FAIMER Research Scientist Marta van Zanten graduated in May 2012 from the College of Health Professions and Social Work at Temple University, Philadelphia, Pennsylvania, with a Doctor of Philosophy (Ph.D.) degree in Public Health. The title of her dissertation was “The Association between Medical Education Accreditation and the Examination Performance of Internationally Educated Physicians Seeking Certification in the United States.” Dr. van Zanten investigated the United States Medical Licensing Examination® (USMLE®) first-attempt pass rates of all international medical graduates (IMGs) who took one or more examinations leading to ECFMG Certification from 2006-2010 based on the IMG’s medical school accreditation status. Results showed that overall, IMGs who attended an accredited medical school performed better on examinations compared to their peers from non-accredited schools. Accreditation had the strongest association with USMLE performance for IMGs who attended medical schools located in the Caribbean.
In the second phase of this study, the quality of a select group of accrediting agencies was evaluated according to criteria determined by a panel of experts to be the most salient features of an accreditation system. IMGs who attended medical schools with overall higher quality accreditation systems performed better on two of three USMLE examinations. Specific accreditation criteria were associated with better performance on all three examinations. This study lends some support to the value of accreditation globally by linking these systems to improved student outcomes.
FAIMER staff members Jack Boulet, Associate Vice President for Research and Data Resources; Danette McKinley, Director, Research and Data Resources; and Marta van Zanten, Research Associate, have been appointed to key positions in Division I of the American Educational Research Association (AERA). Division I – Education in the Professions, is dedicated to promoting research and scholarship in education internationally across professions such as architecture, business, dentistry, engineering, law, medicine, nursing, pharmacy, physical therapy, and teaching. It furthers its mission by supporting scholarly presentations and publications, providing opportunities for professional growth, enhancing communication and outreach, and promoting educational research to inform policy and practice.
Dr. Boulet is serving as Chair of the Division I Program Committee for the 2012 AERA Annual Meeting. The theme of the meeting is “Satis Scire: To Know Is Not Enough,” and it will be held in Vancouver, British Columbia, Canada, April 13-17, 2012. This year, Division I received 119 individual paper and eight symposia submissions. The Division I Program Selection Committee met on October 10, 2011, to discuss and synthesize the many reviews, develop paper session themes, and finalize the program. The program will focus on the development of meaningful educational and assessment programs that go beyond the acquisition and evaluation of knowledge to performance and demonstrated service to the public good.
Dr. McKinley is serving as Co-Chair of the Awards Committee along with Summers Kalishman of the University of New Mexico School of Medicine.
Ms. van Zanten is serving as Editor of PERQ (Professions Education Research Quarterly), the Division I newsletter. The most recent edition of the newsletter, which is the first edition edited by Ms. van Zanten, can be found here.
FAIMER faculty member Ara Tekian of the University of Illinois at Chicago School of Medicine is Vice President of Division I. He was elected to a four-year term beginning in 2009. For more information on AERA Division I, please visit the Division I section of the AERA website.
The 2010 International Conference in Medical Education (ICME) was held December 4-7 at the Yas Island Rotana Hotel in Abu Dhabi, United Arab Emirates. The conference theme was “Beyond Flexner: A Roadmap for Excellence in Health Professions Education,” and more than 10 FAIMER faculty members, staff members, and Fellows participated, serving as conference organizers, advisors, workshop facilitators, keynote speakers, discussants, and poster presenters. The Fundamentals of Assessment in Medical Education (FAME) course was facilitated by FAIMER Associate Vice President for Research and Data Resources John R. Boulet, Ph.D., FAIMER President and CEO John J. Norcini, Ph.D., and FAIMER Institute faculty member Ara Tekian, Ph.D., M.H.P.E., Associate Professor and Director of International Affairs in the Department of Medical Education and Associate Dean of International Affairs at the College of Medicine, University of Illinois at Chicago. Drs. Boulet, Norcini, and Tekian also served as keynote speakers, and Dr. Tekian served as a member of the ICME 2010 Executive Committee. A pre-conference workshop on qualitative research methods was facilitated by FAIMER faculty member Janet Grant, Ph.D., Professor of Education in Medicine at The Open University, United Kingdom. For more information on ICME 2010, visit http://www.icme.org/.
Academic Medicine has announced publication of its first eBook, developed using articles that were featured in the February 2010 issue as chapters. This issue, marking the 100th anniversary of the Flexner Report, contains 27 articles about Abraham Flexner and his legacy, including two articles co-authored by FAIMER staff and Fellows:
Relevance of the Flexner Report to Contemporary Medical Education in South Asia
Zubair Amin, Deputy Head, Medical Education Unit, Yong Loo Lin School of Medicine, National University of Singapore
William P. Burdick, FAIMER Associate Vice President for Education and Co-Director of the FAIMER Institute
Avinash Supe (PHIL 2002), Director of the GSMC-FAIMER Regional Institute
Tejinder Singh (PHIL 2003), Director of the CMCL-FAIMER Regional Institute
Flexner’s Global Influence: Medical Education Accreditation in Countries that Train Physicians Who Pursue Residency in the United States
Marta van Zanten, FAIMER Research Associate
John R. Boulet, FAIMER Associate Vice President for Research and Data Resources
Frank A. Simon, FAIMER Senior Scholar
The eBook is free to download and is formatted to two types of file: an epub file for iPads, Nooks, and Sony eReaders; and a prc file for the Kindle. To access the eBook, visit the Announcements section of the Academic Medicine website: http://journals.lww.com/academicmedicine/pages/default.aspx.
FAIMER President John J. Norcini, Ph.D., was awarded the 2010 Richard Farrow Gold Medal at the Association for the Study of Medical Education (ASME) 2010 Scientific Meeting, “Medical Education: Innovation in a Traditional World,” which took place July 21-23, at Robinson College, University of Cambridge, Cambridge, United Kingdom. The Richard Farrow Gold Medal was established to recognize and honor individuals for their contributions to the goals of ASME, which include: promoting high quality research into medical education, providing opportunities for developing medical educators, disseminating good evidence-based educational practice, informing and advising governmental and other organizations on medical education matters, and developing relationships with other organizations and groupings in health care education.
The Second International Seminar “Frontiers of Medical Education: Relevant Research Issues in Postgraduate Medical Education” took place May 28-30, 2010, at Instituto de Medicina Integral Prof. Fernando Figueira in Recife, Brazil. The seminar focused on reflection, change, and the systemization of scientific experiments in medical education between national and international research centers, and included multiple workshops, panel discussions, and poster presentations. In attendance at the seminar were FAIMER President and CEO John J. Norcini, Ph.D., FAIMER faculty member Stewart P. Mennin, Ph.D., and several FAIMER Fellows. FAIMER-Brasil was among the seminar’s sponsoring organizations.
Presented by the Association for the Study of Medical Education (ASME), Understanding Medical Education: Evidence, Theory and Practice is a new, comprehensive textbook on medical education scheduled to be available from Wiley-Blackwell publishers in August 2010. Edited by Tim Swanwick, Director of Professional Development in the London Deanery, Visiting Fellow at the Institute of Education, and Visiting Professor of Medical Education at the University of Bedfordshire, the book is designed to be an accessible reference for students and practitioners of medical education at all levels: from undergraduates to those pursuing continuing professional development.
Understanding Medical Education includes chapters on teaching and learning, problem-based learning, personal development, e-learning, mentoring, group encounters, simulation, test design, research, assessment, and leadership, among others. Also included are three chapters contributed by FAIMER staff and faculty:
“Principles of Curriculum Design” Janet Grant (Professor of Education in Medicine at The Open University, FAIMER faculty member)
“Workplace Assessment” John Norcini (FAIMER President and Chief Executive Officer)
“Structured Assessments of Clinical Competence”
Kathy Boursicot, Trudie Roberts, and Bill Burdick (FAIMER Associate Vice President for Education and Co-Director of the FAIMER Institute)
FAIMER Associate Vice President for Education and Co-Director of the FAIMER Institute William Burdick, M.D., M.S.Ed., attended the University of Michigan Medical School’s Annual Medical Education Day on June 8, 2010, where he gave a presentation on the subject of capacity building in international health professions education. Dr. Burdick’s presentation focused on individual capacity building through active learning, and system capacity building through diffusion of information and leadership development; both are key aspects of developing health professions education around the world. While there, Dr. Burdick met with Larry D. Gruppen, Ph.D., Josiah Macy, Jr. Professor of Education and Chair, Department of Medicine; Joseph Kolars, M.D., Senior Associate Dean for Education and Global Initiatives; and Patricia Mullan, Ph.D., Professor, Department of Medical Education, to discuss possible collaborations between FAIMER and the University of Michigan.
The paper is the result of research that investigated demographic characteristics and performance outcomes of physicians who received their undergraduate medical education in the Caribbean. The research included almost 20,000 students/graduates who registered for an exam leading to Educational Commission for Foreign Medical Graduates (ECFMG) certification. United States Medical Licensing Examination (USMLE) attempts and ECFMG certification rates (from 1996 to January 21, 2009) were summarized by country of medical school. Results showed that the proportions of females and non-U.S. citizens attending medical schools in the Caribbean are increasing. Average exam attempts for certified individuals ranged, by country of medical school, from 1.19 to 2.84 for the USMLE Step 1 exam, from 1.20 to 2.13 for the USMLE Step 2 Clinical Knowledge (CK) component, and from 1.01 to 1.42 for the USMLE Step 2 Clinical Skills (CS) component and ECFMG Clinical Skills Assessment (CSA). Approximately 14,000 (74.2%) individuals achieved certification, and success rates ranged, by country, from 19.1% to 91.5%. These results highlight the significant variability in performance of Caribbean-educated physicians.
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.”
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.
Simulation and gaming Ara Tekian
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
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
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
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