.C.H., clinical academic in Medical Education/Late Effects (of Cancer therapy), University of Sheffield (Honorary Consultant, Sheffield Children’s Hospital); Ann King, M.A., Assessment Scientist in Measurement Consulting Services, NBME; Marina R. Mrouga. M.D., Ph.D., Deputy Director of Testing Board of Professional Competence Assessment, Ukraine; Ingrid Philibert, M.H.A., M.B.A., Senior Vice President, Department of Field Activities, Accreditation Council for Graduate Medical Education (ACGME); and Professor Dame Lesley Southgate, D.B.E., D.Sc., F.R.C.S., F.R.C.G.P., Professor of Medical Education, St. George’s Hospital Medical School. Leading the FAME faculty team are John Norcini, Ph.D., President of FAIMER, and Donald Melnick, M.D., President of NBME.
Evaluations have been received from 19 of the 22 participants. For the most part, these were very positive, but, as expected, several weaknesses were identified. Follow-up discussions with course faculty have confirmed several suggestions for improvements and these are being devised for a subsequent offering in 2008.
Fundamentals of Assessment in Medical Education (FAME), a basic-level course on educational assessment, will be introduced at the next Association for Medical Education in Europe (AMEE) meeting August 25-29, 2007 in Trondheim, Norway. FAME targets individuals who are members of medical faculties and who are likely to be relatively new to teaching and assessment. Persons who have assumed new responsibilities for assessment are also likely to benefit from the course. FAME is designed around two complementary dimensions, five assessment themes (Test Design; Test Material Development; Standard Setting; and Scoring, Analysis, and Reporting) and four assessment frames (Assessment of Knowledge and Reasoning, Assessment of Clinical Skills, Assessment of Workplace Performance, and Assessment of Programs).
The course schedule will include one and one-half pre-conference days consisting of plenary and small group sessions. Small group work will be organized around the four frames listed above, culminating with faculty facilitators preparing a conference itinerary for the participants in each of the frames. During the AMEE conference, faculty and participants will meet daily over lunch to review sessions attended. At the conclusion of the AMEE conference, faculty will sum up the course experience, address remaining questions from participants, and discuss possible future study.