James A. Hallock Invited to Deliver Miriam Friedman Memorial Lecture

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James A. Hallock, M.D., President Emeritus of the Educational Commission for Foreign Medical Graduates (ECFMG®) and FAIMER Senior Scholar, has been invited to conduct the Sociedad Española de Educación Médica (SEDEM) Miriam Friedman Memorial Lecture at the 2009 annual conference of the Association for Medical Education in Europe (AMEE). The topic of Dr. Hallock’s lecture will be “Evolution of Clinical Skills Assessment: Miriam Would Be Proud!”

Miriam Friedman Ben-David was a leader in the field of medical education and, in particular, clinical skills assessment. She served as Co-Director of ECFMG’s Clinical Skills Assessment (CSA®) program. From 1998 to 2004, the ECFMG CSA evaluated the clinical skills of international medical graduates seeking to enter postgraduate medical education in the United States. ECFMG’s experience in developing and delivering the CSA forms the basis of its role as a partner, with the National Board of Medical Examiners® (NBME®), in the Clinical Skills Evaluation Collaboration (CSEC), which is responsible for the delivery of the United States Medical Licensing Examination® (USMLE®) Step 2 Clinical Skills (CS) examination to both international and U.S./Canadian medical school graduates. Dr. Hallock’s lecture will reflect on the evolution of clinical skills assessment and the impact of Dr. Friedman Ben-David’s contributions to the field.

A list of selected references that focus on the work of Dr. Friedman Ben-David and her colleagues appears below.

Ben-David MF. Life beyond OSCE. Medical Teacher. 2003 May; 25(3):239-240.

Ben-David MF, Boulet JR, Burdick WP, Ziv A, Hambleton RK, Gary NE. Issues of validity and reliability concerning who scores the post-encounter patient-progress note. Academic Medicine. 1997 Oct; 72(10 Suppl 1):S79-S81.

Ben-David MF, Klass DJ, Boulet J, De Champlain A, King AM, Pohl HS, Gary NE. The performance of foreign medical graduates on the National Board of Medical Examiners (NBME) standardized patient examination prototype: a collaborative study of the NBME and the Educational Commission for Foreign Medical Graduates (ECFMG). Medical Education. 1999 Jun; 33(6):439-446.

Ben-David MF, Snadden D, Hesketh A. Linking appraisal of PRHO professional competence of junior doctors to their education. Medical Teacher. 2004 Feb; 26(1):63-70.

Boulet JR, Ben-David MF, Burdick W, Ziv A, Gary N, Hambleton RK. An Investigation of the Sources of Measurement Error in the Post-Encounter Written Scores from Standardized Patient Examinations. Advances in Health Science Education Theory and Practice. 1998; 3(2):89-100.

Boulet JR, Ben-David MF, Ziv A, Burdick WP, Curtis M, Peitzman S, Gary NE. Using standardized patients to assess the interpersonal skills of physicians. Academic Medicine. 1998 Oct; 73(10 Suppl):S94-S96.

Burdick WP, Ben-David MF, Swisher L, Becher J, Magee D, McNamara R, Zwanger M. Reliability of performance-based clinical skill assessment of emergency medicine residents. Academic Emergency Medicine. 1996 Dec; 3(12):1119-1123.

Friedman M, Mennin SP. Rethinking critical issues in performance assessment. Academic Medicine. 1991 Jul; 66(7):390-395.

Friedman M, Prywes M. [Internship evaluation by Israeli medical graduates]. Harefuah. 1988 Jan 15;114(2):83-87. Hebrew.

Friedman M, Prywes M, Benbassat J. Variability in doctors’ problem-solving as measured by open-ended written patient simulations. Medical Education. 1989 May;23(3):270-275.

Friedman M, Sutnick AI, Stillman PL, Norcini JJ, Anderson SM, Williams RG, Henning G, Reeves MJ. The use of standardized patients to evaluate the spoken-English proficiency of foreign medical graduates. Academic Medicine. 1991 Sep;66(9 Suppl):S61-S63.

Friedman M, Sutnick AI, Stillman PL, Regan MB, Norcini JJ. The relationship of spoken-English proficiencies of foreign medical school graduates to their clinical competence. Academic Medicine. 1993 Oct;68(10 Suppl):S1-S3.

Gary NE, Sabo MM, Shafron ML, Wald MK, Ben-David MF, Kelly WC. Graduates of foreign medical schools: progression to certification by the Educational Commission for Foreign Medical Graduates. Academic Medicine. 1997 Jan;72(1):17-22.

Gómez Sáez JM, Pujol Farriols R, Martínez Carretero JM, Blay Pueyo C, Jaurrieta Mas E, Friedman M, Sutnick A. [The COMBELL project. Analysis of the medical clinical competence]. Medicina Cliníca. 1995 Nov 18;105(17):649-651. Spanish.

Henkin Y, Friedman M, Bouskila D, Kushnir D, Glick S. The use of patients as student evaluators. Medical Teacher. 1990;12(3-4):279-289.

Keynan A, Friedman M, Benbassat J. Reliability of global rating scales in the assessment of clinical competence of medical students. Medical Education. 1987 Nov;21(6):477-481.

Lunenfeld E, Weinreb B, Lavi Y, Amiel GE, Friedman M. Assessment of emergency medicine: a comparison of an experimental objective structured clinical examination with a practical examination. Medical Education. 1991 Jan;25(1):38-44.

Mires GJ, Ben-David MF, Preece PE, Smith B. Educational benefits of student self-marking of short-answer questions. Medical Teacher. 2001 Sep;23(5):462-466.

Phillip M, Friedman M, Benor D. Problem-based clinical confrontation modules planned and conducted by students. Israeli Journal of Medical Science. 1987 Sep-Oct;23(9-10):1035-1037.

Sachdeva AK, Loiacono LA, Amiel GE, Blair PG, Friedman M, Roslyn JJ. Variability in the clinical skills of residents entering training programs in surgery. Surgery. 1995 Aug;118(2):300-308; discussion 308-9.

Sensi S, Ben-David MF, Guagnano MT, Merlitti D, Pace-Palitti V, Danieli G, Gabrielli A, Vettore L, Benini F, Capelli MC, Bartoli E, Tenore A, Bernasconi C, Grignani G, Monga G, Del Prever EB, Cavallo-Perin P, Massè A, Pagliardi G, Curtoni S. [Assessment of clinical competence of medical school graduates in Italy with standardized patients. The opinion of the examinees]. Recenti Progressi in Medicina. 1998 Nov;89(11):575-577. Italian.

Stern DT, Ben-David MF, De Champlain A, Hodges B, Wojtczak A, Schwarz MR. Ensuring global standards for medical graduates: a pilot study of international standard-setting. Medical Teacher. 2005 May;27(3):207-213.

Stillman PL, Regan MB, Haley HL, Norcini JJ, Friedman M, Sutnick AI. The use of a patient note to evaluate clinical skills of first-year residents who are graduates of foreign medical schools. Academic Medicine. 1992 Oct;67(10 Suppl):S57-S59.

Sutnick AI, Stillman PL, Norcini JJ, Friedman M, Regan MB, Williams RG, Kachur EK, Haggerty MA, Wilson MP. ECFMG assessment of clinical competence of graduates of foreign medical schools. Educational Commission for Foreign Medical Graduates. JAMA. 1993 Sep 1;270(9):1041-1045.

Sutnick AI, Stillman PL, Norcini JJ, Friedman M, Williams RG, Trace DA, Schwartz MA, Wang Y, Wilson MP. Pilot study of the use of the ECFMG clinical competence assessment to provide profiles of clinical competencies of graduates of foreign medical schools for residency directors. Educational Commission for Foreign Medical Graduates. Academic Medicine. 1994 Jan;69(1):65-67.

Ziv A, Ben-David MF, Sutnick AI, Gary NE. Lessons learned from six years of international administrations of the ECFMG’s SP-based clinical skills assessment. Academic Medicine. 1998 Jan;73(1):84-91.

A Practical Guide for Medical Teachers, Third Edition

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ECFMG President Emeritus and FAIMER Senior Scholar James A. Hallock, M.D., recently contributed the Foreword to A Practical Guide for Medical Teachers, now in its third edition. Since its initial publication in 2001, the book has strived to “provide a bridge between the theoretical aspects of medical education and the practical delivery of enthusiastic teaching.” Dr. Hallock has described the work as “an outstanding contribution to the medical education literature which should have significant global appeal.” Also contributing to the present volume are FAIMER President and CEO John Norcini, Ph.D., FAIMER Research Scientist Danette W. McKinley, Ph.D., and FAIMER Faculty member, Stewart P. Mennin, Ph.D. Drs. Norcini and McKinley coauthored the chapter on “Standard Setting.” Dr. Mennin contributed the chapter on “Academic Standards and Scholarship.” Edited by John A. Dent and Ronald M. Harden, A Practical Guide for Medical Teachers was published in June 2009 by Elsevier. For more information, click here.

Ara Tekian Contributes to Assessment Textbook for Health Professions Educators

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Long-standing FAIMER Institute and FAIMER Regional Institute faculty member Ara Tekian, Ph.D., has co-authored three chapters in Assessment in Health Professions Education, a new comprehensive textbook on assessment written specifically for members of the health professions education community. Dr. Tekian, who is Associate Professor of Medical Education and Director of International Affairs in the Department of Medical Education, University of Illinois at Chicago, contributed to chapters on standard setting, oral examinations, and assessment portfolios. Published by Routledge in April 2009, and edited by Steven Downing and Rachel Yudkowsky, Assessment in Health Professions Education is available in both hard cover and paperback editions. For more information, please click here.

CMCL-FAIMER Regional Institute Faculty Conduct Workshop in Gwalior, India

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CMCL-FAIMER Regional Institute faculty in Gwalior, India: Gagandeep Kwatra, Dinesh Badyal, Tejinder Singh, and Sheena Singh
Gwalior workshop faculty from the CMCL-FAIMER Regional Institute against the backdrop of historic Gwalior fort, from left to right: Gagandeep Kwatra, Dinesh Badyal, Tejinder Singh, and Sheena Singh

Faculty from the CMCL-FAIMER Regional Institute (CMCL-FRI) conducted a medical education workshop at the Gajra Raja Medical College in Gwalior, Madhya Pradesh, India, April 10–11, 2009. Dinesh Badyal (CMCL 2007), Gagandeep Kwatra (CMCL 2006), Sheena Singh (CMCL 2006), and CMCL-FRI Director Tejinder Singh (PHIL 2003) led faculty development sessions employing interactive FAIMER teaching methodologies. The major focus of the program was to equip the participants with skills to provide formative feedback to students in various settings. The sessions on assessment and clinical teaching were used to emphasize the beneficial effect of feedback on student learning.

Participants included six local faculty members who had been trained in India’s National Teacher Training Center (NTTC) program, including the Dean of the College, Dr. S. Sapre. Comparisons between NTTC and FAIMER proved interesting, with FAIMER generally considered the more interactive of the two programs. Dr. Sapre noted that the FAIMER team kept all participants engaged for the entire duration of the workshop, ensured their participation, and prepared them to conduct a second workshop with local facilitators only, an important objective of the program.

The CMCL team also used the workshop as an opportunity to give a brief presentation on FAIMER Regional Institutes.

Dr. Tejinder Singh noted that the participants were very receptive overall, and that an encouraging atmosphere was created prior to the event, thanks to the efforts of local organizers. Dr. A. G. Shingwekar, who coordinated the event, had also invited five “observers” from other medical colleges in the state, and the event was very well covered by the local press. Feedback on the workshop was very positive.

CMCL-FAIMER Regional Institute Faculty Conduct Workshop in Bangladesh

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CMCL-FAIMER Regional Institute faculty conduct workshop in Bangladesh: Jugesh Chhatwal, Dinesh Badyal, Sheena Singh, Tejinder Singh, Harpreet Kapoor
CMCL-FAIMER Regional Institute Faculty at the First International Training Program for Medical Teachers of Bangladesh, from left to right: Jugesh Chhatwal, Dinesh Badyal, Sheena Singh, Tejinder Singh, Harpreet Kapoor

Faculty from the CMCL-FAIMER Regional Institute led the First International Training Program for Medical Teachers of Bangladesh in Dhaka, Bangladesh, December 1-3, 2008. Organized at the request of the Health Ministry of Bangladesh, this workshop was the first conducted outside of India by CMCL-FAIMER faculty. The CMCL-FAIMER team was comprised of Tejinder Singh (PHIL 2003), Director of the CMCL-FAIMER Regional Institute; Harpreet Kapoor (CMCL 2006; PHIL 2008); Sheena Singh (CMCL 2006); Dinesh Badyal (CMCL 2007); and Jugesh Chhatwal (PHIL 2007).

Sixty-five participants from 16 medical schools in Bangladesh took part in sessions on such topics as group dynamics, microteaching, the One-Minute Preceptor (OMP) method, and the Mini-Clinical Evaluation Exercise (Mini-CEX) method. Professor Tejinder Singh pointed out that despite the time constraints of the workshop, the leaders decided to showcase FAIMER methodology. “Audience involvement was maximized,” he noted, and “every session was skill oriented and used role playing to drive home the point [of the session].” Post-workshop evaluations were very positive.

Prof. Singh credits William Burdick, FAIMER’s Associate Vice President for Education and Co-Director of the FAIMER Institute, for his guidance and encouragement in bringing about the workshop. The CMCL-FAIMER faculty were delighted by the outcome of the workshop and hope to do more such work in the future.

FAIMER and the CMCL-FAIMER Regional Institute faculty gratefully acknowledge the financial support of Eskayef Pharmaceuticals Bangladesh Ltd., Mr. A.M. Faruque, Managing Director; the Shaeed Dr. Shamsuddin Foundation, Ziauddin Ahmed, M.D., Executive Director; and Sajjad Islam, M.D., of Odessa, Texas, who made this workshop possible.

(posted January 7, 2009; updated January 27, 2009)

Brazilian Medical Education Congress

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Brazil-FAIMER Regional Institute Fellows and Faculty at the 2008 Brazilian Medical Education Congress
Brazil-FAIMER Regional Institute Fellows and Faculty at the 2008 Brazilian Medical Education Congress

Forty FAIMER Fellows and nine FAIMER faculty participated in the Brazilian Medical Education Congress, held October 18-21 in Salvador, Brazil. Eliana Amaral (PHIL 2003), Co-Director of the Brazil-FAIMER Regional Institute, reports that FAIMER Fellows presented 66 posters and 34 oral communications, representing nearly 9% and 15% of the totals respectively, despite the fact that the FAIMER group represented less than 2% of the total participants in the Congress. FAIMER Fellows also served as reviewers for poster sessions and some Fellows were elected to serve as coordinators of four (out of eight) regional offices for the Brazilian Association on Medical Education.

In conjunction with the Congress, a Brazil-FAIMER Regional Institute meeting was held. Eliana notes that the meeting was successful not only in “bringing the group together,” but also in “stimulating potential candidates for the Regional as well as the Philadelphia Institute.” Participants in the meeting included the Brazilian Manager of the Pan American Health Organization and a representative from the Brazilian Ministry of Health, partners for the Brazil-FAIMER Regional Institute. Their participation helped raise awareness for faculty development issues and the role of FAIMER initiatives at a national level.

SAFRI Session Held in Conjunction with South African Association of Health Educationalists (SAAHE) Meeting, June 2008

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Nigerian FAIMER Fellows at SAAHE: Amam Mbakwem, Bosede Afolabi, Oluwabunmi Olapade-Olaopa, Christy Okoromah, Yinusa Raji, and Efosa Oviasu
Nigerian FAIMER Fellows in attendance at SAAHE, from left to right: Amam Mbakwem, Bosede Afolabi, Oluwabunmi Olapade-Olaopa, Christy Okoromah, Yinusa Raji, and Efosa Oviasu.

More than 20 FAIMER Institute alumni from five African countries (South Africa, Zambia, Nigeria, Uganda, and Ethiopia) and four FAIMER faculty members (from the United States, United Kingdom, and Malaysia) joined the 2008 Southern Africa-FAIMER Regional Institute (SAFRI) Fellows at the South African Association of Health Educationalists (SAAHE) meeting of about 300 health professions educators at Stellenbosch University on June 19-21, 2008. A total of 22 posters and oral presentations were presented by 13 FAIMER alumni (indicated below in bold):

Bezuidenhout J, Young G. The odyssey of the critical professional. SAAHE 2008:52.

FAIMER Institute alumni and faculty: Amam Mbakwem, Janet Grant, Efosa Oviasu, David Cameron, Juanita Bezuidenhout, Vanessa Burch, Oluwabunmi Olapade-Olaopa, Yinusa Raji, Bosede Afolabi, Enoch Kwizera, Page Morahan, Elsie Kiguli-Malwadde, Ben van Heerden, Marietjie van Rooyen, Christina Tan, Solomon Genet, Sarah Kiguli, Francois Cilliers, Jacqueline van Wyk, and Ara Tekian
FAIMER Institute alumni and faculty, from left to right: Amam Mbakwem, Janet Grant, Efosa Oviasu, David Cameron, Juanita Bezuidenhout, Vanessa Burch, Oluwabunmi Olapade-Olaopa, Yinusa Raji, Bosede Afolabi, Enoch Kwizera, Page Morahan, Elsie Kiguli-Malwadde, Ben van Heerden, Marietjie van Rooyen, Christina Tan, Solomon Genet, Sarah Kiguli, Francois Cilliers, Jacqueline van Wyk, and Ara Tekian.

Burch V and FAIMER. Clinical practice intentions of African-trained medical students – a case study of 10 medical schools. SAHHE 2008:54

Cameron D. Breaking bad news – can the film, Wit, help students to reflect on the complexities of dying? SAAHE 2008:55.

Van Wyk JM, McKinley D, Burch V, Cameron D, Cilliers F. The effect of gender on physicians’ career intentions: a report from South Africa. SAAHE 2008:168.

FAIMER Institute Alumni, Faculty, and SAFRI Fellows
FAIMER Institute Alumni, Faculty, and SAFRI Fellows

Hugo JFM, van Rooyen M, Blitz JJ, Cameron D. Mentoring consultation skills through a structured assessment. SAAHE 2008:73.

Blitz JJ, Cameron D, van Rooyen M, Hugo JFM. Action learning for curriculum development. SAAHE 2008:127.

van Rooyen M, Blitz JJ, Cameron D, Hugo JFM. Student behaviour informs learning opportunities: HIV exposure incidents. SAAHE 2008:165.

Cilliers FJ, Adendorff HJ, Bitzer EM, Herman N, Schuwirth LWT, van der Vleuten CPM. Assessment impacts on learning, you say? Please explain how. SAAHE 2008:58.

Cameron NA, van Heerden BB, Cilliers FJ, van Zyl ME. Medical student electives: how do they compare with other learning opportunities? SAAHE 2008:128.

deVilliers MR, van Heusden M, van Heerden B. Evaluation of the clinical progress interventions for medical students not demonstrating academic progress. SAAHE 2008:60.

Louw AJN, Gerber MF, Meyer CJ, Strijdom JG, Cameron N, Beukes S, van Heerden BB, van Heusden M. New interdisciplinary foundation phase for health sciences at Stellenbosch University. SAAHE 2008:81.

van Heerden BB, Aldrich CA, du Plessis SA, Jemwa GT, de Jager R, Louw AJN. Predicting student success in the first year of a medical curriculum using neural network analysis. SAAHE 2008:111.

Wilson van Aarde NW, Bouhuijs P, Conradie HH, Rueter H, van Heerden BB, Marais BJ. Perceived educational value of a rural clinical rotation for medical students. SAAHE 2008:114.

Higgins-Opitz SB, McLean M, van Wyk J, Moodley K, Naidoo SS. Final year medical students: perceptions of the practice of medicine. SAAHE 2008:72.

Kwizera EN. Post-graduate training preferences of Walter Sisulu University medical graduates. SAAHE 2008:78.

Garcia-Jardon ME, Blanco-Blanco EV, Kwizera EN, Stepien A, Vasaikar S. Correlation between continuous assessment, final exam and final mark for MB ChB at Walter Sisulu University. SAAHE 2008:135.

Kiguli SK. Addressing the gaps in paediatrics clinical clerkship through south to south collaboration. SAAHE 2008:142.

Kiguli-Malwadde EK. Learning radiology in the problem-based learning (PBL) curriculum at the Faculty of Medicine, Makerere University. SAAHE 2008:143.

Mbakwem AC, Oke DA, Ajuluchukwu JNA, Amadi CA, Adanijo MO, Ajoku N. Assessment of medical students’ attitude to the introduction of communication and counseling skills training. SAAHE 2008:146.

Oviasu E, Omeumu CE. Clinical skills evaluation in a resource constrained Nigerian environment. SAAHE 2008:155.

Raji Y, Ajani RS, Shittu OI. Admission scores and students’ performance in preclinical examinations. SAAHE 2008:161.

van Rooyen M. Prof, I’m tired and stressed! SAAHE 2008:167.

In addition, 2005 FAIMER Institute Fellow Christina Tan, M.B.B.S., was invited by the SAAHE Organising Committee to deliver one of the plenary lectures, entitled “Assessing the Assessors.” The following comments from 2007 FAIMER Institute Fellow Amam Mbakwem, M.B.B.S., Senior Lecturer, University of Lagos, illustrate the usefulness of FAIMER’s support in advancing the field of health professions education: “The meeting in South Africa was quite rich in content. For me there was a deepening of some of the concepts which are quite new for those of us not so versed in medical education. The mix of international speakers allowed one to see the two sides of the coin on some of the burning issues in training or assessment methods and then pitch your tent when you decide on what makes sense to you and will work in your environment. I presented a part of my project and … had interesting comments and questions from other participants. I hope to develop the manuscript and come along with it during our second session to get some more comments. Also, contacts and links to other health educators in South Africa and likelihood of collaborative work were made. Also we gleaned some information as to how SAFRI was being run which we could piggy-back on when WAFRI [West Africa-FAIMER Regional Institute] takes off. There is also the social aspect to it. It was so nice meeting the South African FAIMER fellows again. Also I could put faces to some of the listserv contributors from that region.”

(posted September 3, 2008; updated October 3, 2008)

Vanessa Burch, M.B.Ch.B., M.Med., Ph.D., Named Chair of Clinical Medicine at the University of Cape Town

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FAIMER Institute faculty member Vanessa Burch, M.B.Ch.B., M.Med., Ph.D., has been named Professor and Chair of Clinical Medicine at the University of Cape Town.

A 2001 FAIMER Institute Fellow, Dr. Burch has been a member of the FAIMER Institute faculty since 2005. Prior to joining the faculty, she spent two years as a Global Faculty Advisor. She also serves as Co-Director of the Southern Africa-FAIMER Regional Institute, which began in February of this year.

CMCL Hosts First Regional Institute Faculty Development Workshop

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Faculty development workshop participants at Christian Medical College, Ludhiana
Faculty development workshop participants at Christian Medical College, Ludhiana

In August 2007, the Directors and key faculty members of FAIMER’s five Regional Institutes came together in Philadelphia for the first time for a five-day Directors and Faculty of FAIMER Regional Institutes (DAFFRI) program that included strategic planning activities and teaching skills development sessions. One of the outcomes of this meeting was a decision and an action plan to provide further faculty development opportunities in the regions. The first realization of this goal took place in December 2007 at Christian Medical College, Ludhiana (CMCL) in India.

Director of the CMCL-FAIMER Regional Institute, Tejinder Singh, and his team initially planned a one-day workshop to provide opportunities for teaching practice and constructive feedback to session presenters from the faculties of any of the FAIMER Regional Institutes in India. However, the idea generated so much interest that the format was expanded to give other faculty who had not previously been exposed to a FAIMER program an opportunity to participate. A total of 33 faculty members from six medical schools enrolled in the workshop, 11 of whom presented teaching practice sessions on topics from the regional institute curriculum over the course of two days.

Throughout the sessions, presenters made deliberate attempts to showcase a number of adult learning principles and interactive teaching techniques. Methods employed included a variety of discussions, role-plays, and group work formats. The scope of the feedback covered not only the presentation skills of the session leader but also the syllabus, reading materials, and visual aids that accompanied the presentation.

Director Tejinder Singh commented that he was particularly impressed by the superb time management that characterized the execution of the program, as it finished exactly on time at the end of the second day. According to Tejinder, this remarkable achievement had nothing to do with the planned shopping excursion immediately following the workshop. The event was such a great success that CMCL is already planning an encore faculty development workshop for the spring of 2008.

Directors and Faculty of FAIMER Regional Institutes (DAFFRI) Meet in Philadelphia—August 18-23, 2007

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In mid-August, FAIMER welcomed to Philadelphia the Directors and key faculty members from all five of FAIMER’s Regional Institutes in Brazil, India, and Southern Africa. Twenty-three representatives from the Regional Institutes joined eight FAIMER staff and consultants to convene the first ever “DAFFRI” workshop: an intensive five-day program designed to create opportunities for all participants to develop mutual understanding of the common values and needs of FAIMER Regional Institutes, contribute to crafting a shared vision and strategy for future development and sustainability, enhance their knowledge and skills as educators, and build an active, supportive global network of FAIMER Regional Institute stakeholders.

The program, entitled “Strengthening and Sustaining Regional Institutes: Vibrant Communities for Education and Health,” combined an “Appreciative Inquiry” planning process facilitated by FAIMER Institute Co-Director Page Morahan with knowledge building sessions on adult learning theory led by Bill Burdick, FAIMER Institute Co-Director and Associate Vice President for Education. Both were accompanied in presenting by Stewart Mennin, a health professions education consultant who has also served as an international faculty member at FAIMER Regional Institutes in India and Brazil.

A high-point of the program was a lively “Interactive Presence” workshop in which stage actor and arts educator Mary Beth Scallen guided participants in a series of exercises that raised their awareness of their own behaviors in the classroom and encouraged them to consciously use their own behaviors as teaching tools. This was followed by opportunities for all to practice interactive teaching techniques in presentation and feedback sessions.

Participants are now following up on action plans generated by “concept teams” in the workshop. The action plans address priority areas such as program development, faculty development, sustainability, standard operating procedures, and evaluation.

(posted September 24, 2007, updated September 28, 2007)